Professional Learning Project Update: Winter 2011

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job- embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion

“In order to to change teaching practice, and to increase student achievement, professional development must be ongoing, job- embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion #1 - To develop and implement a professional learning program that: isn’t a one day event ESU #3 Action Research Goal reflect the current research,

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job- embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion is focused and continuous throughout the school year ESU #3 Action Research Goal #1 - To develop and implement a professional learning program that: isn’t a one day event

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job- embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion #2 - The program should: Focus on a curriculum driven by a need expressed in the district’s school improvement plan. ESU #3 Action Research Goal Include the integration of 21 st century skills Focus on activities to process content that model strategies for the classroom

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job- embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion #3 - The program includes the use of videoconferencing and PLGs for follow-up collaboration. ESU #3 Action Research Goal

“In order to reflect the current research, to change teaching practice, and to increase student achievement, professional development must be ongoing, job- embedded, relevant to the teacher’s instructional needs, and collaborative in nature.” Joellen Killion #4 - The professional learning program impacts the improvement of student achievement. ESU #3 Action Research Goal

Collaboration with others to clearly communicate understanding by effectively using content specific terms. Implementation of problem solving strategies to discern unfamiliar words. Application of critical thinking skills such as comparison, classification, webbing, analogies, deductive/inductive reasoning, hypothesizing, and critiquing to demonstrate knowledge of vocabulary words. For Students: To develop, apply, and demonstrate growth of vocabulary knowledge to improve comprehension and communication by effectively using strategies that include but not limited to: For Teachers: To identify, develop, and implement learning targets and instructional strategies that include but not limited to: For Teachers: To identify, develop, and implement learning targets and instructional strategies that include but not limited to:

Professional Learning Program Overview

The 3 Pillars of the Face-2-Face Learning Program 1. The content will reference and be clearly focused on the goal of the project. 2. The pedagogy will always include the identification and implementation of 21 st century skill(s) in teaching. 3. The inclusion of technology will be appropriate to support #1 & #2.

Face-2-Face Framework The goal of the project is reiterated. The content is delivered and a video of the instruction is made available on the Fort Calhoun web site. Input for videoconference follow-up is gathered. Support documentation for PLGs is distributed and explained. A brief preview of the next F-2-F learning is presented.

Face-2-Face Online Video

Professional Learning Groups Enhances professional conversations Focuses on instructional practices Provides follow-up to Face-2-Face content Allows discussion of student growth in targeted skills

Sample PLG Document

Videoconference Enhances professional conversations Focuses on instructional practices Provides follow-up to Face-2-Face content

ESU #3 Vocabulary Wikispace Include links and resources on vocabulary Include links and resources on 21 st Century Skills Provide access to Fort Calhoun documents Provide on-going pre-screened resources for teachers Provide one spot for resources and links

The research question: Project Evaluation: Data Collection and Review Did the professional learning model change teaching practice in the area of vocabulary? If so, did the change in teacher practice increase student achievement in the area of vocabulary?

Data from multiple sources – Student assessment data (State and Local) – District participant online surveys – Exit interviews (students, teachers, administration) – ESU participant online exit survey Project Evaluation: Data Collection and Review

The content of the November 12 district-wide professional learning session, Tiered Vocabulary Words and 21 st Century Skills (i.e. collaboration, creativity, problem solving), was organized to provide opportunities to learn new teaching strategies for vocabulary and incorporating 21st century skills. Snapshot of the data NumberPercentage Strongly Disagree00 Disagree00 Neutral3 (9%) Agree19(59%) Strongly Agree10(31%)

Fort Calhoun Administration comments