school and student data. There is clear evidence of A Smith-Thomas: Writing for Real Meaning (Middle There is some evidence implementation of the School Conference Session) of implementation of the professional learning professional learning. resulting from these opportunities. To what extent do teachers participate in writing content-specific professional development selected based on school, student and teacher data analysis? Writing teachers are Writing teachers actively Writing teachers take on BCMS CSIP members of professional participate in a leadership role in A Smith-Thomas: Writing for Real Meaning (Middle learning communities but professional learning professional learning School Conference Session) are minimally active communities to address communities to address Close Reading PD participants. issues related to issues related to Literacy Coaching Strategies Training (GRREC) instructional practices, instructional practices, Modeling by Teachers Close Reading, Literacy – data analysis, and data analysis, and Strategies improving student improving student PLC Minutes (lit issues) – achievement and share achievement. this information school wide. To what extent do writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? Writing teachers are Writing teachers are Writing teachers are LA PLC Meeting Minutes – members of professional leaders in professional leaders in professional organizations. organizations and the organizations, the school school. and the community. To what extent are teachers writing leaders and communicators in the school and professional organizations? Writing teachers have Writing teachers Writing teachers are limited contact with provided with time in the regularly collaborate external partners. with community, school schedule, a stipend business, and and/or professional postsecondary partners development credit for through advisory collaboration with committees, work community, business, and exchange programs postsecondary partners and/or community groups through advisory with a focus on writing. committees, work exchange programs, and/or community groups.
school and student data. There is some evidence of implementation of the professional learning. There is clear evidence of implementation of the professional learning resulting from these opportunities. A Smith-Thomas: Writing for Real Meaning (Middle School Conference Session) To what extent do teachers participate in writing content-specific professional development selected based on school, student and teacher data analysis? Writing teachers are members of professional learning communities but are minimally active participants. Writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement. Writing teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement and share this information school wide. BCMS CSIP A Smith-Thomas: Writing for Real Meaning (Middle School Conference Session) Close Reading PD Literacy Coaching Strategies Training (GRREC) Modeling by Teachers – Close Reading, Literacy Strategies PLC – Minutes (lit issues) To what extent do writing teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? Writing teachers are members of professional organizations. Writing teachers are leaders in professional organizations and the school. Writing teachers are leaders in professional organizations, the school and the community. LA PLC Meeting – Minutes To what extent are teachers writing leaders and communicators in the school and professional organizations? Writing teachers have limited contact with external partners. Writing teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on writing. Writing teachers are provided with time in the school schedule, a stipend and/or professional development credit for collaboration with community, business, and postsecondary partners through advisory committees, work exchange programs, and/or community groups.
2014-2015%20Writing%20Program%20Review%20Scoring%20Guide-0.docx