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Final Staff Development Plan
Transcript of Final Staff Development Plan
Based on the data provided by the Colorado Department of Education, Reading comprehension scores drop during 10th grade year. Within the 9th grade population, males have the lowest proficiency in Reading of State Assessment. Between the years of 2007 through 2009, males showed a drop in 2007 and a slight increase in proficiency during 2008 (approximately the amount that they lost in 2007). However, during 2007 through 2009, females showed a constant proficiency gain of approximately 10% each year. Based on the continual growth of females, this population is estimated to be at a 68% proficiency rating during the Reading State Assessment during 2009-2010. Because of that continual growth, this goal is obtainable for male students in reading comprehension as well.
Strategies to support the following S.M.A.R.T. goal include: Provide 9th and 10th grade Literature teachers with a copy of “Improving Reading Comprehension and Speed, Skimming and Scanning, Reading for Pleasure” by McGraw-Hill for a teacher based book club (lunch provided), one of student growth objectives for English teachers will be driven by assessing student assessment data on reading, Co-Curricular meetings twice a month, Parent-Teacher conferences twice before State Assessment, and providing substitutes for “learning walks” and lunch to post discuss.
Some indicators for success will include benchmark scores of 9th and 10th grade Literature students from December of 2009, student growth objectives of 9th and 10th grade Literature teachers, and CSAP results in 2012.
The most important factor of all staff and students is time.
Amount needed for the stages of development (orientation, integration, refinement).
As a first order of business, staff meetings talking about the data, analyzing data in reading from previous years, discussing in small groups what currently is the culture of reading in all content areas, decision by the staff that this is the direction and goal for the school
A woman who has been diagnosed with breast cancer and will be absent for 6 weeks and return on a part-time basis
Safety and health is not only a priority of students of the school, but also of the staff. With this particular case, compassion and consideration are a key element of this traumatic event. A matter of professional trust needs to be in place between the administrator and teacher. The fact the teacher wants to return to the classroom shows that they love their job and want to continue to impact students in a positive manner. Therefore, the administrator needs to trust the fact that this teacher will give their best effort and monitor the teacher in a manner of empathy and not being critical of their daily work. A conversation needs to happen between the administrator and teacher that the school will continue to support their recovery to health and happiness as well as explaining the previously mentioned S.M.A.R.T. goal that the staff has accepted. The administrator needs to express appreciation on any part that the teacher would be willing to do as a partnership with other staff members in order to support the previously stated goal, as well as expressing respect of the teachers’ time and health so that they have a full recovery.
A man whose wife had recently died and is left to raise two pre-school children.
To emphasize a previously statement, safety and health is not only a priority of students of the school, but also of the staff. With this particular case, compassion and consideration are a key element of this traumatic event. Suggesting or preparing for a long-term sub should be considered so that the man can grieve and prepare to take care of his family. If the man would like to request a long term leave of absence, administration need to not use the absences in any way during reductions of staff due to budget. Understanding that this is an extremely long process as well as the fact that some days are better than others needs to be considered by administration. Administration needs to monitor teacher when they return as a sign of compassion and not in any way critical as a professional. The S.M.A.R.T. goal can be presented to the teacher, however the administrator needs to trust the teacher will provide support of that goal in his or her own way.
An individual who is in year 29 of his/her career and has voiced clearly that your plan is a ridiculous waste of time and yet another “flavor of the year” that will pass.
A meeting behind a closed door needs to happen as soon as possible between the teacher and administrator. Throughout the meeting, there needs to be an environment of mutual professional respect. Even though the teacher doesn’t agree, they still have been a professional teacher for many years with a wealth of knowledge to support their voice. Therefore, it needs to be heard. However, the administrator needs to express that there is a common thread in the debate in that they both want “what’s best for students”. Even if they don’t agree, the administrator should suggest that this is the vision of the school not just the administrator and that the said teacher should “trust the process”. If the teacher feels like they cannot support the vision of the staff and administrator, suggest the opportunity to work in a variety of other schools within the district. If the teacher feels like they can support the vision, what would they be willing to take ownership of so that they don’t feel as if they have lost any power within their profession. Inviting the staff member to the administrators’ office multiple times will build the respect between teacher and administrator as well as generate new ways to support the S.M.A.R.T. goal.
•Teachers (co-curricular, learning walks, study tables, include Literacy across all content areas, reading contests, SMART Boards)
•Local businesses providing funding for supplies and rewards for students
•Professional Development on Differentiation
ex. “Differentiated Assessment & Grading by Rick Wormeli (book included Fair Isn’t Always Equal)
•Students (peer tutoring)
•Parents (tutoring, in-class support)
•Book club-“Improving Reading Comprehension and Speed, Skimming and Scanning, Reading for Pleasure” by McGraw-Hill
Professional Learning Committee's
Rationale for Goal
The most important resource of this goal is the teachers. Their energy, focus, and dedication will support the success of this goal.
It is important to not only have Literature teachers supporting this goal, but the entire staff by including literacy in all content areas. (Ex. Science-scientific articles, Gym-sports illustrated) Use of the school newspaper in classes may also be used to support this goal.
Upper level teachers will be asked to support this goal by being part of study tables. Teachers will also brainstorm ideas in small groups during staff meetings on resources they need/want for success of this goal.
oBenchmark scores of 9th and 10th grade Literature students
oStudent growth objectives of 9th and 10th grade Literature teachers
oCSAP results of 2012
Generational differences, yet engaging all learners
A vital part of the success of this S.M.A.R.T. goal is building relationships between the staff so that they can take ownership of the goal and drive its’ success. Because different generations may not have many similarities within beliefs and values there is a common ground of “doing what is best for kids”. Team building activities such as the “4 corners” or answering questions about your generation is a way for staff to value each other and create an atmosphere of mutual respect. At the end of the team building exercises the administrator should ask staff to think about and discuss ways in which they can relate to their students. This final step is significant in order to create innovative strategies to support students with their learning.
Clustering staff members for learning
While in small groups of different content areas, staff should talk about how their class supports the S.M.A.R.T. goal of reading comprehension. There are staff members that work with only upper level students such as juniors and seniors, yet there support is very important to the S.M.A.R.T. goal. These staff members need to be presented with the idea that even though they don’t have these students currently, eventually they will so it is important that they invest time in supporting the process. The administrator needs to follow-up with these staff members to make sure that each one is supporting the goal and the idea that their input is important. Some ways that these staff members could support the goal is becoming an after school tutor, trying to implement reading in any school clubs, or meeting with 9th and 10th grade teachers during co-curricular meetings and providing ideas to support the goal.
Within learning communities,
“the teacher as well as leaders is encouraged to pursue and professional development, integrating it as part of their regular job responsibilities”. a sense that we are all in this together. It also creates the premise that no matter who you are as a teacher (new or veteran), we all can develop skills and strategies to drive the success of students
This structure will allow groups to monitor success as well as modify plans of action. Professional Learning Communities provide ii”a sense of common purpose; viewing peers in the group as colleagues; seeking self/group actualization; perceiving outside groups as similar to one’s own group; individual and communal reflection; giving and seeking help; and celebrating accomplishments.” The idea of common purpose and professional respect will create a positive environment that will reduce turnover of staff in schools and allow for the success of the school to be shared by all; staff, administrators, students, parents, and counselors.
The statement “what is best for students” can be interpreted in various ways. This can cause conflict and therefore these groups also need a ii”strategy to deal with group tension and defensiveness”. Teaching is such an interesting profession because individuals do feel it as a personal extension of who they are and what they believe. A strategy for tension needs to be discussed at the development of the group so that all members value one another as well understand that there will be times to agree to disagree.
Should not be limited to teachers. Administrators need to be part of these communities because they are making major decisions for the school and need input from these communities to base their decisions. Students and parents need to be part of these communities as well. It is always a good strategy to look through the other side of the window in order to get a perspective that is different than your own. By allowing students and parents to join these communities, there will be an understanding that teachers do have their best interest in mind as well develop a voice in their learning process.
-Weekly emails of school updates to saff include weekly calendar
-Weekly meeting with administration
-Monthly meeting with department heads
-Monthly meeting with PTSA
-Observe teachers with feedback 1 class per day
-Drop in policy for staff
-Lunch with students
If you don't know where you are going,
you'll end up someplace else.
Don't bunt. Aim out of the ballpark.
There are two things to aim at in life; first to get what you want, and after that to enjoy it. Only the wisest of mankind has achieved the second.
Logan Pearsall Smith