March 2010. Third annual 2141 Club meeting Recognizing new members Introductions Developing a support network.

March 2010 Third annual 2141 Club meeting Recognizing new members Introductions Developing a support network HQT Plans The SEA enters into an agreement on the use of funds with any LEA that has not made progress toward meeting its annual measurable objectives (AMO) in meeting the highly qualified teacher challenge for three consecutive years and has also failed to make AYP for three years (c) District has not met AYP for at least 3 consecutive years District does not have 100% of classes taught by HQT for at least 3 consecutive years Develop plan Components of Plan Title IIA funding Paraprofessionals ______________________ ____________ Job Alike Individually Pick up 4 square post-its - two PINK and two YELLOW. The PINK post-its represent areas of greatest program strength The YELLOW post-its represent areas for greatest program growth Jot down areas of strength and areas for growth, one idea per post-it. Find your Coast Partner and share your program successes. To learn from and with other district teams about effective practices through the sharing and analyzing of artifacts of practice To assess professional development program strengths and challenges and apply new insights to your program context To engage in network dialogue and learning To learn the requirements for compliance under 2141(c) Equity of Voice Active Listening Safety for all perspectives Confidentiality Others How are you monitoring progress? To what degree is a program achieving what it said it would accomplish? Mentoring Model 49 hours on average over 6-12 month period for teachers to be able to use new strategies effectively. Yoon, et. al. 2007 OUTCOMES (% of Participants who Demonstrate) TRAINING Components KnowledgeSkill Demonstration Use in the Classroom Theory and Discussion 10%5%0% Demonstration in Training 30%20%0% Practice & Feedback 60% 5% Coaching in Clinical Setting 95% In your district team prepare the story behind your artifact of implementation Be prepared to address its original intent, how it might be changed, what was learned Share the artifact and story with Mountain partner Join with another group of 2 and share examples Go to a table and review other examples of evidence of implementation and discuss Be ready to share what your group has found. To what degree is the professional development program having the effect it intended. Five Levels of PD evaluation Participants Reactions Participants Learning Organizational Support and Change Participants Use of New Knowledge and Skills Improvement of Student Learning Narrowing of Student Achievement Gaps In your district use the 5 Levels of PD Evaluation to determine what levels your plan addresses Share the artifact of impact and with High Desert partner Join with another group of 2 and share examples Go to a table and review other examples of evidence of impact and discuss Be ready to share what your group has found Context Standards Content Standards Process Standards 9 components Summary of Needs analysis Identified Needs SMART Goals HQT Goal Strategies/Activities Implementation Evaluation Coherence Progression 3 Levels Developing Established Advanced It is possible to be in more than one level on the same component Highlight the appropriate level for each component Write clarifying comments in the comment column Come to a consensus within the reading team about the level and comments when producing the master copy Presented in language that enables the recipient to understand the criticism but not become defensive Feedback to be received without interruption Recipients may then ask clarifying question Must report teacher status in Staff Assignment Collection Opened February 4, 2010 Closes April 2, 2010 Complete Professional Development Plan Staff Assignment: HQT data review in May Submit to ODE by June 15, 2010 Plans reviewed and feedback to districts by August 1, 2010