Instructional Support Vision Continuous Improvement Through Job-Embedded Professional Development Through continuous, structured, job-embedded professional development and support teachers will improve their instructional delivery, resulting in greater student engagement and achievement. Education Committee February 9, 2017
Instructional Support Vision Through continuous, structured, job- embedded professional development, teachers will improve their instructional delivery, content knowledge, and use of data to differentiate and lesson plan, resulting in greater student engagement and achievement. 2
90 Day Transition Plan Findings • Teachers need consistent, high-quality professional development (PD) focused on classroom instruction and additional professional development opportunities. • Need to shift to a system of standards-based teaching and learning where instruction and curriculum is aligned to the PA Core Standards. • Need to establish instructional non-negotiables and indicators for good instruction. 3
Council of Great City Schools Findings Key Findings: Professional Development • District PD not valued by teachers and school-based staff. • Three districtwide professional development days during the school year – a low number compared to other urban districts. • No system-wide planning time for teachers districtwide. • Need to establish instructional non-negotiables and indicators for good instruction. • ITL2s have both instructional coaching and teacher evaluation responsibilities (in addition to teaching). 4
Council of Great City Schools Recommendations Key Recommendations: Professional Development • Develop a comprehensive PD plan to build central office, principal and teacher capacity. • Build and provide consistent PD around rigorous content , focused on implementation of literacy and mathematics framework. • Develop a system of professional learning communities (PLCs) at every school. • Remove evaluative functions of ITL2s to become school-level content-based coaches who focus on instructional quality rather than RISE implementation. Provide new coaches with intensive content training on supporting teachers in planning, reviewing student work, and data-driven instruction 5
Continuous Improvement Model Focused and Aligned Acts of Random Acts of Improvement Improvement High student High student achievement achievement = Programs 6
Strategic Initiatives Objectives 1a. Establish a system-wide Multi-Tiered System of Support (MTSS) process, implemented 1.Ensure that the holistic needs of through high-functioning Student Assistance Program (SAP) teams in every school all students are met. DRAFT 1b. Embed elements of social-emotional learning into academic instruction 2.Establish a shared commitment 1c. Develop individual student success plans for all students Strategic Strategic Plan and collective responsibility for 2a. Implement Positive Behavior Interventions and Supports (PBIS) with fidelity district- Theme #1 positive relationships with every wide, ensuring that it is explicitly linked to restorative practices and promotes positive Framewor k Create a student, family, and staff relationship building positive and member 2b. Develop and communicate clear, consistent, and explicit expectations for interactions supportive 3.Establish effective family and with students and families school culture community partnerships in every Long Term 3a. Develop effective partnerships among schools, students, families, and community school partners, utilizing a research-based framework, to intentionally structure collaboration Outcomes for all students’ success 3b. Implement a tiered and phased community schools approach ➢ Increase Strategic proficiency in Theme #2 literacy for all Objectives Develop and Strategic Initiatives students 1.Establish a district-wide implement a 1a. Develop and design a common curriculum framework curriculum and assessment rigorous, 1b. Develop a comprehensive assessment system aligned to grade-level expectations ➢ Increase framework that is culturally aligned 1c. Implement an instructional system with aligned resources proficiency in inclusive and rigorous instructional math for all system students ➢ Ensure all Strategic Initiatives students are Strategic 1a. Ensure that all professional development models follow research-based and Objectives Theme #3 culturally-relevant practices equipped with 1.Increase teacher knowledge Providerelevant 1b. Align instructional support efforts to ensure a collaboration between school skills to succeed around content, pedagogy, and and timely administrators and district staff around the school’s professional development focus in college, cultural relevance to impact instructional 1c. Provide differentiated instructional support that is based on data and deployed via career and life student outcomes through a support for school-based, district-wide, and online learning opportunities cohesive and coherent system of teachers and 1d. Ensure that all supervisory and support staff who engage in instructional ➢ Eliminate racial instructional support school-based conversations with teachers receive differentiated learning opportunities to be disparity in staff effective in their roles achievement levels of African American students Strategic Initiatives Objectives 1a. Develop and broaden teacher pipeline and recruitment efforts to yield a diverse, 1. Ensure the district’s staffing Strategic culturally competent and effective workforce strategy results in attracting and Theme #4 1b. Develop a rigorous selection and hiring process that ensures the most effective Phase 1: Launching retaining high performing staff Foster a high- workforce across the district who hold high Now through June 2017 performance 1c. Promote retention and reduce negative effect of turnover expectations for all students culture for all Phase 2: Launching in 2a. Create comprehensive professional learning environments to both facilitate role- 2.Enhance systems that promote employees specific learning and to enable employees to grow and develop 2017-18 shared accountability, high 2b. Review and modify performance management systems to maximize impact on expectations, and continuous Phase 3: Launching in professional growth and student outcomes growth for all employees 2018-19
Continuous Improvement Model Sources: W. Edward Deming, 8 Shewhart, and Florida DOE
Increased Opportunities for PD and collaboration • Changes to districtwide calendar • Increases number of ½ days from 2 to 8 • Dual purpose district and school-based 9
Research Teacher Outcomes After Various Training Methods 100 90 80 70 60 50 40 30 20 10 0 Theory and Discussion Demonstration in Training Practice & Feedback in Coaching in Classroom Training Teacher Demonstrates Knowledge Teacher Demonstrates Skills in a Training Setting Teacher Uses New Skills in the Classroom Joyce, B., & Showers, B. (2002). Student achievement through staff development (3 rd ed.). Alexandria, VA: Association for 10 Supervision and Curriculum Development.
Six Pillars to Create Coaching for Impact 11
Benefits of Academic Coaching Role • Creates two full-release positions to deepen and narrow focus , allowing time for more tailored coaching • Streamlines current position to full time content-specific expert • Increases opportunities for modeling and co-teaching • Allows for more content-specific training during the regular school day 12
Instructional Coaching Framework: High Level Week 0: Week Coaches receive train- 1 the-trainer PD Week Cycle of Weeks 4 – 6 2 Learning Week 3 13
Instructional Coaching Framework: Detailed View Teachers attend a workshop Teachers examine Teachers rehearse student work during PLCs strategies from the to monitor effectiveness workshop of strategies Teachers receive Teachers have access to coaching visits to assist classroom materials to with strategy implement the strategies implementation Teachers have planning time each week to review implementation successes and challenges and plan instruction with 14 Killon, Assessing Impact new strategies
Summer Institute • 10 days • Topics will include coaching methods, curricular resources, interventions and research-based best practices • Will include time with school principal 15
Regular Responsibilities • Lead learning cycles for teachers • Support facilitation of PLCs • Support grade level team meetings • Lead professional development • Observe and give feedback around content best practices • Analyze student work • Attend weekly professional development with other academic coaches 16
Literacy Academic Coaching Framework 10% 10% Cycles of Learning School-specific support C&I Content PD 15% 65% C&I Coaching PD 17
Math Academic Coaching Framework 10% 10% School 1 40% School 2 C&I Content PD C&I Coaching PD 40%
Recommend
More recommend
