Plan for Highly Effective Job-Embedded Professional Development Building Teacher Capacity for Instructional Reform EL 560 By: Jeremiah Stieve

Findings from a Curriculum Audit and Resource Review We lack “Knowledge of Practice” targeted professional development in this area (Social Studies and Science) lacking in support and professional development Lower Elementary Professional Learning Communities are ineffective (K-4) There is also a lack of support for teacher “learning needs” more time: feedback, coaching, reflection Resources and literature pointed to the use Professional Learning Communities as a vessel to obtain increased teacher learning thru job embedded professional development.

Goals and Outcomes Outline and Implement a plan for job-embedded professional development. Support “Teacher Learning Needs” – Change takes: Time and support Specifically we need more time provided for: feedback peer coaching reflection Increase Teacher Learning and Effectiveness Increase “Knowledge of Practice”- Teachers create this kind of knowledge as they focus on raising questions about and systematically study their own classroom teaching.” -Yendol-Hoppey, Dana (2010) Increase Student Learning

PLC model We have Professional Learning Communities in place. Being underutilized in: Subjects (Social Studies, Spanish and Science) Grade levels (k-4 with some exceptions) We will set expectations to maximize the use of PLC time for teacher learning in order to positively impact student learning.

The PD Plan Series of year long: PLC Meetings: Often Focused Actions Gather data Peer coaching Reflection Evaluation Modify if needed

Meetings Expectations Teachers will meet several times a week. (Various ways) Tech tools: used to support on going dialogue A book study: Learning by Doing: A handbook for Professional Learning Communities at Work

Types of actions Actions Gather student data Peer coaching Reflection

Data Gathering Student measures defined by PLCs Implementation new teaching method or strategy will be noted Through observation and data analysis impact on student learning can then be tracked

Peer coaching Coach based on needs Coaches can change after reflection Time allocated for teachers to meet in peer coaching groups

Reflection We will utilize 2 types of reflection Individualized reflection Group reflections

Evaluation Plan: How do we know it is working? Data: variety of sources and types Administration and PLC leaders will help further facilitate the process. They can then make well informed changes on the fly to address problem areas.

Sources Yendol-Hoppey, D. & Dana, N. (2010). Powerful professional development: Build expertise within the 4 walls of your school. Thousand Oaks, CA: Corwin Press. DuFour, R., DuFour R., Eaker, B., Many, T. (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press (Ed.). Bergez, J., Burner, J. (2006). Geography Alive! Regions and People. Palo Alto, CA: Teacher’s Curriculum Institute McCulloch, J. (1985). Cooperative Learning in Social Studies Education: What Does the Research Say? ERIC Digest No. 20. Retrieved from 923/cooperative.htm Gouthrou, R., Meszaros, B., Taylor, M., Wilkinson, C., Lober, R., & Wool, M. (2009, September 23). Retrieved from