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For each component listed below, indicate specific things or activities that you purposefully do with students that would indicate that you use the skill.
Active Learning:
A. Involve Students in Lesson
1. Guided Practice with Hands on Activities
2. Active/Probing Questioning
3. Active Independent Research
4. |
B. Students Share Thinking About a Topic
1. Project Peer Reviews
2. Frayer Model (Literacy Activity)
3. Anticipation Guides (Literacy Activity)
4. |
C. Foster Technical & Academic Integration
1. Literacy Enhanced Lessons
2. Integrated Math (T-charts)
3. Research based 5-Paragraph Essays
4. |
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Coherence/Continuity:
A. Student Learning is Arranged Systematic
1. Progressive Duty/Task List
2. Prog. Career Title Sequenced Curriculum
3. |
B. Student Experi. Include Diverse Elements
1. Lesson include video/literature/hands-on
2. |
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Critical/Creative Thinking:
A. Students Draw Conclusions, Develop
Arguments, Construct Explanations
1. Anticipation Guides (Literacy Activity)
2. |
B. Students Develop Innovative Ideas
1. Brainstorming/Thumbnail/Rough Sessions
2. Creative Brief Writing
3. |
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Real World Connections:
A. Connect Classroom Instruction with Real
World Applications
1. LiveWork
2. Client Interviews
3. |
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Reflection:
A. Diagnose How a Teaching Skill Enhanced
Student Performance
1. |
B. Students Reflect on Their Own Progress
1. Daily Attitude Sheets
2. |
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Understanding Content:
A. Students Individually Demonstrate They
Understand Content Taught
1. Individual Graded Assignments
2. Individual Test Score Results
3. Teaching Underclassmen
4. |
B. Students Can Explain Content Using
Analogies and Finding Examples
1. Lesson “scavenger hunt” homework
2. |
C. Student Progress Assessed by Attainment
Of Student Centered Real World Goals
1. NOCTI Test Scores (All Advanced)
2. College Acceptance Ratio
3. Contest Achievements
4. Scholarship Achievements
5. |
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Determine whether the school or district is the focus for your answers. Indicate whether you agree or disagree with each statement.
Not Sure = 0
Disagree = 1
Strongly Disagree = 2
Neutral = 3
Agree = 4
Strongly Agree = 5
In this school/district, small learning teams are a primary component of the staff development plan.
Answer = 4
In this school/district, all teachers are part of ongoing, school-based learning teams that meet several times a week to plan instruction, examine student work, and/or solve problems.
Answer = 1
In this school/district, school faculties and learning teams focus on school and district goals.
Answer = 5
In this school/district, collective bargaining agreements (teacher contracts), calendars, daily schedules, and incentive systems support staff development.
Answer = 3
In this school/district, leaders recognize staff development as a key strategy for supporting significant improvements.
Answer = 3
In this school/district, administrators and teacher leaders develop knowledge and skills necessary to be staff development leaders.
Answer = 4
In this school/district, staff development occurs primarily during the school day.
Answer = 4
In this school/district, at least 10 percent of the district’s budget is dedicated to staff development.
Answer = 0
In this school/district, 25 percent of an educator’s workday is used for staff development.
Answer = 1
In this school/district, data on student learning provides focus for staff development efforts.
Answer = 5
In this school/district, teachers gather evidence of improvements in student learning in their
classrooms to determine the effects of their staff development on their students.
Answer = 4
In this school/district, data are disaggregated to ensure equitable treatment of all subgroups of students.
Answer = 4
Evaluation In this school/district, various types of evidence are used to improve the quality of staff development (formative evaluation).
Answer = 4
In this school/district, various types of evidence are used to determine whether staff development achieved its intended outcomes (summative evaluation).
Answer = 1
In this school/district, the evaluation of staff development consistently includes all of the following: data concerning knowledge gained by participants, level of implementation,
and changes in student learning.
Answer = 1
In this school/district, staff development prepares educators to be skillful users of educational research.
Answer = 2
In this school/district, teams of teachers and administrators methodically study research before adopting improvement strategies.
Answer = 3
In this school/district, pilot studies and action research are used when appropriate to test the effectiveness of new approaches when research is contradictory or does
not exist.
Answer = 1
In this school/district, educators participate in a variety of learning strategies to achieve staff development goals.
Answer = 3
In this school/district, technology supports educators’ individual learning.
Answer = 4
In this school/district, a variety of follow-up activities follows every major change initiative.
Answer = 0
In this school/district, staff development learning methods mirror, as closely as possible, the methods teachers are expected to use with their students.
Answer = 1
In this school/district, staff development regularly offers opportunities to practice new skills and receive feedback on the performance of those skills.
Answer = 3
In this school/district, staff development leaders gather and use information about individuals’
concerns about staff development initiatives to design interventions and follow-up strategies.
Answer = 4
In this school/district, staff development prepares educators to be skillful group members of various
groups (for instance, school improvement committees, grade-level teams).
Answer = 4
In this school/district, staff development provides educators with the skills necessary to surface and productively manage conflict.
Answer = 3
In this school/district, staff development prepares educators to use technology to collaborate.
Answer = 3
In this school/district, educators learn how to create schoolwide practices that convey respect for students, their families, and students’ cultural backgrounds.
Answer = 2
In this school/district, staff development prepares educators to establish learning environments that
communicate high expectations for the academic achievement of all students.
Answer = 4
In this school/district, educators learn how to adjust instruction and assessment to match the learning requirements of individual students.
Answer = 4
In this school/district, teachers have many opportunities to develop deep knowledge of their content.
Answer = 2
In this school/district, staff development expands teachers’ instructional methods appropriate to specific content areas.
Answer = 2
In this school/district, staff development teaches classroom assessment skills that allow teachers to regularly monitor gains in student learning.
Answer = 2
In this school/district, staff development prepares leaders to build consensus among educators and
community members concerning the overall mission and goals for staff development.
Answer = 3
In this school/district, staff development prepares educators to create relationships with parents to support student learning.
Answer = 4
In this school/district, technology is used to communicate with parents and the community.
Answer = 4
Professional development at our school is taken seriously; however, the results of our survey indicated some information that was revealing coming from the instructor’s point of view. The instructors felt as though many things are viewed as important based upon the school’s viewpoint on what is needed, but with little follow-up when implementing the initiatives. Some areas were found to have little attention at all. The prevailing thought was that resources would take away monies from immediately pressing issues that are needed in the school and the evaluation process at the school was very intimidating and had little room for input in the current environment.
When evaluating my personal survey, I felt as though the chart, which analyzed the areas of need based upon listing a number of items per category, was a bit misleading. Some of the areas that I had little or no items on I did not find to be areas of need. Some of the areas that need to be addressed actually contained multiple elements. The main issue is that I need to better utilize the techniques of integrating academics into the curriculum. I am just starting to add T-charts and writing techniques into my program. I have always taught very capable students and have (not that I want to admit it) taken advantage of this and let most of the academics slide by because the students were already adept at the majority of the things academic in my classroom. My students can read at grade level and are able to hold their own with math concepts that are in my program. What I have come to see is that the techniques that are used in academic infused lessons can enhance the overall skill acquisition of the task being taught. What I would like to improve upon is the implementation of this teaching skill.
The way in which I plan to improve and become more committed to my students and their learning is to get better acquainted with how to go about implementing these techniques. We have just started peer group professional development, which is the same group that reviewed the organizational assessment. I am going to start meeting with members of that group, specifically the math instructor, because my program has been identified by PDE to incorporate T-charts into my curriculum. What I hope to do with the math department’s help during these peer group meetings is to enhance my delivery techniques to enable my students to better understand how to accomplish math related tasks and help them understand that they learned all the math competencies before and that this is how we can relate them to our trade. I also am looking to improve my students’ writing ability. They can write fairly well technically, but lack the ability to formalize expanded thoughts well. I plan on taking a course at the local IU over the summer, Improving Writing Skills (Paragraph Development) Using Inspiration Graphic Organizers. I hope that the techniques that I acquire will aid in the students’ ability to expand on topics in their writing. I know they can do it, because they can talk at great length about the subjects. The students simply seem to lack the ability to string together elaborate cohesive thoughts.
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