Somirac 4.15.15
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SoMIRAC 4.15.15 presentation on Embedded Professional Learning in Writing
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Somirac 4.15.15
- 1. Begin at the Roots EMBEDDED PROFESSIONAL LEARNING IN WRITING SoMIRAC 2015 Dawn Little Dawn_M_Little@mcpsmd.org
- 2. PD Inventory Jot down the various ways you participate in professional development Jot down the various ways you collaborate with your colleagues
- 3. Our Journey Master Schedule Instructional Focus Collaborative Planning Assessment Data analysis Staff meetings
- 4. We had the components, but they were all jumbled together.
- 5. We needed an alignment
- 6. Cha-Cha-Changes. . . Change initiatives are not typically centered around a single innovation but rather a bundle of innovations (Zmuda, Kuklis, & Kline, 2004; Hall & Hord, 2001) The goal, then, is to bundle a handful of innovations and implement them simultaneously rather than sequentially. (Zmuda, Kuklis, & Kline, 2004)
- 7. Dig Down to the Root Cause Analyze the “big rock”/summative data Identify specific group(s) of students whose learning needs are not currently being met Ask WHY question about the performance of the identified students Brainstorm responses to the WHY question
- 8. Dig Down to the Root Cause Eliminate responses that are not within control of the school Gather data concentrating on the students identified Analyze data to determine correlation between response and WHY question Identify an instructional focus to address student needs
- 9. Instructional Focus Students need daily opportunities for explicit, small group writing instruction tailored to their individual needs, across content areas.
- 10. Align our PD opportunities to our instructional focus Master Schedule Collaborative Planning Assessment Data Analysis Staff Meetings (PLCs) Instructional Focus
- 11. Embedded Professional Learning in Writing Effective professional development is “ongoing, with a sustained focus; job-embedded, with teachers learning as they engage in their daily work; and results oriented, with activities directly linked to higher levels of student learning” (Dufour, Educational Leadership, 2014)
- 13. Collaboration The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives. ~ Robert John Meehan
- 14. Master Schedule
- 17. What do teachers and students need to know and be able to do?
- 18. Evidence of Proficiency Based on the Grade Level Standard
- 20. Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes (Popham, 2008). Formative Assessment Formative Assessment
- 21. Formative Assessment Why did the northern colonies develop differently than southern colonies? What evidence do we have of rapid or slow changes to Earth’s surface? How has the Earth’s surface changed over time?
- 22. Study Student Work We need the perspective of others. . . to help us to see aspects of the student and the work that would otherwise escape us, and we need others to help us generate ideas about how to use this information to shape our daily practice (Brown Easton, 2009) Study Student Work
- 24. Your turn. . .
- 25. Staff Meetings Macro learning experiences are those that occur at the broad level. . . Staff engages in these experiences to acquire knowledge and skills. (Curry and Killion, 2009) Staff Meetings
- 30. Where are we headed? Collaborative Planning Formative Assessment Data Analysis Staff Meetings
- 31. Around the Web. . . www.slideshare.net/LinkstoLiteracy www.dawnlittle.com @Dawn_M_Little www.teachingwithpicturebooks.wordpress.com Teaching Comprehension with Nonfiction Read Alouds (Scholastic, 2010)