Form DPS-A

Professional Development Application

Course Title: ______

(i.e.Implementing Multiple PD Strands in Professional Learning Communities to Improve Teacher Effectiveness)

Dates: September - May

School/Department Name: ______

Framework Alignment and Expectations

LEARNING ENVIRONMENT

Positive Classroom Culture and Climate

Effective Classroom Management

INSTRUCTION

Standards-Based Goals

High-Impact Instructional Moves

Differentiation

Masterful Content Knowledge

Academic Language Development

21stCentury Skills

Course Objectives:Focus of Study and RationaleTeachers often work in isolation and may not have the benefit of sharing best practices with colleagues to improve instruction and student performance. Teachers will establish a professional learning community to provide support for members to engage learners and accelerate student achievement.

  1. As adult learners, we will participate in a course of measurable learning that takes place over time (minimum of three months) and includes study, demonstration, reflection, and collaboration. Our learning will be measured by multiple examples of growth over time, such as lesson plans, questionnaires, and surveys.
  2. The participants will use the study groupmodel to pursue ___ strategies of their choosing and work together to improve their effectiveness.

The strands for the study component will include:

______

______

______

______

Our lens will be focused on teacher effectiveness to increase student engagement, deepened learning, and student achievement.Participants will learn to use and analyze the following data for instructional decision-making:

●Self reflection surveys

●Student pre and post data

●Assessment notebook

●Bodies of Evidence of student work

Hypothesis:

If we______

then______.

Prerequisites-

Teachers will participate in this school-wide professional development plan during the school year.

The participants for this PDU are not required to have a prerequisite for this course.

Course Description/Content/Activities:

Participants will attend meetings with designated facilitators on ______of every month, fromSeptember toMay at_____.

Participants will plan, implement and reflect upon lessons created during their study groups to become more effective educators in the classroom. Content areas are :(i.e. Sheltered English, Vocabulary Development, Project Based Learning, Technology for Data Driven Instruction, Integrating Technology into the classroom, Multiple Modalities, and Family Partnerships)______.

All members will participate in a whole school group reflection on______(Date).

Course Activities-

Participation Requirements –

  • Attend all ___study groups.
  • If a study group is missed, the participant will do the reading, write a reflection, shadow or confer with a teammate implementing the strategy and plan a lesson.
  • If more than ____ study group is missed then there will be no PDU credit.

Study Component—

  • Participation in __,___ hour study groups.

●Monthly implementation of the identified strategies

Study Groups

○______

○______

○______

○______

Planned Verification of Study Component

Verification of the study component of this PDU will be demonstrated with the following artifacts:

●Record of attendance and participation (sign in, activity log, exit slip, written reflection)

●Personal Journal/Written Case Study – Personal Reflection Section (teacher reflection on their own learning through PDU, book study, learning from training and cohort meetings, and personalized reading of articles, daily implementation of intervention programs … and the changes that occurred in their practice as a result of the new knowledge that they have gained).

● Personal reflection synthesizing cohort meetings, book study, a selection of articles from a list of suggested readings, practice in the classroom, and student response to strategies.

The reason for these artifacts is to provide teachers with the opportunity to access a variety of learning experiences as a result of this PDU and to synthesize these experiences, reflecting on how their learning has impacted their instruction.

Demonstration Component—

Each teacher will identify 3 to 5 strategies to implement that are aligned with the selected strand of study.

Each teacher will develop an action plan forimplementing instructional strategies and ongoing assessment of

student response to instruction.

  • Each teacher will bring student work samples, ongoing assessment data, and personal reflection on learning, and lesson plan samples to the cohort meetings to share with fellow PDU teachers for reflection and feedback. The establishment of this Professional Learning Community will provide opportunities for teachers to adjust their instruction and/or the implementation of the strategies selected. Each teacher will keep a reflection journal of their learning during the monthly cohort meetings to document their learning and instructional strategies.

Verification of the demonstration component of this PDU will be documented with the following artifacts:

●Portfolio of selected artifacts that demonstrate use of new learning in your classroom (student work samples, sample lesson plans, ongoing assessment data, etc.).

The reason for these artifacts is to provide teachers with the opportunity to synthesize the various learning experiences that will occur as a result of this PDU and reflect on how this learning has impacted their instruction. These artifacts will also provide an opportunity to demonstrate how each teacher has adjusted their instruction based on data collection and professional learning. These artifacts will provide evidence that the individual has adequately participated in and completed all of the various components outlined in this PDU.

Reflection Component—

  • Cohort Meetings – This professional learning community will provide opportunities for group reflection synthesizing study groups, book study, a selection of articles from a list of suggested readings, practice in the classroom, and student growth. This reflection will include receiving feedback from other cohort members in order to make changes in their practice as a result of the new knowledge that they have gained and a plan for how to take this new knowledge to the next level in their classroom during the next month. The learning will be documented with the personal self reflection essay.
  • Work Sample – A written, personal reflection synthesizing cohort meetings, book study, a selection of articles from a list of suggested readings, practice in the classroom, student growth, and reflection on how their practice has changed as a result of the new knowledge that they have gained and a plan for how to take this new knowledge to the next level (i.e., plan classroom implementation of instructional strategies, goals for additional professional development).
  • Presentation of work sample to group – The presentation will include a personal reflection synthesizing the following: cohort meetings, book study, a selection of articles from a list of suggested readings, practice in the classroom, student growth, and reflection on how their practice has changed as a result of the new knowledge that they have gained and a plan for how to take this new knowledge to the next level (i.e., plan for next school year, goals for addition professional development).
  • This product will be evaluated using a PDU specific rubric.

Planned Verification of Reflection Component

Verification of the reflection component of this PDU will be demonstrated with the following artifacts:

●Copy of the Self Reflection Essay - A written, personal reflection synthesizing the entire PDU experience,reflections on learning / understandings from cohort meetings and designing a plan for next steps.

●Copy of scoring rubric for the PDU work sample completed by a peer that demonstrates that the submitted case study contains all the required components outlined in the PDU.

The reason for these artifacts is to provide teachers with the opportunity to synthesize the various learning experiences that will occur as a result of this PDU and reflect on how this learning has impacted their instruction. The artifacts will provide participants with the opportunity to develop a plan for how they will use the knowledge gained during the PDU to impact their instruction in the future. These artifacts will also provide evidence that the individual has adequately participated in and completed all of the various components outlined in this PDU.

Required Texts, Readings, and Instructional Resources—

Readings will include, but are not limited to:

Participant Evaluation-

  • Each teacher will present their PDU work sample to a group of fellow PDU teachers using a protocol – (Case study presentation will include: student work samples, ongoing assessment data, personal reflection on learning, lesson plan samples, etc.)
  • Each teacher will submit their PDU work sample for peer review

Participants will write a 3 to 5 page self reflection essay explaining the impact on their instruction and student performance.

Participants will include artifacts and examples of teaching strategies and/or lesson plans implemented.

The reason for these artifacts is to provide teachers with the opportunity to access a variety of learning experiences as a result of this PDU and to synthesize these experiences, reflecting on how their learning has impacted their instruction.

Peer evaluation procedures will assess a pass/fail grade based on the PDU rubric.

Participant Criteria for Meeting Standard(s) - Final portfolios of artifacts documenting implementation of instructional strategies will be shared in small groups and assessed using the PDU rubric for completion of the course requirements.

Class Method—How the class will be taught:

Online__ Independent Study__ Traditional Contact __

Contact Hours—Include all days, dates, and times
Date(s)
Day(s)
Time(s) / Class Location
Site
Street Address
City, State, Zip
Prerequisites
Open to
Class size limit / Grading
Pass/FailTraditional