Teachers will feel welcomed and supported during their first three years of teaching. Goal 3: To increase teacher ability to deliver high quality instruction and intervention that will increase student performance on state and national assessments, such as the End-of-Course Exams, TCAP Writing Assessment, and ACT. Content: Process: Context: What will be learned? What effective processes will be used? What aspects of our learning Content Focus Presentations/workshops by outside environment will support this goal? guests, district and/or school staff PLCs whole faculty, subject area, and Instructional Strategies – On-line courses provided by district team Intervention Strategies Coaching/mentoring Classroom observations Subject-area PLCs/teams Mentoring Individual and collective data analysis of groups student performance Instructional Facilitator What data sources will you __________ Professional Learning Implementation Expected use to evaluate Presenters/Leaders Total Activities/Events Timeline Outcomes effectiveness? (i.e., teacher PD Budget data, student data) Balance Hold presentation(s)/workshop(s) on Jenifer Kelley August 2011-May Teachers will Observations TBA assessment-specific content and test 2012 learn/review Lesson plans preparation (End of Course, TCAP assessment contents Review of student work Writing, ACT). and their alignment TVAAS data with state and district PLC minutes curriculum standards. Intervention logs Student sign-ins Teachers will teach assessment-specific content and strategies via mini-lessons, bellwork/warm-ups, and/or exit
Teachers will feel welcomed and supported during their first three years of teaching. Goal 3: To increase teacher ability to deliver high quality instruction and intervention that will increase student performance on state and national assessments, such as the End-of-Course Exams, TCAP Writing Assessment, and ACT. Content: What will be learned? Content Focus Instructional Strategies Intervention Strategies Process: What effective processes will be used? Presentations/workshops by outside guests, district and/or school staff On-line courses provided by district Coaching/mentoring Subject-area PLCs/teams Individual and collective data analysis of student performance Context: What aspects of our learning environment will support this goal? PLCs – whole faculty, subject area, and team Classroom observations Mentoring groups Instructional Facilitator Professional Learning Activities/Events Presenters/Leaders Implementation Timeline Expected Outcomes What data sources will you use to evaluate effectiveness? (i.e., teacher data, student data) __________ Total PD Budget Balance Hold presentation(s)/workshop(s) on assessment-specific content and test preparation (End of Course, TCAP Writing, ACT). Jenifer Kelley August 2011-May 2012 Teachers will learn/review assessment contents and their alignment with state and district curriculum standards. Teachers will teach assessment-specific content and strategies via mini-lessons, bellwork/warm-ups, and/or exit Observations Lesson plans Review of student work TVAAS data PLC minutes Intervention logs Student sign-ins TBA
TSIPOvertonHigh20112012.docx