1. Differentiated Supervision Option D.I. Make and Take It

2. Differentiated Supervision Plan At Hempfield, we believe that: Professional growth occurs when school professionals reflect upon and discuss what is happening in their classrooms and schools. Professional growth occurs when school professionals reflect upon and discuss what is happening in their classrooms and schools. When the individual internalizes the need for professional growth and takes responsibility for its direction and implementation, instructional improvement and professional development will be meaningful and lasting. When the individual internalizes the need for professional growth and takes responsibility for its direction and implementation, instructional improvement and professional development will be meaningful and lasting.

3. Differentiated Supervision Plan HSD Supervision Experiences: 1.Administrative Monitoring (Clinical Model) -New teachers, tenured staff cycle back every 4 yrs. 2.Differentiated Supervision Options (Tenured) -Action Research -Goal Setting -Building/Department-Based Focus Group -Dialogue Groups -Peer Coaching -Administrative Monitoring (staff may select this at any time) 3.Intensive Assistance Program (Struggling Teachers)

4. Building/department Focus groups

5. Focus group Parameters

6. Rationale & History Evolution: DI Make and Take It Supervision Option: 2007-2008 Year 12007-2008 Year 1 34 participants34 participants HS Science, HS Learning Support, HS Art, HS World Language, MS Librarians, MS English, MS Learning Support, K-6 Guidance, ELL, K- 6HS Science, HS Learning Support, HS Art, HS World Language, MS Librarians, MS English, MS Learning Support, K-6 Guidance, ELL, K- 6 2008-2009 Year 22008-2009 Year 2 23 participants23 participants HS Science, HS World Language, HS Learning Support, MS Learning Support, MS English, MS Reading, K-6HS Science, HS World Language, HS Learning Support, MS Learning Support, MS English, MS Reading, K-6 2009-2010 Year 32009-2010 Year 3 16 participants16 participants HS Learning Support, MS Science, K-12 Guidance, ELL, K-6HS Learning Support, MS Science, K-12 Guidance, ELL, K-6

7. Expectations 1 Expectations of Participants Expectations of Participants All participants will attend the three sessions. All participants will attend the three sessions. All participants are expected to post a reflection and share one creation per topic per session. The reflection should include the following: All participants are expected to post a reflection and share one creation per topic per session. The reflection should include the following: -“Describe how you used the activity within your classroom…” -“What successes did the student/teacher encounter during this activity…” -“What would you change about the activity based on the outcomes …”

8. Expectations 2 Expectations of Participants Expectations of Participants All participants are expected to post two responses to other participants’ postings prior to the next meeting and all posts need to be completed by April 30, 2010 All participants are expected to post two responses to other participants’ postings prior to the next meeting and all posts need to be completed by April 30, 2010 All participants are expected to complete an evaluation of this supervision option at the conclusion All participants are expected to complete an evaluation of this supervision option at the conclusion All participants will receive a certificate from the moderators. All participants will receive a certificate from the moderators.

9. Session 1 Introduction to Moodle (sign in and do a post)Introduction to Moodle (sign in and do a post) Presentation : Differentiated Instruction Overview, Student Profiles and Pre-assessment Presentation : Differentiated Instruction Overview, Student Profiles and Pre-assessment Focus : Focus : Assessing student interest, readiness and learning profiles for designing lessons and assignmentsAssessing student interest, readiness and learning profiles for designing lessons and assignments Methods/Strategies for pre-assessments (Entrance/exit cards, 3-2- 1 check)Methods/Strategies for pre-assessments (Entrance/exit cards, 3-2- 1 check) Methods and ideas for Flexible Grouping through Pre- AssessmentsMethods and ideas for Flexible Grouping through Pre- Assessments Activity : Create pre-assessment and exit cards Activity : Create pre-assessment and exit cards Time to create Differentiated materialsTime to create Differentiated materials

10. Session 2 Discussion of postings from previous sessions – Q & A on DIDiscussion of postings from previous sessions – Q & A on DI Presentation: Low prep differentiated strategies Presentation: Low prep differentiated strategies Focus: Focus: Anchors and Think Dots (Cubing)Anchors and Think Dots (Cubing) RAFTs (Role Audience Format Topic)RAFTs (Role Audience Format Topic) Activity: Create one Anchor or Think Dot and one RAFT activity for use in your classroom. Activity: Create one Anchor or Think Dot and one RAFT activity for use in your classroom. Time to create Differentiated materialsTime to create Differentiated materials

11. Session 3 Discussion of postings from previous sessions – Q & A on DIDiscussion of postings from previous sessions – Q & A on DI Presentation: Low prep differentiated strategies Presentation: Low prep differentiated strategies Focus: Focus: Think-Tac-ToeThink-Tac-Toe Choice BoardsChoice Boards Activity: Create one Think-Tac-Toe and one Choice Board activity for use in your classroom. Activity: Create one Think-Tac-Toe and one Choice Board activity for use in your classroom. Time to create Differentiated materialsTime to create Differentiated materials

12. Moodle