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Plan for Continuous Improvement

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bethany danjuma

on 8 August 2015

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Transcript of Plan for Continuous Improvement

Plan for Continuous Improvement
Bethany Danjuma
CUR 555
August 8, 2015
Dr. Karen Clark

Plan for Continuous Improvement Components
Needs Assessment
School-Wide Professional Development Plan
Grade-Level or Content Specific Professional Development Plan
One-on-One Coaching Plans
Veteran Teacher
New Teacher
Highly Effective Teacher
Ineffective Teacher
Needs Assessment
Areas of focus identified:
Peer coaching
weekly observations by peer teams
Mentoring
veteran teachers observing/mentoring newer teachers periodically
Effective team collaboration
weekly content standards team planning with integration of PARCC content framework skills
Administrative training in effective instructional coaching
training for frequent pre/post observation coaching
Differentiation strategies
whole faculty training/support on practical strategies for the classroom.
School-Wide Professional Development Plan
1 - to - 1 Technology
Whole Staff Model
whole staff training to discuss the purpose, goal and expectations for teachers and students.

Collaborative/Cooperative Model
Smaller teacher groups (same content/grade level) to research ideas and develop lessons integrating technology.

Monthly whole staff debrief meeting to present and discuss ideas generated in small groups
Grade Level Professional Development Plan
Peer Coaching within grade level or content areas.

Coaching pairs meet prior to beginning of the year to establish common purpose and expectations.
Each teacher discuss areas on which they would like to receive feedback.

Teachers alternate observing and being observed on a weekly basis.

The teachers meet during common planning time to debrief and discuss observations and potential interventions.
One-on-One
Coaching
Veteran Teacher
Traditional Coaching Model with evaluative administrator serving as the coach.
Utililze previous years student data as a starting point for goal setting.
Observations and Reflections conducted every other week.
New Teacher
Real-Time Coaching Model with either a mentor teacher or an instructional coach.
Utilize school-wide initiatives as a starting point for goal setting.
Weekly observations and reflection sessions.
Highly Effective Teacher
Virtual Coaching Model with virtual instructional coach.
Utilize previous year's student data as starting point for goal setting.
Coaching cycle conducted very other week.
Ineffective Teacher
Real-Time Coaching Model with instructional coach.
Utilize previous teacher effectiveness data as a starting point for goal setting.
Weekly coaching cycle
References
Harrison High School Statement of Purpose. (n.d.). Retreived from: http://harrisonhs.hsd2.org/pages/HarrisonHS/About_Us/8849018105986993604

Joyce, B. R., & Calhoun, E. (2010). Models of professional development: A celebration of educators. Thousand Oaks, CA: Corwin Press.

Mission Possible: 2013-2017 Strategic Plan. (2013). Harrison School District 2. Retrieved from: http://www.livebinders.com/play/play?id=1741824

Peer Coaching: Observer as Coach. (n.d.). National School Reform Faculty. Retrieved from: http://www.nsrfharmony.org/system/files/protocols/peer_observation_guide.pdf

Instructional Notes Plan for Continuous Improvement
Slide 2: Plan for Continuous Improvement
This plan for the continuous improvement of teachers and administrators has 4 main components which all work together to support the needs of educational faculty and the achievement of our students. To begin a needs assessment was conducted to identify the areas in which teachers and administrators needed further training and support. Based on the analysis of this needs assessment were developed a school-wide professional development plan, a grade-level or content specific professional development plan as well as one-on-one coaching plans for 4 categories of teachers, teachers classified as veterans, new, highly effective and ineffective.

Slide 3: Needs Assessment
Based on the needs assessment, the areas of focus for this continuous improvement plan include peer coaching, whereby teacher pairs will conduct weekly peer observations and reflections as well as mentoring for newer teachers by veteran teachers. Additionally this plan supports the development of effective team collaboration strategies implement required state content standards as well as the PARCC model content frameworks into unit plans to ensure students are being prepared for success on high stakes testing as well as post-high school endeavors. This collaboration will take place during weekly content team planning meetings. Administrators will receive training in effective coaching strategies to implement during pre and post observations of the teachers assigned to them. Finally, the staff as a whole will receive training and support in the implementation of practical differentiation strategies for the classroom.

Slide 4: School-Wide Professional Development Plan 1-to-1 Technology
The school as a whole will be trained on and implementing the 1-to-1 technology initiative during this year, and will participate in 2 coaching models to be conducted throughout the year. To begin, prior to the beginning of the school the whole staff will be trained together on the purpose, goals and expectations for both teachers and students regarding the 1-to-1 initiative. Following this whole staff training, smaller collaborative teacher teams will be generated and tasked with researching ideas and developing lessons integrating the technology into the required curriculum. Throughout the year, these teacher teams will meet and present out their resources at monthly whole staff meetings.

Slide 5: Grade Level Professional Development Plan
Professional development within grade levels or content areas will take the form of peer coaching. Teacher pairs will utilize the Peer Observation Protocol form when conducting observations and reflection sessions., and should be come familiar with the document.The assigned coaching pairs will meet prior to the beginning of the year to establish common purpose and expectations for the coaching sessions, as well as develop a list of areas they would like to receive feedback on. The teachers will alternate observing and being observed on a weekly basis and participate in a debrief and reflection session during common planning times to discuss potential interventions and strategies.

Slide 6: One-on-One Coaching
All teachers will utilize the Teacher Reflection Protocol form when reflecting on observed lessons and generating ideas for improvement. Teachers and coaches alike should become familiar with this form.
Individual coaching will be tailored to the 4 different categories of teachers. Veteran teachers will participate in the traditional coaching model with their evaluative administrator serving as the instructional coach. They will utilize their previous years student data as a goal setting starting point, and then will analyze student data and teacher effectiveness data to set goals throughout the year. The coaching cycle will be conducted every other week for veteran teachers.
New teachers will participate in a real-time coaching model with either a mentor teacher or an instructional coach. As they have no previous data, they will use school-wide initiatives as a starting point for goal setting, and then analyze student data and effectiveness data to set goals throughout the year. New teachers will be observed and participate in reflection sessions on a weekly basis.
Highly effective teachers will participate in a virtual coaching model with a virtual instructional coach. They will use previous student or teacher effectiveness data as a starting point for goal setting, and continue setting goals as they analyze data throughout the year. The coaching cycle for highly effective teachers will be conducted every other week.
Finally, ineffective teachers will participate in a real-time coaching model with an instructional coach. They will work with their instructional coach to analyze previous teacher effectiveness data to set goals and will continue to analyze their observation data throughout the year. They will be observed and participate in reflection sessions on a weekly basis.
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