1. Driving Questions: Strategies for Uses of ARRA Funds Ongoing Professional Development

2. Drive results for students Will the proposed use of funds drive improved results for students, including students in poverty, students with disabilities, and English language learners?

3. Increase capacity Will the proposed use of funds increase educators' long-term capacity to improve results for students?

4. Accelerate Reform Will the proposed use of funds advance state, district, or school improvement plans and the reform goals encompassed in ARRA? Will the proposed use of funds make progress toward rigorous college and career-readiness standards, build upon data systems, make improvements in teacher effectiveness, and provide intensive support for low-performing schools?

5. Avoid the cliff and improve productivity Will the proposed use of funds avoid recurring costs that states, school systems, and schools are unprepared to assume when this funding ends? Given these economic times, will the proposed use serve as “bridge funding” to help transition to more effective and efficient approaches?

6. Foster continuous improvement Will the proposed use of funds include approaches to measure and track implementation and results and create feedback loops to modify or discontinue strategies based on evidence?

7. . Drive results for students  Will the proposed use of funds drive improved results for students, including students in poverty, students with disabilities, and English language learners? Ideas Evaluation Methods Change behaviors in teachers, administrators Set a foundation for changing teacher behavior Existing funds and plans, linking to school improvement Connect to things that are already working - elearning program through online courses examine those that are working well. measures that you want to see from see from the scope and sequence for learning - determine the student results prior to the funding align with students IEP plans - RTI teachers trained to market technology to the students train students to use technology have technology coaches in the schools embedded pd - lesson study open source community for professional development models - align to student results wide range of teacher use - effective professional development classroom observation - walkthrough action research collaborative evaluation student portfolios teacher portfolios

8. Increase Capacity  Will the proposed use of funds increase educators' long-term capacity to improve results for students? Ideas Evaluation Methods Instructional technology coaches - IMPACT (NC) how different coaches are collaborating with teachers - provide a toolkit for coach Immediate change in practice with standards based and project based learning teacher grants - empower teachers to be responsible for the goals of the grant teachers need to make the change - seed projects mini grants for educators all experts need to be collaborating for the common goal online communities to build capacity - leverage the web 2.0 tools infrastructure - shared capacity with other municipalities such as bandwidth and resources content knowledge - build capacity with content experts educator prep institutes should be collaborating with schools examine business models for effective employee building of human capacity teacher portfolios authentic assessments feedback loops from students think alouds student assessment

9. Accelerate Reform  Will the proposed use of funds advance state, district, or school improvement plans and the reform goals encompassed in ARRA? Will the proposed use of funds make progress toward rigorous college and career-readiness standards, build upon data systems, make improvements in teacher effectiveness, and provide intensive support for low-performing schools?Ideas Evaluation Methods align pd program with school improvement plans and what the state is trying to do finding career pathways for educators in professional development blended learning models for teachers differentiated models use of technology (RTI) remove the boundaries and borders within different programs force the different offices to communicate and collaborate through the use of technology virtual education - technology is not a place models the use of technology in student reporting and communication and professional development use push technology for professional development bring parents into the professional development loop, it will help accelerate the reform the expectations capture the indicators for rigorous college and career- readiness effective and efficient evaluation method build on past data to drive reform track student records portal usage

10. Avoid the cliff and improve productivity  Will the proposed use of funds avoid recurring costs that states, school systems, and schools are unprepared to assume when this funding ends?Given these economic times, will the proposed use serve as “bridge funding” to help transition to more effective and efficient approaches? Ideas Evaluation Methods develop open source modules tagging content the same way innovate uses of Moodle get train the trainers in place and capture that training emphasize the change in attitude through open source look for open source alternatives expectation from grants participants build projects to share content, such as learning objects and podcasts library of resources that are available need to understand how to use the content changing the philosophy and practices of educators total cost of ownership increase in content available examining the content

11. Foster continuous improvement    Ideas Evaluation Methods evaluation of content state to provide guidance on existing platforms and data use of peer coaching model transparent use of funds using successful projects that have been done by other schools in the past common set of projects do not reinvent the wheels blogs and wikis to create a feedback loop create a community of learners - Moodle ning - provides capacity lead trainers ask the LEAs start off with what works and then build the project have the LEAs submit their evaluation build in the results and evaluation within the professional development build the expectations prior to the professional development follow up system for all levels of administration on the professional development leadership training on the effectiveness of pd action research set up surveys pre and post student input examine business models for evaluations performance assessments match the results to student assessments keep parents in the loop - surveys build in methods to inform the school administration and teachers about the program classroom observation after the training observe the actual training performance system that reflects the professional development