MWSD

Differentiated Supervision Mode (DSM)  Reference Pages in Plan Book 8-16 Description of Differentiated Mode Relevant Appendices 34 Teacher Rating Form Code of Conduct Glossary

Essential Understandings of DSM:  Professional goal statement must be aligned to a domain & component from Danielson framework  Purpose: to focus teacher PD and address increasing student achievement  The PD activities + other professional evidence collected throughout the year will inform the year-end evaluation  All teachers (formal and DSM) will be evaluated with Classroom Teacher Rating form (Appendix K, p. 34) as per state legislative action

Three types of goals to consider:  Teaching goals (p. 9) Address teacher behaviors/actions that are directly related to student outcomes  Learner goals (p. 9) Address strategies that are implemented to affect learner problems  Program goals (p. 9) Address curriculum and resources

Action Plan Process (Appendix E, p )  Identify a need or area for improvement & provide a rationale Ask: “What evidence is there that this need exists?)  Develop Goal Statement (samples: p ) Provide brief description of how student learning will be positively impacted If relevant, what Performance Indicator Targets have been set?  Identify related Domain/Component Planning/preparation, classroom environment, instruction, professional responsibilities

Action Plan Process (Appendix E, F, G p )  Develop inquiry questions to drive action plan  Determine data sources that will answer questions  Identify Performance Measures (student tasks) & Performance Indicator Targets that may be used to determine student achievement related to your goal  Identify related professional literature  Submit by September 15  Schedule Plan Approval Meeting, Mid-year, and EOY Conference dates

Action Plan Product: Portfolio (p. 26)  What evidence exists that action plan has been effective—that goal has been met?  How will evidence be captured in portfolio?  Establish Year 1 & Year 2 portfolio dates (as relevant)

Additional Components:  Appendix D (p. 24) Used for walk-through observations throughout year  Appendix H (p. 29) Form to document professional responsibilities Teacher reflection to include samples of student work to support reflection  Appendix K (p. 34) Required PDE form for summative EOY evaluation

What is the goal of your Professional Growth Action Research Plan? Briefly describe how this will improve student learning. Effective with the graduating class of 2017, all students must pass the Algebra I Keystone Exam. Algebra I teachers will implement the revised algebra I curriculum as aligned with Common Core standards and Keystone Exam eligible content. The new Pearson algebra textbook will be utilized, as well as related electronic resources. Considering instructional time as a learning variable, the teachers will effectively utilize the daily double period of algebra to provide a balance of whole-group direct instruction and differentiated instruction targeting specific learning needs as demonstrated by the students. Learning tasks will be devised that address varied learning modalities and require higher order thinking. Ongoing formative assessment generated through homework, class and group work, teacher observation, quizzes, exit tickets, writing prompts, etc., will provide evidence of student understanding of algebraic concepts in order to inform teacher instruction on a routine basis and identify student progress. All algebra I teachers will collaborate to generate common summative assessments to ensure that all students are on track with expected outcomes.

On what Domain/Component (Standards for Professional Practice) does your plan focus? (Planning & Preparation, Classroom Environment, Instruction, Professional Responsibilities) Domain 1. Planning & Preparation Components: 1b—knowledge of students will be necessary in order to identify effective instructional strategies; 1c—identifying outcomes that are aligned with CC standards & eligible content; 1d—utilizing available resources via text and electronic sources & tools; 1e— designing instruction that meets the needs of whole-group and individual learners and connects new learning to previously learned concepts; 1f—designing formative assessments that provide the information needed to inform teacher practice and determine if learners are on track, designing common summative assessments aligned to eligible content Domain 3. Instruction Components: 3b—integrating higher level questions in everyday learning tasks; 3c—generating learning tasks that cognitively engage all students on a consistent basis; 3d—reflecting on formative assessment to inform instruction

What are the inquiry question(s) you will ask? (Include a description of the data that will be collected to answer the questions.) At the start of each unit of study, how will I determine what each student knows, understands and can do? How will I differentiate content/concepts accordingly? (pre-assessment data may include: KWL, pre-test, teacher questioning/observation) What do I know about this group of students; how does each student learn best? What strategies work for each student who is struggling? How do I challenge my independent and advanced learners? How can I group within my classroom based on learning preferences and needs? (assessment data may include: collaborative student work, pre-and post tests, enrichment activities, etc.) Out of the 80-minute block, how much time needs to be spent in whole-group instruction and how much time dedicated to differentiated instruction? (teacher log of class time) How will my colleagues and I ensure that we are using common summative assessments? How do we plan accordingly? (team meeting log) When observed formally or informally, what evidence exists that I am consistently implementing differentiated instruction? What will my principal see when she visits my classroom unannounced? (walk-through assessment form)

How do you plan to assess how your plan has been met? Include a description of the data to be collected and analyzed. My portfolio will include:  Sample of lesson plans that detail differentiated instruction; chart from Lesson Planning Guide that shows varied instructional strategies implemented across multiple lessons  A variety of formative assessment measures; assessment tracking chart from Lesson Planning Guide  Several common summative assessments used by all algebra teachers with alignment to eligible KE content highlighted  Sample of student work: selecting several learners at varied levels of understanding and demonstrating progress  Whole group data on summative assessments of major concepts  Comprehensive list of resources (text and electronic) utilized throughout course

What professional literature will inform your thought process?  Marzano’s What Works in Schools resources  Tomlinson’s differentiation resources  Fisher/Frey’s Checking for Understanding