30 teachers/teams will host a sharing session in the spring to explain their new learning 30 teachers/teams will create a log of activities, reflections and data throughout the course of the grant that meets the criteria outlined in their application At a minimum 4 of the mini grants will be selected based on criteria determined by mini grant committee for in-depth monitoring of student achievement and teacher practice outcomes Outcomes (Measuring the impact of what was done): Of the mini grants selected teacher(s) observations will include data collection on the implementation of best practices identified in mini grants. Data will be taken on teacher practice, student engagement and student evidence, including work samples. Increasing PLC times from 2 to 5 hours Outputs: Review of each buildings master schedule Collect PLC agendas and notes Outcomes: Each building leadership team will closely monitor at least 3 PLCs through observation and feedback conversations regarding the focus of the work completed during PLCs. They will use the checklist of highly effective PLCs to see if criteria throughout the year are being met. Components Compensation Addressed: Mini grants, PLC leaders, sub committee stipends for participants to recognize their added contributions. Evaluation Data collected around implementation of best practice will be aligned to the model core teaching standards and used to inform future professional development activities Professional Learning Individual and team mini grants around professional learning, high quality collaborative PLCs informed by observational data to improve teacher practices and student achievement. Career Pathways Mini grants will lead to sharing sessions or PD sessions for peers by peers, PLC leaders, Subcommittee members designing high quality criteria GOAL ONE: Action Plan: (Activities & Timelines) Drivers/Current State: (why this is needed) Plan for Collection and Evaluating
30 teachers/teams will host a sharing session in the spring to explain their new learning 30 teachers/teams will create a log of activities, reflections and data throughout the course of the grant that meets the criteria outlined in their application At a minimum 4 of the mini grants will be selected based on criteria determined by mini grant committee for in-depth monitoring of student achievement and teacher practice outcomes Outcomes (Measuring the impact of what was done): Of the mini grants selected teacher(s) observations will include data collection on the implementation of best practices identified in mini grants. Data will be taken on teacher practice, student engagement and student evidence, including work samples. Increasing PLC times from 2 to 5 hours Outputs: Review of each buildings master schedule Collect PLC agendas and notes Outcomes: Each building leadership team will closely monitor at least 3 PLCs through observation and feedback conversations regarding the focus of the work completed during PLCs. They will use the checklist of highly effective PLCs to see if criteria throughout the year are being met. Components Addressed: Compensation Mini grants, PLC leaders, sub committee stipends for participants to recognize their added contributions. Evaluation Data collected around implementation of best practice will be aligned to the model core teaching standards and used to inform future professional development activities Professional Learning Individual and team mini grants around professional learning, high quality collaborative PLCs informed by observational data to improve teacher practices and student achievement. Career Pathways Mini grants will lead to sharing sessions or PD sessions for peers by peers, PLC leaders, Subcommittee members designing high quality criteria GOAL ONE: Action Plan: (Activities & Timelines) Drivers/Current State: (why this is needed) Plan for Collection and Evaluating
final2015-16implementation2and3.docx