Discussion techniques to ensure individual accountability for students. Laboratory techniques Content knowledge for science teachers Technology training Social Studies Disciplinary Literacy and Writing Analyzing primary documents Using visual graphic aids to understand informational text Math Content and instructional strategies, including manipulatives Problem solving techniques Technology training Language Arts Questioning strategies and increasing rigor in lessons Comprehension Toolkit strategies and strategy instruction Technology training BCR scoring and calibration/range finding Collaborative Planning Protocol Differentiation Even though a wide variety of professional development have been provided by departments, due to time constraints and limited classroom coverage there is little opportunity for follow-up by Department Chairs in the form of Focus Walks, peer coaching, one-on-one feedback, classroom visits, etc. In the future Poly Cam technology can be used for classroom visits and to reinforce the training. CONCLUSION Though professional developments, aligned to the Maryland Professional Development Standards, have occurred there has been minimal impact on teacher capacity and student achievement due to the lack of follow through with Focus Walks, feedback, etc. There have been very few opportunities for department members to work together on implementation and follow through on the training provided. Due to the increased ELL population there is a need for an instructional coach as well as professional development support for student needs and teacher growth. 10. Organizational structure and resources Collaborative Planning Time Collaborative departmental planning time is 72 min. every other day (B-Day). During this time we share Collaborative planning time work, analyze data, plan lessons, develop Common Assessments, and develop a monthly unit students’ Class scheduling (block, departmentalizing, etc.) calendar. At this time the special education and ESOL teachers do not have an opportunity to participate in Class configuration
Discussion techniques to ensure individual accountability for students. Laboratory techniques Content knowledge for science teachers Technology training Social Studies Disciplinary Literacy and Writing Analyzing primary documents Using visual graphic aids to understand informational text Math Content and instructional strategies, including manipulatives Problem solving techniques Technology training Language Arts Questioning strategies and increasing rigor in lessons Comprehension Toolkit strategies and strategy instruction Technology training BCR scoring and calibration/range finding Collaborative Planning Protocol Differentiation Even though a wide variety of professional development have been provided by departments, due to time constraints and limited classroom coverage there is little opportunity for follow-up by Department Chairs in the form of Focus Walks, peer coaching, one-on-one feedback, classroom visits, etc. In the future Poly Cam technology can be used for classroom visits and to reinforce the training. CONCLUSION Though professional developments, aligned to the Maryland Professional Development Standards, have occurred there has been minimal impact on teacher capacity and student achievement due to the lack of follow through with Focus Walks, feedback, etc. There have been very few opportunities for department members to work together on implementation and follow through on the training provided. Due to the increased ELL population there is a need for an instructional coach as well as professional development support for student needs and teacher growth. 10. Organizational structure and resources Collaborative planning time Class scheduling (block, departmentalizing, etc.) Class configuration Collaborative Planning Time Collaborative departmental planning time is 72 min. every other day (B-Day). During this time we share students’ work, analyze data, plan lessons, develop Common Assessments, and develop a monthly unit calendar. At this time the special education and ESOL teachers do not have an opportunity to participate in
PGCPSSIGIIYear3FinalGrantSubmissionRevised71213.docx