| SDCO
Newsletter |
No.
4, June 2006
|
SDCO Welcomes 2006/07
Officers...Dr.
Teresa Dempsey, SDCO President
Happy Spring SDCO
Members!
As your read through
this, our final SDCO professional newsletter for 2005-2006, we will be celebrating
with you the success of our past year’s statewide professional development
effort. As you saw in our winter edition photo gallery, the turn-out of the
kick-off presentation with Dr. Thomas Guskey on February 1 was enthusiastically
received. We had over 140 Ohio educators attend this very informative and
engaging presentation on grading and evaluation in a standards-based world.
The feedback was overwhelmingly positive and many obviously appreciate the
regional follow-up sessions scheduled for April/June. Later on in this newsletter
we’ll update you on these.
On the eve of
Dr. Guskey’s presentation, the SDCO Board met and had elections for next years’
officers. I am delighted to announce the following executive appointments:
President: Sherri Houghton
President-Elect: Sharon Jones
Secretary: Rita Glavan
Newsletter Editors: Michaelene Meyer and Rita
Glavan
Webmaster: Larry Pfrogner
Fiscal Manager: Craig Phillips
Congratulations!
I expect nothing but more great things from this dynamic team and our other
Board Members that contribute greatly at the national and state level. I
appreciate each and every one of them as I know the difficulty in making the
extra time to contribute beyond our already hectic reality in our districts.
Remember that
all of our hard work in the great state of Ohio does make a difference! “Learning
is a treasure that will follow its owner everywhere.” – Chinese proverb
Three
Guskey April 26 Follow-Up Sessions A Success!
Nearly 70 Ohio educators attended
the first of two planned follow-up sessions to Dr. Tom Guskey’s’ February
1 Columbus Conference on Grading and Assessment. These were held regionally
in Liberty Township (south), Columbus (central), and Parma (north). With “constructivism”
in mind, each team was offered an opportunity to develop an agenda that met
their own needs.
Read on for the regional reports.
Looking
for the Right Assessment/Grading Answer?
When you find it, please let us know. But until then,
here’s an outstanding resource that the study group in Southern Ohio came
up with. Check-out this comprehensive website from Montgomery County, Maryland
for insights, details, and examples of one district’s grading and reporting
study/implementation effort.
www.mcps.k12.md.us/info/grading
Professional Development
by Teachers, for Teachers
Mechanically
Inclined is the culmination of
years of experimentation that merges the best of writer's workshop elements
with relevant theory about how and why skills should be taught. It connects
theory about using grammar in context with practical instructional strategies,
explains why kids often don't understand or apply grammar and mechanics correctly,
focuses on attending to the “high payoff,” or most common errors in student
writing, and shows how to carefully construct a workshop environment that
can best support grammar and mechanics concepts. Here’s the link for a review
of this publication.
http://www.stenhouse.com/productcart/pc/viewPrd.asp?idproduct=8960&r=sb060120
Princeton City’s Lincoln Heights ES End-Of-The-Year Report...Tyrone
Olverson, Principal
Back in January and March,
SDCO introduced you to the staff and students of Lincoln Heights ES in the
Princeton City School District. Last year, Lincoln Heights joined NSDC’s “12
Under 12” Network. Part of The No Child Left Behind Act is that by 2014, all
students must meet or exceed their states’ proficient level of academic achievement.
The National Staff Development Council (NSDC) believes that twelve years
is too long for low-achieving children to wait to perform at the proficient
level, and that schools should pursue high quality staff development as a
key strategy for eliminating the achievement gap. As a result, NSDC searched
for twelve schools committed to raising performance for ALL students in under
twelve years. In this end-of-the-year SDCO Newsletter, Principal Tyrone
Olverson gives you a candid final report of his building’s progress
Read on for more about the Lincoln Heights’ “12 Under 12”
effort
Wellness is Professional
Growth Too…10 Anytime Workouts
We all know regular exercise
is a must for good health, and the benefits of a health club workout are well
documented. The National Institute of Medicine wants all Americans to fit
in at least an hour of daily exercise into their routines, including swimming,
brisk walking, and bicycling. But you already lead a busy life between home
and the office. Hopping back in the car to sit in traffic and pay someone
to let you exercise can be a daunting prospect. There's a light at the end
of that StairMaster session, though, so don't lose heart: If you put together
enough short bouts of activity during the course of an ordinary day, you don't
need to drag yourself to the gym.
To control your weight
and enhance your well-being, make sure you move with vigor -- get a little
sweat going -- for about 30 minutes a day. These 10 tips can help you work
in a workout almost anytime and anyplace, either for free or dirt cheap, so
the whole world is your health club.
http://healthresources.caremark.com/topic/everydayex
.
Effective Professional
Development: An Assistant Principal’s Perspective...Michelle Kennedy
“So what’s the new focus for our professional
development days this year? Has it changed from last year? Is it going to
be something different each month? Why can’t we do something that I can use
in my classroom? Why can’t we focus on one topic and strengthen our skills
as a staff?” Teachers express these concerns every year. How will the instructional
leaders in the building make professional development relevant?
As the assistant principal
and one of the instructional leaders working with a small community of teachers
in a large high school, I can understand why the teachers feel “here comes
one more thing down the pike.” I believe the key to effective professional
development is to acquire teacher buy-in, develop a plan together for implementation,
provide feedback and time to share, evaluate the progress, and design the
next steps.
Read on for more from Michelle.
New Social Studies Newsletter from
ODE!
Social Studies Consultants
at ODE want to announce a monthly newsletter for social studies educators
that will soon be available via the social studies webpage: http://www.ode.state.oh.us/academic_content_standards/acssocialstudies.asp.
Click HERE
for a direct link to the newsletter webpage.
The purpose for the newsletter
is to provide timely information to social studies educators regarding important
news from ODE, professional development opportunities and classroom resources.
Comments and questions should be directed to: Virginia R. Moore, Social Studies
Consultant, Virginia.Moore@ode.state.oh.us,
614.728.2759.
Try This for Your Next
Professional Development Session...Larry
Pfrogner, Newsletter Editor
Accodrnig to rscheearch at an Elingsh uinervtisy, it deosn’t
mttear what order the ltteers in a wrod are, the olny iprmoetnt tihng is that
the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses
and you can still raed it wouthit porbelm. Tihs is becuase we do not raed
ervey lteter by it slef but the wrod as a wlohe.
Mr.
Osborne, may I please be excused? My brain is full.
The human brain can store 100 trillion bits of information.
How much is a trillion?
If you were standing at the manger at the birth of Jesus Christ and happened
to have a stop watch with you…activated it…and then stopped it as you finished
reading this sentence, how many seconds will have gone by?
2,006 years later, only about 6% of one trillion seconds will have passed
by. And don’t forget, the human brain can store ONE HUNDRED trillion bits
of info.
Next time one of your students does this…don’t be too sympathetic!
SDCO Showcase Article
Professional Development…Perspectives Across the Profession
Once again we extend our thanks
and appreciation to the West
Clermont Local Schools for their willingness to contribute to this year’s
SDCO Showcase Article Series. Whether it’s called staff development, professional
growth, this year’s “flavor of the month,” or just a plane old teacher’s meeting…there
exists a variety of interpretations of what can be done to effectively make
a difference for our students. As we grow as professionals we indeed get opportunities
to see it all when it comes to staff development. Breakout sessions, early
release days, the visiting consultant, teachers as trainers…the list goes
on and on and on. As a sometimes frustrated Director of Instruction, I believed
that everyone hoped to find that magical moment of professional development,
yet had experienced so many ineffective (yes well-intended) efforts they actually
began to believe that nothing was going to be worth the time. Back in the
90’s Ohio made a major commitment to maximizing teacher time with students.
Cynically I wondered if that wasn’t a reaction to believing that professional
development was not worth the price of a substitute teacher.
But I have some good news
for you (no, it’s not about my new Geico insurance); there remains optimism
on the professional development front. We do know what works. It’s documented
daily in classrooms and school buildings just like yours. One of Ohio’s most
successful professional development initiatives is taking place in West Clermont
Ohio and we’ve asked four of their staff members to describe their personal
perspective on effective professional development.
Each was provided with some
general suggestions...
- Describe the BEST professional
development experience you’ve ever had.
- Of NSDC’s 12 Standards
for Staff Development (http://www.nsdc.org/standards/index.cfm)
identify your top 5 and comment.
- NSDC’s current goal is
that “All teachers in all schools will experience high-quality professional
learning as part of their daily work by 2007.” How do you recommend we accomplish
this?
Thank you to…
Jim Beshalske....Classroom Teacher
Michelle Kennedy (March 2006)…Assistant
Principal
Sue Showers (January 2006)…Director
of Small Schools
Dr. Gary Brooks (October 2005)…Superintendent
Each was asked to write independently
with no collaboration and to submit the finished essay prior to publication
of the first October newsletter. Through our four SDCO newsletter publications
this year we have shared with you what professional development looks like
from “perspectives across the profession.”
Read on for classroom teacher Jim Beshalske’s views on
effective professional development.
 |
| Need
More Information on the Staff Development Council of Ohio?
Who are the board members?
How can I get a membership brochure?
What
professional development opportunities are available?
|
Extensions of the
above newsletter articles.
Three Guskey
April 26 Follow-Up Sessions A Success!
Central Ohio Guskey Follow-up
Dr. Teresa
Dempsey
Central Ohio’s follow-up on April 26 had an impressive gathering
of the following districts and educational agencies representing central Ohio:
Westerville, Granville, Grandview, Gahanna, Worthington, Delaware City, North
Central Ohio ESC and ESC of Franklin County. The group had an opportunity
to hear about more resources related to their work on standards-based grading.
Many of the districts have already been working hard on drafting and piloting
standards-based report cards in their districts. It generated much enthusiasm
and excitement having the districts share copies of their report cards and
learning how imperative process is for successful implementation.
Teacher teams need opportunities and time to meet, discuss and pilot these
pieces – it’s not something that is accomplished quickly – or neatly! There
was also much emphasis on the necessity of quality communication with all
stakeholders to ensure they really understand the importance of such change.
The group agreed that although we learned much from Dr. Tom Guskey’s presentation,
we learned as much from each other. Our next scheduled meeting in June should
be just as fruitful as districts are planning on bringing even more pieces
to share with each other.
As facilitator of this group, I was very energized by this meeting.
It really revealed to me the importance of high-quality staff development
on two dimensions: within districts and among districts. First,
the afore-mentioned emphasis on process and communication for
teachers and district leaders to thoughtfully work, develop, try and then
reflect, revise and try again. This type of work is not something that can
be “borrowed” by another district or even slapped together in a few committee
meetings – it really must be owned by all stakeholders of your district to
truly be successful. On another dimension, I witnessed the importance of
networking and follow-up among districts. We all know what a rare occurrence
that is after sitting in an all-day presentation or conference with a national
speaker. Why do school districts continue to work in little silos when we
are all in this together? We need to appreciate what we can learn from others
and how we can work “smarter” by collaborating on grueling change initiatives
that we all face in our districts.
Southern
Ohio
Guskey Follow-up
Michelle Kennedy
On April 26, 2006, a study team of Clayton Ash, Jeff Walters, Donna
Martin, Chris Roth, and Tracey Garriga, from Liberty Elementary in the Lakota
School District participated in a follow-up session regarding Tom Guskey’s
“The Battle Over Report Cards: Grading Policies and Practices That Work.”
As part of on-going professional development facilitated by SDCO, the Liberty
study team participated in a thoughtful book discussion of “Developing Grading
and Reporting Systems for Student Learning” by Tom Guskey and Jane Bailey.
They also debriefed the surveys and ideas from a previous staff meeting in
order to determine their next steps. The team was provided with a few additional
resources and continued to work on their action plan. The energy from this
team was extremely encouraging as they focused on improving their interim
report, providing staff with information in order to “get on-board,” and gradually
implement the reporting system for next year.
The
team’s current “to do” list includes:
Return to newsletter.
Princeton
City’s Lincoln Heights ES End-Of-The-Year Report...Tyrone Olverson, Principal
Here's what
we have accomplished:
As
we check our school's continuous improvement plan we find that we are hitting
many benchmark goals set last year. We are please to announce that our attendance
at 94% this year is an improvement over last year when we hit 93%. Our discipline
consequences (Administrative Detentions, Time-Outs, In-School Suspensions
and Out-of-School Suspensions) have improved by at least 20% in all areas
this year compared to last year. Our test scores were not available at the
time of this publication. We expect some pleasant surprises this year based
on our Diagnostic Reading Assessment (DRA) scores and Dynamic Indicators of
Basic Early Literacy Skills (DIBEL's) scores. In just about every case we
have noticed students improved on their DRA and DIBEL's scores. Students who
did not improve were taken through the Intervention Assistance Team (IAT)
process where staff, parent(s), psychologist, parent mentor, administrator
and others created a plan to assist the child toward success. The plan was
then monitored anywhere from four to six weeks to understand what changes
(both positive and negative) came about due to the accommodations, interventions
and modifications. Of special note, our kindergarten students scored the highest
scores on DIBEL's across the district. This data is encouraging and changing
the way we look at what can be achieved by our students.
Here's
what we still need to do:
As
part of our CIP development we will look at the following items that were
addressed during our last leadership meeting. In looking at the data we have
noticed the following themes:
·
8 of 126 out of-school suspensions
were females. The remaining suspensions were given to boys. This raises a
question. Why are the boys being disciplined so heavily? What are we as a
staff planning to combat this concern? Where are these infractions occurring?
·
Number of boys suspended at each
grade level: 1st grade- 22; 2nd grade- 6; 3rd grade- 6; 4th grade- 10; and
5th grade 16.
·
Number of girls suspended at
each grade level: 1st grade- 1; 2nd grade- 0; 3rd grade- 1; 4th grade- 2;
and 5th grade 4.
·
By grade level we have noticed
that the following suspensions have occurred: 1st grade- 38; 2nd grade- 20;
3rd grade- 16; 4th grade- 13; and 5th grade 39.
·
Here are actions we took during
2005-2006 to address discipline in our school:
"Morning
Seminar" to review student expectations, school rules and building (hallway,
classroom, cafeteria, recess, dismissal, and bus) procedures; "Quiet
Halls" to alleviate call and response from students; "Quiet Morning"
procedures to assist teachers in taking attendance and providing an engaging
activity at the beginning of school such as Flash Master (electronic math
flash cards), silent sustained reading, daily oral language, geography and
math or some writing activity. Separation of boys and girls at recess and
staff escorting students to their buses at dismissal has significantly decreased
inappropriate student misconduct. We went to self-contained classrooms to
alleviate student transitions in the hallway. Some staff members decided that
they wanted to be departmentalized and they switched from class to class versus
the students.
Here
are items of discussions for our leadership team during the first 2006-2007
CIP meeting.
- Positive
Behavioral Supports (PBS): The staff will investigate a school-wide incentive
based program during the summer for students who are modeling appropriate
school behaviors (attendance and citizenship).
- Male
Role Models: Leadership expressed a desire to have additional male teachers
in the building. This is a problem at most elementary schools. We will continue
to look for the best applicant for all positions.
- (BIGGIE)
Community Involvement and Calendaring: The school will take the lead in
selecting and setting important dates and events for next year. We will
share these dates with the Queen City Links, General Electric, Village of
Lincoln Heights, Weed and Seed Program Coordinator, Wal-Mart, Frito-Lays,
community churches, and others in an effort to support each other. The community
calendar would be kept at the new school and displayed in the main hallway.
We will print and send these dates home in the monthly newsletter to all
parents/guardians. This information will be sent via email to local businesses,
churches and the village hall. Staff members feel they could be valued more
by the community and PTO. How do we go about closing that gap? We will need
to review the Ruby Payne book. One staff member gave an example of how and
why we have a parent/teacher gap. The example: when parents only come to
the school for problems with the child(ren), they never see or experience
the school in a positive light. We as a staff can have volunteers (Administration,
Title I, SPED, primary teacher and intermediate teacher) serve on the PTO
and attend meetings on a rotational basis. These volunteers could possibly
answer questions parents had. If not, the question/concern would be written
down and addressed through administration along with sharing discussion
items and outcomes from the PTO meeting. Homeroom class lists will be set
by May 23rd. Homeroom teachers could contact parents before the end of the
school year to recruit "Homeroom Mothers/Fathers." We will need
to offer parents opportunities to assist us in improving student achievement.
This would assist all in feeling that their opinions, work and efforts are
valued.
Principal
Insights:
As
the instructional leader, I have witnessed staff conversations switch from
inappropriate student behavior to discussions on addressing the academic needs
of each child. Grade level teachers are questioning which practices in their
classrooms have been successful and which ones were not based on data. The
successful practices were documented and will be utilized during the 2006-2007
school year. The biggest gain by the building this year has been our growth
from mistakes. Mistakes are now viewed as opportunities to grow versus the
old way in which we dealt with challenges by finger pointing. You can say
we have the No Blame, No Shame and No Excuses attitude toward improving student
achievement.
Return to newsletter.
Effective Professional Development: An Assistant Principal’s
Perspective...Michelle
Kennedy
“So what’s the new focus for our professional
development days this year? Has it changed from last year? Is it going to
be something different each month? Why can’t we do something that I can use
in my classroom? Why can’t we focus on one topic and strengthen our skills
as a staff?” Teachers express these concerns every year. How will the instructional
leaders in the building make professional development relevant?
As the assistant principal
and one of the instructional leaders working with a small community of teachers
in a large high school, I can understand why the teachers feel “here comes
one more thing down the pike.” I believe the key to effective professional
development is to acquire teacher buy-in, develop a plan together for implementation,
provide feedback and time to share, evaluate the progress, and design the
next steps.
The administration, teacher
leaders, and counselors which make up the Campus Council (leaders in the building
who discuss and make decision together) discussed the year prior to my placement,
the need to improve instruction in order to meet the needs of all children,
especially with the state testing and federal mandates. When I first net
with the administration and teacher leader in my small community, the decision
had been made to focus the professional development for the year on differentiated
instruction. That summer became very busy, not just learning a new position,
but also preparing to become an improved instructional leader for my team
of teachers. After attending a differentiated instruction conference, reading
books/articles, and learning by video, the Campus Council team met before
school started to set the parameters for the opening day in-service. Knowing
that teacher buy-in was a crucial part, the campus principal along with the
assistant principals, presented a PowerPoint presentation with common terms
and definitions for the campus. The presentation also answered the question
of “Why are we doing this?” and “What does it mean?”
When the campus divided into
their small community teams, the teacher leader and principal of that team
became the instructional leaders of more in-depth learning. What helped make
the professional development of differentiated instruction effective was that
the curriculum was already aligned with the state standards and the expectation
that lesson plans and exams were coded as the standards currently existed.
It was a natural flow for differentiated instruction to be incorporated into
the daily teaching and learning and professional growth of the staff. Another
key aspect that occurred was that the team was learning to become experts
together. All professional development, whether it was on site or off site,
was focused on differentiated instruction. This training became part of the
plan for the following professional development day in which teachers shared
their teaching lessons with each other and received feedback from the team.
As the year progressed, the team grew and strengthened their strategies for
teaching and learning. We celebrated our success at the end of the year and
set goals for the next year.
One of the goals that arose
from one of my team members was to become a model classroom. With many dedicated
hours of planning and connecting her with the person to move this goal forward,
she has opened her classroom for high school teachers in the district. I
believe this type of job-embedded professional development will be one of
the most powerful and effective training sessions for the teachers in the
district. To allow teachers to observe and have a post conversation in a
model classroom which uses best-practice teaching strategies demonstrates
the growth and seriousness of high quality professional development in the
district.
Another goal set by team members
was to create a binder of the learning that occurred during the year. The
binder has been started with the common terms, handouts, articles, organizers,
and lessons presented throughout the year. This binder has been very useful
for new staff members to the building in helping them learn and continue to
grow with the staff. I believe this too demonstrates effective professional
development; to continuously learn, grow, and improve your practice.
As the instructional leaders
continue to meet the goals and expectations, the challenge will be helping
the teachers understand that the focus of the professional development has
not changed and it is not “one more thing.” The challenge is weaving differentiated
instruction into the topic of curriculum alignment. The staff will be looking
deeper into the standards of the current curriculum and ensuring that the
lessons taught and the learning occurring exist at the level portrayed by
the grade level indicator. I believe the transition will take place as the
instructional leaders acquire teacher buy-in, develop the plan for implementation,
provide feedback and time for sharing, and evaluate the progress of the learning
as we go through the process in order to make necessary changes.
Michelle Kennedy
Glen Este High School
4342 Glen Este-Withamsville
Road
Cincinnati, Ohio 45245
513.947.7601
kennedy_mi@westcler.org
Return to newsletter.
Professional Development…Perspectives Across the Profession
Twenty-five years ago I
sat in the City Council Chambers of the City of Toledo and listened to a presentation
by William Sheehan, President of Dana College, the training division of the
Dana Corporation. Dana Corp is headquartered in Toledo and is one of the
world’s largest manufacturers of truck and automotive parts. Bill attributed
Dana’s success in the business world to its commitment to treat their employees
as professionals and to utilize their expertise in developing manufacturing
teams. The team approach was a model based on William Deming’s quality programs
which the Japanese had adopted and were key to Japan’s success. Over the
years I have not forgotten the Dana model for employee involvement, decision-making
and corporate success. It is a model which has served me well in designing
staff development activities.
Based
upon all my years of being on both the presenting and receiving side of the
entire spectrum of good to not so great professional development efforts,
here’s my “top 5” of what professional development should accomplish.
1.
Provides educators with the knowledge and skills to collaborate.
Today there is an almost
endless stream of information on staff development ideas. It is important
for a school district to develop a process whereby both administrators and
teachers sort through this endless stream of knowledge. To allow administrators
to simply pick and choose what staff development will work is risking the
alienation of and lack of ownership by the teaching staffs in their schools.
The point here is that a joint decision making process is just as important
as the staff development process.
2. Requires resources to
support adult learning and collaboration.
The federal government has
a habit of providing states and school districts with unfunded mandates.
These mandates strain the budgets of everyone. It is the same with adult
learning and collaboration. One-time efforts will not be successful. Districts
need to set aside the resources and planning time needed to allow both administrators
and teachers to work together on staff development issues.
3. Uses multiple sources of information to guide improvement
and demonstrate its impact.
No one is an island. Neither can staff development be
done in a vacuum without taking into account a multiplicity of information
available today. One of the great aspects of the internet is not only its
useful information on a subject but its ability to refer a person to other
sources of information on related subjects. The more information the better
in designing a staff development program. There are no guaranteed success
programs for staff development. However, there are a great many sources which
can point a school district to the most successful programs currently available.
4. Provides educators with knowledge and skills to
involve families and other stakeholders appropriately.
As educators we have many client groups to satisfy. Students
and families are probably at the top of the list we as educators need to work
with but often fail to do so. One idea to involve families might be to set
up parent advisory groups attached to subject areas and to staff development.
Parents can sometimes see issues and identify ideas long before teachers can.
Often times parents are even more focused than teachers on what additional
training might be appropriate for teachers to become better educators for
their students.
5. Prepares educators to understand and appreciate
all students, create safe, orderly and supportive learning environments and
hold high expectations for their academic achievement.
Educators are professionals in what they do every day.
However, staff development can be a great tool to remind educators that there
is more to school than academics. Staff development can provide educators
with new tools for motivating students, developing new techniques to increase
student learning and for creating environments which allow students to mature
and safely explore the world around them.
I applaud NSDC’s current goal that “All teachers in all
schools will experience high-quality professional learning as part of their
daily work by 2007.” This is a great goal but one which is only achievable
if you work at it on a regular basis. How do you recommend we accomplish
this? My personal recommendation to my fellow educators is that staff development
is similar to life long learning…you have to do it every day. Learning cannot
be an after thought but must be incorporated into each teacher’s daily lesson
plan. Practice does make perfect!
Jim’s final thoughts…
From my best staff development
experience in Toledo, Ohio until today I have been a supporter of staff development.
The ideal staff development process is one which is built on joint decision
making between teachers and administrators. It is one which recognizes the
professionalism of all parties involved. It is one which takes into account
the needs of all stakeholders from students to parents to teachers to administrators.
By working together staff development can be the cutting edge tool to take
all of our districts to the next level of success and academic achievement
for our customers…our students
Let’s “Keep Score”
Our Showcase Article is entitled
“Perspectives Across the Profession.” So how similar/different are these perspectives?
Is effective professional development from a superintendent’s perspective
identical to how other central office directors, building level principals
and classroom teachers see it?
Back in September we thought
it would be interesting to let each staff member independently respond…and
then compare reactions, perceptions, comments in May. Well, it’s May! Listed
below are NSDC’s 12 Standards for Professional Development and how each West
Clermont staff member rated them…when asked to pick their TOP 5? There’s still
space for you to chime in too!
|
|
Superintendent
|
Director of Small Schools
|
Assistant Principal
|
Classroom Teacher
|
How do YOU rank them?
|
|
Organizes
adults into learning communities whose goals are aligned with those
of the school and district.
|
4
|
3
|
5
|
|
|
|
Requires
skillful school and district leaders who guide continuous instructional
improvement.
|
3
|
2
|
1
|
|
|
|
Requires
resources to support adult learning and collaboration.
|
|
|
|
2
|
|
|
Uses
disaggregated student data to determine adult learning priorities, monitor
progress, and help sustain continuous improvement.
|
5
|
1
|
|
|
|
|
Uses
multiple sources of information to guide improvement and demonstrate
its impact.
|
|
|
4
|
3
|
|
|
Prepares
educators to apply research to decision making.
|
|
|
|
|
|
|
Uses
learning strategies appropriate to the intended goal.
|
|
|
|
|
|
|
Applies
knowledge about human learning and change.
|
|
|
|
|
|
|
Provides
educators with the knowledge and skills to collaborate.
|
|
|
|
1
|
|
|
Prepares
educators to understand and appreciate all students, create safe, orderly
and supportive learning environments, and hold high expectations for
their academic achievement.
|
1
|
4
|
3
|
5
|
|
|
Deepens
educators' content knowledge, provides them with research-based instructional
strategies to assist students in meeting rigorous academic standards,
and prepares them to use various types of classroom assessments appropriately.
|
2
|
5
|
|
|
|
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Provides
educators with knowledge and skills to involve families and other stakeholders
appropriately.
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Northern Ohio’s SDCO Team of Sharon Jones, Dr. Craig Phillips, John
Schweitzer, and Larry Pfrogner welcomed 30 participants to the Parma meeting.
Teachers, supervisors and principals from Wadsworth, Parma, Euclid, and North
Ridgeville made the late afternoon drive. Our review of agenda suggestions
targeted practical applications, high school efforts, reactions to Dr. Guskey’s
comments, and time for individual team planning as the evening’s focal points.