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Professional Development Plan

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by

Karen Graden

on 28 June 2017

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Transcript of Professional Development Plan

Professional Development Plan
by Debbie Birk
and Karen Graden

Format Overview
Why this format?
Crafton, L. & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development.
Improving School,
2011 (14) 104-116.
Fullmer, P. (2009). The assessment of a tutoring program to meet CAS standards using a SWOT analysis and action plan.
Journal Of College Reading And Learning
, 40(1), 51-76.
Gillentine, J. (2006). Understanding Early Literacy Development: The Impact of Narrative and Reflection as Tools within a Collaborative Professional Development Setting.
Journal Of Early Childhood Teacher Education
, 27(4), 343-362.
Levine, T, H, (2010). Tools for the study and design of teaching collaborate learning: The affordance of different conceptions of teaching communiity and active theory.
Teacher Education Quarterly,
v37 n1 p109-130.
Robinson, R., & Carrington, S. (2002). Professional Development for Inclusive Schooling.
International Journal Of Educational Management
, 16(5), 239-47.
Lincoln School Mission/Vision
Lincoln School demographics etc.
one of two PreK-first grade buildings that share one principal
A full time kindergarten teacher also serves as the school's assistant principal
262 students (Just over 2000 in the district)
Average 20-25 students per classroom
50-59% low income
about 90% Caucasian
Topic Overview
Teachers participants
3 K and 3 first grade classroom teachers
Special Education teacher
2 reading teachers (Reading Specialist and Reading Recovery)
4 have 18+ years
4 have 5-10 years
2 have masters
NONE have masters in reading
Not much mobility among teachers
All participants currently participate in leading daily reading/intervention groups during their scheduled time
Using SWOT analysis, as a team examine and evaluate how we are implementing reading groups
Reflection

Schedule:
PD day 1: Meet as K/1 team
K and 1st grade teams will do 1 portion of SWOT analysis weekly at team meetings
PD day 6: Meet as K/1 team to share and plan next steps
Meeting format:
Coaches as facilitators and participants
Teams collaboratively reflect on practice and create action plan
First PD Day
Action Plan
Action Plan
Action Plan
Share (explain) SWOT analysis
Collaboratively brainstorm reading group topics to consider when using SWOT analysis for reading groups
Share PD schedule
Share editable forms
*
*Robinson, R., & Carrington, S. (2002). Professional Development for Inclusive Schooling.
International Journal Of Educational Management
, 16(5), 239-47.
Regarding professional development, Robinson & Carrington (2002) explain "...the most positive components of the process was the time to talk; however, the benefits of the semi-structured sessions were also noted" ( p. 244). They also explain that "professional development is most effective when it is an ongoing process..." (p. 240).
*Fullmer, P. (2009). The assessment of a tutoring program to meet CAS standards using a SWOT analysis and action plan.
Journal Of College Reading And Learning
, 40(1), 51-76.
What is SWOT?
Jonathan Gillentine (2006) explains that teachers need opportunities to reflect within supportive, collaborative communities.
"SWOT analysis is a user-friendly way to analyze a program or organization" and can be used "to aid in strategic planning to improve performance" (Fullmer, 2009).
*Gillentine, J. (2006). Understanding Early Literacy Development: The Impact of Narrative and Reflection as Tools within a Collaborative Professional Development Setting.
Journal Of Early Childhood Teacher Education
, 27(4), 343-362.
*editable document
revise as desired
Thomas Levine stated, "ongoing collaboration among educators provides teacher learning, and this ultimately improves teaching and learning for k-12 students." (p110).

According to Crafton and Kaiser (2011), "authentic and sustainable communities of practice develop around concerns that matter to teachers and, ‘. . . as a result their practices reflect the members’ own understandings of what is important." (p107).
*Crafton, L. & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development.
Improving School,
2011 (14) 104-116.

*Levine, T, H, (2010).  Tools for the study and design of teaching collaborate learning:  The affordance of different conceptions of teaching community and active theory. 
Teacher Education Quarterly,
v37 n1 p109-130.
PD days 2-5
Using our school’s mission statement as a guide, use the SWOT analysis format to reflect on how our reading groups are currently implemented.

Choose one each week :
Strengths, Weaknesses, Opportunities, Threats

PD Day 6
Share and plan next steps.
*As a team, decide if more time is needed to continue SWOT analysis of reading groups. Adjust schedule as needed and plan next steps.
https://drive.google.com/drive/folders/0B8QKzyu9jlLPUGdtMzhweFMtVzQ?usp=sharing
http://public-schools.startclass.com/l/28377/Washington-Elementary-School
(based on 20163 numbers)
Collaborative: Reading Interventionist and Classroom Teacher
Changed from first grade to K-1
We felt that we as a team need to reflect and evaluate what we are doing for RTI/reading groups
We want to respect that teachers are the experts of their classrooms and create an avenue for them to collaboratively reflect and improve instruction
Full transcript