learning instruction, technology training (Polycom, Performance Matters, Edu Soft, Study Island, data analysis), Disciplinary Literacy / Writing in partnership with the University of Maryland, wide various of departmental specific trainings aligned to the Maryland State Curriculum and the CFPG. The professional development opportunities listed above will be the focus for the remainder of the school year. Throughout the year Focus Walks occurred that were aligned to the professional development trainings. Additionally, at Thomas Johnson the Academic Coaches and Department Chairs facilitate collaborative planning sessions on a weekly basis. During these sessions opportunities are provided for teachers to share instructional strategies, analyze student work, analyze data, and share classroom management strategies and ideas. We lack opportunities for colleague-to-colleague training. When teachers participate in systemic training there is little opportunity for them to share the new learning with their colleagues in the building. The professional development opportunities provided, to date, are aligned to the Maryland Professional Development Standards. Teacher Survey: Teachers agree that the following professional development has been offered in: Content knowledge/quality teaching 80% – Quality teaching/Instructional strategies 76% – Research-based practices 74% – Instructional collaboration 74% – Diverse learners 74% – Learning environment 74% – Family involvement 37% – Data-driven decision making 85% – Evaluation 74% – Teacher reflection/personal growth 72% – Accountability Aligned to Improved Teaching and Learning Although teachers agreed that a variety of professional developments were offered, there was little or no feedback from the Focus Walks. There are inconstancies in the implementation from teacher to teacher, classroom to classroom. Throughout the year the Academic Coaches and Department Chairs facilitated a variety of professional development sessions. They included the following topics: Science Questioning strategies in the science class
learning instruction, technology training (Polycom, Performance Matters, Edu Soft, Study Island, data analysis), Disciplinary Literacy / Writing in partnership with the University of Maryland, wide various of departmental specific trainings aligned to the Maryland State Curriculum and the CFPG. The professional development opportunities listed above will be the focus for the remainder of the school year. Throughout the year Focus Walks occurred that were aligned to the professional development trainings. Additionally, at Thomas Johnson the Academic Coaches and Department Chairs facilitate collaborative planning sessions on a weekly basis. During these sessions opportunities are provided for teachers to share instructional strategies, analyze student work, analyze data, and share classroom management strategies and ideas. We lack opportunities for colleague-to-colleague training. When teachers participate in systemic training there is little opportunity for them to share the new learning with their colleagues in the building. The professional development opportunities provided, to date, are aligned to the Maryland Professional Development Standards. Teacher Survey: Teachers agree that the following professional development has been offered in: Content knowledge/quality teaching – 80% Quality teaching/Instructional strategies – 76% Research-based practices – 74% Instructional collaboration – 74% Diverse learners – 74% Learning environment – 74% Family involvement – 37% Data-driven decision making – 85% Evaluation – 74% Teacher reflection/personal growth – 72% Accountability Aligned to Improved Teaching and Learning Although teachers agreed that a variety of professional developments were offered, there was little or no feedback from the Focus Walks. There are inconstancies in the implementation from teacher to teacher, classroom to classroom. Throughout the year the Academic Coaches and Department Chairs facilitated a variety of professional development sessions. They included the following topics: Science Questioning strategies in the science class