WILTON AND LYNDEBOROUGH PUBLIC SCHOOLS · 2015. 6. 30. · All certified educators and paraprofessionals (aides) engaged with students in the District will participate in professional

WILTON AND LYNDEBOROUGH

PUBLIC SCHOOLS

Wilton-Lyndeborough Cooperative

School District

PROFESSIONAL GROWTH

MASTER PLAN

July 1, 2012 – June 30, 2017

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Wilton and Lyndeborough Educator’s Guide to

Professional Growth and Recertification

CONTRIBUTORS

The following representatives from the Wilton, Lyndeborough, and Wilton-Lyndeborough

Cooperative School Districts have worked tirelessly for the past 18 months to understand the

new professional development requirements and their significance to educational improvement

and teacher recertification. The Professional Growth Master Plan: Wilton and Lyndeborough

Educators’ Guide to Professional Growth and Recertification is a work in progress and reflects

an evolving understanding of best practices in professional development and educational

improvement. An alphabetical list of contributors follows:

Brian Bagley Principal WLC

Joyce Bourassa Teacher WLC

James Button School Board District

Donna Edmunds Parent WLC

Ken Griffin Principal FRES

Patricia Guitar Teacher WLC

Carol Martz Teacher FRES

Alice Mitchell Teacher FRES

Dolores Neilan Teacher WLC

Muriel Pawlik Teacher LCS

Brenda Songer Teacher LCS

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TABLE OF CONTENTS

INTRODUCTION 5

I. STATEMENT OF PURPOSE 5

Definition and Purpose of Professional Growth 5

Who Needs To Be Certified? 6

II. SCHOOL IMPROVEMENT GOALS 6 Articulation of Individual and District/School Goals 6

Role of District Professional Growth Committee 6

Professional Growth Committee Structure/Function 7

Resources 8

III. LOCAL STUDENT LEARNING NEEDS 8

IV. DATA IN DECISION MAKING/ACCOUNTABILITY FOR STUDENT

PERFORMANCE 9

What Data is Collected 9

Data Utilization 13

External Data Dissemination 14

V. CURRICULUM FRAMEWORKS 14

VI. DISTRICT EDUCATOR COMPETENCIES 16

VII. REQUIREMENTS FOR AN EDUCATOR’S PROFESSIONAL GROWTH PLAN

AND ACTIVITIES 18

For Paraprofessionals 18

For Educators 19

Option I 19

Option II 19

Option III 20

VIII. CHOOSING AN OPTION 20

Option I: Clock Hours 20

Option II: Development of a Body of Evidence 21

Option III: Combination of Fewer than 75 CEUs and Development of a Body of Evidence 22

IX. DEVELOPING AN INDIVIDUAL GROWTH PLAN 23

X. PROCESS OUTLINE 24

Procedure for Applying for Professional Growth Activities 24

Appeal Process 26

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XI. INDICATION OF INSTRUCTOR EFFECTIVENESS 27

Knowledge of Subject Area 27

Knowledge of Students and Learning Theory 28

XII. ON-GOING EVALUATION 28

Self-Assessment Tools 28

Plan Completion 29

Evaluation of Professional Growth Process 29

APPENDICES 30

Appendix A: District and School Goals 30

District Educational Improvement Goals 31

FLORENCE RIDEOUT ELEMENTARY EDUCATIONAL IMPROVEMENT GOALS 32

LYNDEBOROUGH CENTRAL SCHOOL EDUCATIONAL IMPROVEMENT GOALS 33 WILTON-LYNDEBOROUGH COOPERATIVE MIDDLE/HIGH SCHOOL

EDUCATIONAL IMPROVEMENT GOALS 34

Appendix B: Definitions, Descriptions, and Examples 35

Writing Individual Professional Growth Goals 36

Anatomy of a Goal 37

Job-Embedded Activities 38

Learning Clubs 39

3-D Teams 40

Focus Groups 41

Collegial Discussions 42

Dynamic Discussions about Teaching 43

Option I Recertification Hours 44

Option II Sample Teacher Plan 45

District Rubrics for Effective Teaching 46

Appendix C: Forms 59

Effective Teaching Rubrics Self-Assessment Form 60

Wilton-Lyndeborough Cooperative School District Professional Growth Plan 62

Wilton-Lyndeborough School District Professional Growth Request and

Approval Form – Option 1 65

WLC District Individual Professional Growth Annual Self-Reflection 67

WLC District Professional Growth Annual Evaluation 68

District Assessment Results 69

School Administrative Unit No. 63 Wilton-Lyndeborough Cooperative School

District Administrative Request form for Teachers 70

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INTRODUCTION

This guide is for professional growth and recertification as developed by the Professional

Growth Committee of the Wilton-Lyndeborough Cooperative school district (hereafter referred

to as the District). This committee is comprised of representatives from each local school within

the District, administration, School Board, community members and/or central office.

The District Plan is updated annually. Though the Plan is reviewed on a yearly basis, many of

the goals are long term. The District is committed to providing adequate resources and

allocating time and energy to achieving these goals in a timely manner.

The master plan committee seeks information from school board members, parents and/or

community lay persons on an ongoing basis through surveys, etc.

I. STATEMENT OF PURPOSE

Definition and Purpose of Professional Growth

The Wilton-Lyndeborough School District value high quality professional development as

fundamental to the success of the District. High quality professional development:

Increases educators’ knowledge and enhances their professional competence

Deepens educators’ understanding and appreciation for the varied needs of students

Enhances educator’s capacity to facilitate the learning success and achievement of all

students

Prepares educators with knowledge and skills to create relationships with parents and

other stake holders to support student learning

This Professional Growth Master Plan has been developed to provide the structure and means

through which educators continuously enhance their professional competency and

simultaneously satisfy the NH recertification requirements enumerated in Ed 512. The primary

aim of this Master Plan is the enhancement of learning for all students, as well as supporting the

District/school improvement goals and strategies. As a means to that end, the procedures and

tools of this plan are intended to facilitate the individual and collective growth of all district

educators.

This plan recognizes that high quality professional development that improves the learning of all

students is:

Driven by the results of a regular and systematic analysis of a variety of data and

information on student learning

Focused on the effective implementation of research-bases educational practices

Responsive to the unique learning needs and styles of each individual educator

Best accomplished through the development of collaborative learning communities

whose goals are aligned with the improvement priorities of the district

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Who Needs to be Certified?

All certified educators and paraprofessionals (aides) engaged with students in the District will

participate in professional development. This includes, but is not limited to, the school

administrators, teachers, guidance counselors, and any others providing direct services to

students.

II. SCHOOL IMPROVEMENT GOALS

Articulation of Individual and District/School Goals

Every certified staff member in the district will develop an individual three-year professional

growth plan. When engaged in this process, the educator should keep in mind the following:

The district’s goals as stated in the District Educational Improvement Plan

The goals of the building/department in which the educator is employed

Personal goals to ensure that the educator is involved in active learning that will

lead to the success of their students

A commitment to individual professional growth is essential to meeting the goals of the District

Plan. These goals are the primary focus for an educator as they decide on their professional

growth plan.

Role of District Professional Growth Committee

The Professional Growth Committee will assist district educators by distributing information on

professional development opportunities, identifying in-service needs, providing technical support

in implementing the requirement of the New Hampshire Professional Development regulations

and acting as a liaison between constituent groups. The Committee will assume responsibility

for the development of the Master Plan and amend that plan as necessary. Members of the

District Professional Growth Committee meet as necessary to develop, review, and update the

Professional Growth Master Plan. The Committee monitors the implementation of the Plan,

makes necessary revisions and refinements, and assesses the degree to which the Plan

accomplishes its stated purpose.

The committee will consist of representatives from among the following schools and will include

both administration and staff of:

- Wilton-Lyndeborough Cooperative Middle/Senior High School

- Florence Rideout Elementary School

- Lyndeborough Central School

Additional members may include paraprofessionals, mentoring program coordinator, parents,

community members, the SAU members, and school board members.

The Professional Growth Committee maintains a page on the school district’s web site.

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Professional Growth Committee Structure/Function

1) Selection to serve on the Professional Growth Committee may include one of the

following:

a) Election from Staff

b) Appointment by previous PGC members

c) Community member volunteer

d) Board member as determined by school board chair

e) Election or volunteer from the student body

2) Responsibilities of each PGC member:

a) Attend monthly meetings and other scheduled meetings as deemed necessary

b) Serve on professional growth subcommittee

c) Report to faculty

d) Solicit input from faculty

3) Length of participation on the PGC:

a) Term of participation is 3 years

b) One third of the committee shall be selected in May each year to begin his/her term in

September

c) If a vacancy occurs, the committee will request that the resigning member select

another representative to fill the expired term

d) The PGC is empowered to request in writing the resignation of a member for the

good of the committee

4) Duties of the PGC:

a) To develop and revise the professional growth master plan as required by the NH

Department of Education

b) To collaborate with the District administrative team in coordinating grant writing for

professional growth activities

c) To distribute information about professional growth opportunities

d) To approve professional growth activities for individual staff members

e) To hear appeals from staff members

f) To communicate with individual school staffs, the District administrative team,

community lay persons, parents and school board members

g) To consider the recommendations of professional growth subcommittees and District

committees

h) To orient staff as to new professional growth changes in the Master Plan

i) To train and orient new staff members as to the Master Plan requirements at the

building level

j) To provide an annual evaluation to assess the effectiveness of the Master Plan

k) To give an annual accounting of accumulated hours to each certified employee

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Resources

Resources are allocated for professional development through Federal monies, and district

budget allocations for course reimbursement, workshops, and curriculum development.

III. LOCAL STUDENT LEARNING NEEDS

The District Public Schools are committed to the belief that all students must be given

appropriate opportunities to achieve clearly defined, meaningful and rigorous standards to

include, but are not limited to, those outlined in the New Hampshire Curriculum Frameworks.

We believe that the learner is the focus of all our efforts and that the evaluation of our programs

will be guided by data that reflect what each learner needs to know and be able to do.

As district educators think about their individual professional growth/recertification plan and

identify the priority school improvement goals that they will target, it will be important to look at

student achievement indicators that will provide information about how their students are

performing. Educators should reference these data sources as they decide what focus their

individual plan should take and what will enhance improved student learning.

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IV. DATA IN DECISION-MAKING/ACCOUNTABILITY FOR STUDENT

PERFORMANCE

What Data Is Collected

Student learning needs are identified through a variety of assessments.

Data Sources Collection Analysis Decision Making

1. NECAP

Grades 3-8 and 11

Math

Language Arts

Writing (5,8,11)

Grades 4, 7, 8 and 11

Science

Scores collected in

October.

Scores collected in

May

By January and

October, grades,

teams, curriculum

committees and

administrators write a

summary and graph

levels and scales

scores.

~ Reported to staff,

SAU, school board

and parents

~ Used for

curriculum and

instructional

improvements

2. NWEA

Grades 1thru 11

Math

Reading

Language Arts (WLC

and LCS) needs to be

discussed district wide

Collected and

reviewed in Fall and

Spring. FRES –

Fall, Winter and

Spring

Teachers and

administrators review

results.

~Reported to

parents and staff

~Individual

teachers apply

results to

curriculum and

instructional

improvements

~Used for student

placement

~Used to track

student progress

over time

~Used to track

school progress

over time

3. Special

Education Evaluation Achievement

Cognitive

Social/Emotional

Speech and Language

Motor skills – gross/fine

Vocational

Upon referral,

Special Education

staff collects, then

re-evaluates every 3

years.

Evaluations/Individual

Education Plan teams

review results.

~Reports to

teachers, parents,

administrators,

and staff as

appropriate

~IEP team uses for

instructional

modifications,

improvement of

instruction, and

for developing

IE plan

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4. Pre-School

Screening Ages 3-6

Academic

Speech and Language

Motor Skills – gross/fine

SAU Special

Education staff

collects monthly.

SAU Special

Education staff

reviews results.

~Reported to

parents

~If needed,

reported to

Administration

and Building-

level Special

Education

building

coordinator

5. K-1 Skill

assessment

Brigance screening

AimsWeb progress-

monitoring

End-of-year assessment

Reading specialist,

1st grade teachers, or

Title I tutor collects

data prior to 1st

grade.

Reading specialist, 1st

grade teacher, or Title

I tutor reviews results.

~Reported to

parents

~Reported to

administrators

and 1st grade

teachers for

development of

instruction and

placement

6. Classroom-

based Assessments End of chapter tests

Unit tests/quizzes

Lab/projects

Class participation

journals

Student reflection

homework

Running records

Progress Reports

AimsWeb progress-

monitoring

Report Cards

Teachers will collect

data throughout the

year.

Teachers will analyze

the data from their

classes.

~teachers will use

the data to

inform

instruction and

monitor student

progress

~data is reported to

parents and

students on

progress reports

and report cards

7. Competency-based

grading

assessments

Teachers will collect

data throughout the

year

Teachers will analyze

the data from their

classes.

~teachers will use

the data to

inform

instruction and

monitor student

progress

~data is reported to

parents and

students on

progress reports

and report cards

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8. Student Portfolios

e-portfolios

Writing portfolios

Student assessment

portfolios

Teachers collect

throughout the year.

Teachers and

administrators will

analyze the data.

The data will be

used to monitor

student progress,

inform instruction,

and provide

information on

student

advancement for

the next teacher(s).

9. Title I screening

Stanford Diagnostic

Reading

Stanford Diagnostic Math

Spelling Inventory (grades

1&2)

Title I staff

On-going

throughout the year

Title I staff ~Title I staff will

use this data to

determine

student

eligibility for

Title I tutoring

~It is also used to

diagnose

individual

student

strengths and

weaknesses to

inform Title I

level of

instruction

~Report to

teachers and

parents

10. Course Placement

Tests

Middle/High School

Teacher-made tests

NWEA

Teachers collect

data twice a year,

before each school

year begins

Teachers analyze data. ~Data is shared

with students,

parents, and

appropriate staff

members

~The data is used

as the basis for

course selection

11. PSAT(Preliminary

Scholastic Aptitude

Test)

Grades 10 and 11

Given in October Reviewed by

Guidance with

individual student.

~reported to

parents and

students

~data is used to

help set up plan

to improve

student scores

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12. SAT/ACT 11th

& 12th

grades Reviewed by

Guidance with

individual student.

~ Results reported to

student, parent,

school

~Used for college

planning and

placement

13. Career Assessment

Choices

8th grade Reviewed by

Guidance with

individual student.

~Results reported to

student, parent,

school

~Used for Career and

transition planning

14. Attendance Data Collected daily School staff reports

students absence

patterns trends that

may warrant future

analysis to school

administration

~reported to student,

parents and staff

~Used for monitoring

individual student

progress

15. Reading

Assessments –

Elementary

Running records

AimsWeb progress-

monitoring

DRA (Diagnostic

Reading Assessment)

Reading Inventory

High Frequency Sight

Words

Collected by

classroom

teachers/reading

specialists/Special

Ed/Title 1

Reviewed by

classroom

teachers/reading

specialists/Special

Ed/Title

1/Administration/RTI

Committee

~results reported to

teachers, reading

specialists, parents

~used for grouping

within classrooms

~used for referrals to

Special Education

as needed

16. Health Records Collected at entry

and annually

Nurse evaluates

records, and informs

administration and

staff on an as needed

basis


teachers, staff in

accordance to

HIPPA regulations

17. AP Testing Received by

Guidance from the

Princeton College

Board

Reviewed by

Guidance, Department

Head, and AP teacher


student, parent

18. Home/School

communication:

WLC website

Parent and

community

feedback can be

submitted daily

Reviewed by the

appropriate district

personnel


school and/or

community via

various media

~used for evaluation

of programs

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Data Utilization

The list of data sources above reflects the variety of student data that is collected. These data

sources involve not only groups but individual sources as well. They span the grade levels from

preschool to grade 12 and gather information from all programs in the system.

Staff members will analyze the results as they pertain to individual schools and to their

classrooms. At a minimum, the analysis includes an examination of trends and patterns over

time and an item by item analysis. With well thought out and crafted questions, the data may be

used to assist faculties and staff in examining their school-wide practices, to guide curriculum

development, to assist with goal setting and to inform the individual teacher’s professional

growth planning and assessment.

Both staff and administrators will analyze data for trends, patterns, strengths and weaknesses in

student performance to identify student learning needs.

Teachers will analyze data for classroom grade level, and/or department trends. The

form on page 69 in Appendix C may be used for this purpose.

Analysis results and conclusions are submitted to building administrators.

Building administrators will review the results and conclusions to determine school-

wide trends and patterns.

Building administration shares its analysis with:

A. School-wide staff for curricular adjustment.

B. District administrative team to review and develop District goals.

C. As appropriate, information will be shared with the WLC School Board and

community

Building administrators share District goals with staff and Professional Growth

Committee to develop/adjust school goals by March 1.

Teachers develop individual professional improvement goals that relate to the District

goals and school goals, which target student needs.

Teachers use the data analysis to measure the effectiveness of Individual Professional

Development Plans.

The flow chart on the page 15 illustrates the process described above.

Keep in mind:

An educator’s Individual Professional Growth Plan for student achievement will

be based on the targeted areas of student improvement.

In addition, the PGC will annually collect and review surveys of district staff needs and interests.

The PGC will use this information to identify staff professional growth needs and to plan

activities to meet those needs.

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External Data Dissemination

The principals and superintendent present the State testing results and analysis annually to the

Wilton-Lyndeborough Cooperative School Board. They keep the board apprised of the

curriculum changes that are made and of professional growth opportunities that are offered as a

result of analyses during the regularly scheduled School Board meetings.

Parents within the Wilton-Lyndeborough Cooperative School District annually receive reports

outlining State testing and other assessment results. They also receive quarterly and/or trimester

progress reports and report cards. Parents are invited to participate in parent-teacher conferences.

The general community is apprised of the State testing results through publication in the two

weekly newspapers that serve the community. They can also view information about the school

district and others via the NH School District Profile on the Web. In addition, District and

school goals will be posted in each of the District school buildings.

V. CURRICULUM FRAMEWORKS

Effective professional growth enables teachers to develop further expertise in subject content,

teaching strategies, assessment of student achievement, uses of technology, and other essential

elements in teaching to high standards. Since the 1998-1999 school year, the District

administrators have been working with consultants to provide professional growth activities that

build the district’s capacity in the areas of curriculum, instruction and assessment. With

guidance from consultants, the faculty has aligned the curriculum with the NH Curriculum

Frameworks and Grade Level/Grade Span Expectations in each of the four core curriculum areas

or in specialty areas with standards developed by national or professionally recognized

organizations. Benchmarks have been determined for each grade level in each of the curriculum

areas. The District has provided professional growth opportunities in teaching strategies that

effectively meet the students’ learning needs to achieve the aligned curriculum goals.

Future plans include a focus on classroom techniques for student assessment. Based on the

yearly assessment of student needs, professional growth activities will be provided to assist

educators in meeting the identified student needs.

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Data Collection and Decision Making Flow Chart

Building Staff Collects Data

Professional

Growth

Committee

Administrators and Teachers

Interpret and Look for Data Trends District School

Board

District Administrative Team

Determines and Develops District Goals

Building Administrator Shares District Goals

Building Staff Develop/Adjust School Goals

Develop Professional Growth Goals

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VI. DISTRICT EDUCATOR COMPETENCIES

Licensed educators in New Hampshire have already been certified as meeting the New

Hampshire general professional educator competencies listed below in ED 610.02.

Ed 610.02 Professional Education Requirements. To promote the learning of all students,

each professional educator preparation program shall require each graduate of the program

to demonstrate evidence of the following:

a) In the area of the learner and learning:

(1) Learner development, as demonstrated by:

a. An understanding of how learners develop, recognizing that patterns of learning

and development vary individually within and across the personal, physical,

social, and academic dimensions, and

b. The ability to facilitate developmentally appropriate and challenging learning

experiences based on the unique needs of each learner.

(2) Learning differences, as demonstrated by:

a. An understanding of individual differences and diverse cultures and

communities;

b. Ensuring inclusive learning environments that allow each learner to reach his or

her full potential; and

c. The ability to employ universal design principles and assistive technology; and

(3) Learning environment, as demonstrated by:

a. Working with learners to create and access learning environments that support

self-directed individual and collaborative learning, based on each learner’s

interests and passions; and

b. Use of learning environments not limited to the classroom, but extended into the

larger community as well as virtual experiences.

b) In the area of content:

(1) Content knowledge, as demonstrated by:

a. An understanding of the central concepts, tools of inquiry, and structure of his

or her discipline(s); and

b. An ability to create learning experiences that make the discipline(s) accessible

and meaningful for learners; and

(2) Innovative applications of content, as demonstrated by an understanding of how to

connect concepts and use differing perspectives to engage learners in critical and

creative thinking and collaborative problem-solving related to authentic local and

global issues;

c) In the area of learning facilitation practice:

(1) Use of assessment, as demonstrated by an understanding and ability to use multiple

methods of assessment to:

a. Engage learners in their own growth;

b. Document learner progress;

c. Provide learner feedback; and

d. Inform the educator’s ongoing planning and instructional practices.

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(2) Planning for learning facilitation, as demonstrated by an ability, as an active

member of a learning community, to draw upon knowledge of content area

standards, cross-disciplinary skills, learners, the community, and pedagogy to plan

learning experiences that support every learner in meeting rigorous learning goals;

and

(3) Learning facilitation strategies, as demonstrated by:

a. An understanding and use of a variety of strategies and tools to encourage

learners to develop deep understanding of content areas and their connections to

other disciplines; and

b. An ability to build skills in accessing, applying, and communicating

information; and

d) In the area of professional responsibility:

(1) Reflection and continuous growth, as demonstrated by:

a. Being a reflective practitioner and using evidence to continually evaluate his or

her practice, particularly the effects of choices and actions on students, families,

and other professionals in the learning community; and

b. Ability to adapt practice to meet the needs of each learner; and

(2) Collaboration, as demonstrated by:

a. Collaborating, as a member of the larger learning community, with learners,

families, colleagues, other professionals, and community members to leverage

resources that contribute to student growth and development, learning, and well-

being.

These competencies are reflected in the standards held for each District educator, striving to

enhance the learning of all District students regardless of their economic/cultural background,

their ability to understand/speak English, and/or disability.

A District teacher is expected to:

Believe that all students can achieve at high levels

Show respect for the talents and perspectives of all students

Persist in helping all students succeed

Understand the general concepts and tools of inquiry for their discipline

Know the curricular content and articulation required by the district/state

Understand how children learn and provide relevant learning opportunities

Understand and be willing to explore a variety of instructional strategies

Select those strategies appropriate for all the learning styles of a diverse community

Provide a safe environment that creates a challenging learning experience for all

students

Promote the use of effective oral, written, and nonverbal communication

Promote character development by encouraging tolerance, respect, and collaboration

among students regardless of their economic/cultural background, their ability to

understand/speak English, and/or disability

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Use formal and informal assessment strategies and data to design future instruction to

improve student learning

Develop as a lifelong learner and seek out resources to support their growth as a

learner and teacher

Reflect upon professional practice to evaluate the effects of their choices and actions

on students, parents and other professionals in the learning community

Understand the role of teacher as an integral part of a larger educational community

and support colleagues, administration, school board and community toward district

improvement

Use current and developing technologies to enhance instruction and to advance

students’ technological literacy

Base professional practice on a clear understanding of the legal rights, ethics, and

responsibilities of educators and students

The Individual Professional Growth Plan should reflect goals for maintaining and enhancing

these competencies. In reviewing the Individual Professional Growth Plan, the principal will

look for goals and activities that address one or more of these competencies.

VII. REQUIREMENTS FOR AN EDUCATOR’S PROFESSIONAL GROWTH PLAN AND

ACTIVITIES

The New Hampshire Recertification law requires the following:

FOR PARAPROFESSIONALS:

Ed. 512.06 Certified Paraprofessionals. Requirements for certified paraprofessionals shall be as

follows:

For those certified paraprofessionals who are employed by a unit listed in Ed 512.01,

a minimum of 50 hours shall be required in areas determined by the professional

growth Master Plan in support of district goals and/or connected to their current

assignment.

Certified Paraprofessionals in the District will earn clock hour credits on an hour-by-hour basis

(unless otherwise noted) for the same types of activities as certified educators under Option I.

The activities are listed on pages 20 and 21.

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FOR EDUCATORS:

Educators have 3 options for documenting their professional learning and the fulfillment of their

professional development goals (Ed. 512.02 (e)).

Option I:

This option requires the accumulation of 75 continuing education hours. Activities must focus

on content and pedagogy (30 hrs. total, per endorsement area) and/or school and district goals

(45 hrs. total) including, but not limited to, job-embedded and formal professional

development. See Recertification Hours Chart in Appendix B and criteria for body of

evidence listed under Option II.

Option II:

This option requires the development of a body of evidence in collaboration with a supervisor

or mentor.

Criteria for the body of evidence:

A body of evidence should:

* be integrated into the teaching and learning process

* be collected on an on-going basis

* reflect professional learning and it should provide information regarding the impact

of professional learning on student learning and achievement

* include a brief written explanation with each evidence piece in the collection

* include a written summary reflection that provides an explanation and interpretation

of the composite evidence collection

* refer to one or more district, school and/or individual professional growth goals

Possible Evidence of Educator’s Learning:

Written reflection

Oral reflection/explanation with a supervisor, colleague, mentor, or consultant

Application of new methods and/or materials exhibited through lesson plans,

instructional materials, video or audio tapes of the lesson, formal observation by a

supervisor, colleague, mentor, or consultant

Samples and an analysis of students’ work

Projects and/or papers from courses and seminars

Possible Evidence used to Examine Impact on Student’s Learning

Results of standardized assessments

Results of classroom assessments

Examples of students’ projects, papers, daily work

Student portfolios

Video tapes of students’ presentations or activities

Skill inventories or checklists

The types of data collected to examine impact on student learning and other student outcomes

are identified on pages 9-12 of the Master Plan.

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Option III:

This option is a combination of continuing education hours and the development of a body of

evidence which, taken together, are the equivalent of at least 75 continuing education hours.

(Refer to Options I and II for specifics.)

VIII. CHOOSING AN OPTION

Since the focus for professional development and recertification is centered on implementing

District educational improvement goals to enhance student learning and achievement, how

teachers achieve this end will be varied and embedded within the work. There are three options

in designing the three-year plan.

Keep in mind:

The Professional Growth Committee and building committees are here to help at

any point in the plan-writing and implementation process.

For all Options, submit a plan for review by the professional growth

representation. See Section IX, page 23 and Section X, pages 24 and 25, for a

chronology of the planning process.

Option I: Clock Hours

Identify the educational improvement plan goal(s) and select a variety of activities totaling 75

hours that will improve student learning. See Appendix B for the Anatomy of a Goal.

Under the criteria for clock hours, credit will be given on an hour for hour basis (unless

otherwise indicated) for the following types of activities provided that those activities are

focused on improving student performance and addressing the needs identified in the

Individual Growth Plan.

1. College courses taken for credit will receive 15 clock hours per credit

2. Attendance at workshops and seminars

3. Research time to prepare workshops or in-service presentations

4. School visits or classroom observation

5. Attendance at skill-based clinics, ex: CPR training

6. Lectures to community groups in content areas

7. Conferences

8. Institutes

9. Professional Committee work

10. Participation in an on-site audit (maximum of 25 clock hours)

11. Development of the three-year Individual Growth Plan (maximum of 2 hours)

12. Independent study in content area

13. Field study in content area (maximum of 10 clock hours for each area of endorsement per

three-year Individual Growth Plan period)

21

14. Job embedded activities: These are defined as activities that have direct effect on

teaching practices and student performance. Examples of these activities include:

Action research

Piloting of new programs

Developing innovative training aids or materials for the classroom

Data analysis

Curriculum development and adaptation

Curriculum replacement

Study groups/book talks

Case studies/discussions

Educational peer collaboration

Mentoring

Examining student work in collaboration with peers

Developing/scoring common assessments

(See Appendix B for definitions and examples of some job embedded activities.)

Keep in mind:

The above activities will be approved when there is a clear and compelling

relationship between the material offered in the activity and the knowledge and

skills used by the staff member in the performance of their responsibility as a para-

professional, teacher or administrator in improving student performance.

Option II: Development of a Body of Evidence

Identify the educational improvement plan goal(s) and develop a proposal that will guide the

collection of evidence of professional learning and its impact on students’ learning and

achievement.

The Professional Growth Committee encourages creativity and innovation in developing a plan

under Option II. Educators may also work in collaborative teams or small groups to develop a

project and activities that promote their professional growth and student achievement.

Keep in mind:

All activities that are used for professional growth must meet the same standards

of improvement as noted in Option I.

The scope of the plan must be sufficiently broad or deep to be an alternative

equivalent to the total number of clock hours required in Option I.

22

The plan should consist of short and long-term activities and must include the following

information:

1. A focus question that relates to district or building educational improvement plan goals,

promotes professional growth, and enhances student learning.

2. A Learning Plan that includes a statement of desired results for the educator and the

students, activities, a timeline, and evidence of activities and results (See Appendix B for

a Sample Teacher Plan for Option II).

Keep in mind:

When considering this option, educators are encouraged to meet with the

professional growth committee building representative(s) to discuss ideas regarding

the plan.

When pursuing Option II, educators should plan to meet with their supervisor at regular intervals

to review their progress, discuss resource needs, and make any necessary modifications to the

plan. The educator will have the option at the end of the first year of the plan to decide whether

to continue with Option II or to change to Option I or Option III for the remaining two years.

Helpful Hints for Collecting and Compiling a “Manageable” Evidence Collection

When creating an evidence collection:

It’s not just about what was done; it’s about what was learned

It’s about working to “improve” rather than trying to “prove”

Less is more…make a concise collection of carefully selected evidence

Pick illustrative examples rather than including everything

Avoid creating a “scrapbook” (a collection of personally meaningful mementos)

Avoid creating a “steamer trunk” (a container stuffed with materials)

Use technology…put the evidence on a computer, a CD, or a USB memory stick; use

a digital camera to capture pictures of students’ projects, students’ working, etc.

Option III: Combination of Fewer than 75 Continuous Education Hours and the

Development of a Body of Evidence

Identify the educational improvement plan goal(s) and develop a proposal that will guide the

selection of a variety of activities totaling less than 75 hours and the collection of evidence of

professional learning and its impact on students’ learning and achievement. See the explanations

of Options I and II for details.

23

IX. DEVELOPING AN INDIVIDUAL GROWTH PLAN

Regardless of the option chosen for professional growth and recertification, a three-year

Individual Professional Growth Plan must be submitted to the supervisor by October 1st and

approved with supervisor’s signature by October 15th

of the year following recertification.

Any educator interested in pursuing professional growth opportunities during the summer, must

have their new plan approved by June 1st. Attendance at out-of-district activities will not be

approved without an approved three-year individual growth plan in place prior to the activity.

Prior to writing the plan, review the following:

Most recent student assessment results

Self-Evaluation using the District Effective Teaching Rubrics (pgs 46-58) and

Effective Teaching Rubric Self Evaluation form (pg 60-61).

Personal Summative Reflection page from the previous Professional Growth Plan (if

applicable).

The plan must:

1. Focus on increased student performance and student learning goals that support your

current job assessment.

2. Satisfy the requirements for recertification by increasing knowledge in the field of

recertification sought.

3. Increase knowledge of learners and learning.

4. Increase knowledge of effective, developmentally appropriate teaching strategies and best

practices for the subject and content areas sought and for which recertification are sought.

5. Identify targeted District or school goals and explain how the plan contributes to them.

6. Identify the type(s) of resources to be used.

7. Identify the type(s) of activities to be used.

8. Describe anticipated outcome(s) as they relate to student performance and achievement.

9. Identify teaching competencies (as listed in Section XI) that will be strengthened by this

plan.

10. Describe the data collection and evaluation process.

11. Describe how the evaluation results will impact further professional growth.

See Appendix C for the Individual Growth Plan form.

Keep in mind:

Activities between July 1st and October 15

th require plan approval.

24

X. PROCESS OUTLINE

Procedure for Applying for Professional Growth Activities

To obtain credit for continuing education hours for job-embedded or formal professional

growth activities, follow the process outlined on page 25. The Professional Growth Committee

representatives approve or disapprove an activity based on the relationship of the activity to

improved student performance. At the final approval stage, the representative fills in the number

of hours to be awarded, signs the sheet, and returns all but one copy to the educator. That copy

will be kept in the educator’s professional growth folder, and the approved activity will be

recorded.

The educator will work with his/her building representatives to determine the eligibility of

activities for clock hour credit. If a disagreement should occur, the educator should follow the

Appeals Process outlined on page 26 for resolution.

To obtain credit for the collection of a body of evidence, an educator needs to be sure the

activities are part of the learning plan included in their Professional Growth plan.

If either the 3-year PG plan or a specific activity is not approved, follow the Appeals Process

outlined on page 26 for resolution.

District educators are encouraged to go beyond the minimum requirement and to study in several

of the general areas of activity. By completing activity sheets for all in-service work, including

that beyond the minimum, the educator will have an officially endorsed record of professional

growth on file with the school district and in their own records.

Each educator will receive an updated statement of his/her completed clock hours to date by

September 30 of each school year.

25

PROCESS – OPTION #1

To obtain professional growth credit, follow this 6-step plan:

KEEP IN MIND

* District, School and Individual Goals

* Assistance in Goal Writing is available

from the PGC

* Principal has final approval of plan

* All necessary sections must be completed

* Fill out any applicable registration

form(s)

* Should be submitted 30 calendar days

prior to activity

* Submit approved activity sheet and

Administrative Release Request form for

teachers

* Submit PO for reimbursement or prepay

to encumber the money

* This step is for workshop/course

prepayment

* Contractual money available

* Time of year request is submitted

* Adherence to 30-day rule (see #2)

* Verification of attendance is required!

* Modes: certificate of attendance,

signature of presenter, photocopies of

workshop material

* This step is for workshop/course

reimbursement

* PGC will record your hours, file copies,

and return confirmation of hours to you

* You need to submit a cancelled check,

credit card statement, or other proof of

payment

KEEP IN MIND:

Each certified employee receives an accounting of the cumulative hours earned for the

current recertification period from the PGC building representative by September 30th

of

each school year.

1. Develop a Three Year Individual

Professional Growth Plan (See Appendix C

for the form)

2. Complete the Professional Growth

Request and Approval Form (See Appendix

C) and submit to PGC for initial approval

3. As appropriate:

* Submit Release Day Request form to

building administrator

* Submit forms required for

reimbursement or prepayment to

Admin. Asst.

4. You will receive verification from Central

Office of payment and release day

approval.

5. Upon completion of activity, submit

completed form with evidence of

attendance to PGC within 30 days of

completion.

6. As appropriate, submit forms with

verification for reimbursement and/or

course prepayment.

26

Appeal Process

The process outlined below will address the following areas of concern:

Disagreements concerning goal setting/individual professional growth plans

Disagreements concerning hourly awards for professional growth strategies

Keep in Mind:

Goal dispute letter needs to contain:

* A description of the goal in question

* Reason why goal was refused

* Brief description of why the staff

member feels that the goal is acceptable

Hours dispute letter needs to contain:

* Date and time of activity in question

* Description of the activity

* Number of hours requested

* Reason hours were denied

* Copy of professional growth strategy

form

* Brief description of why the hours

should be awarded

A. Staff member must submit a letter of

appeal to the PCG within 10 school days

following notification of denial

B. Upon receipt of the appeal letter, the PGC

will convene a mediation meeting to take

place within 10 school days. All parties

in the dispute need to be present.

C. In the event of unsuccessful mediation,

the staff member has 10 school days to

submit a second letter of appeal to the

superintendent

D. The superintendent, upon receipt of the

appeal letter, will arrange a meeting with

the staff member within 10 school days.

All decisions at this level will be in

writing to the staff member within 5

school days. Decisions of the

superintendent will be final.

27

XI. INDICATION OF INSTRUCTOR

EFFECTIVENESS OF SUBJECT MATTER AND EXCELLENCE IN TEACHING

The District Professional Growth Master Plan endorses the utilization of the Charlotte Danielson

model as described in her book, Enhancing Professional Practice: A Framework for Teaching

(1996), to collect data that demonstrates educator knowledge of specific subject area and current

best practices. The District Professional Growth Master Plan also supports the use of the

Danielson model to determine how educators improve their knowledge about student cognitive

development.

Knowledge of Subject Area

The following quotes from Enhancing Professional Practice: A Framework for Teaching

represent the concepts and philosophy upon which District expectations of the educator’s

knowledge of content and pedagogy are based:

Teachers “…must understand the content to be learned, the structure of the discipline of

which that content is a part, and the methods of inquiry unique to that discipline.”

(Danielson, (1996), p. 62)

“The term ‘content’ includes…all aspects of a subject: concepts, principles, relationships,

methods of inquiry, and outstanding issues.” (Danielson, (1996), p. 62)

“A teacher’s knowledge of content and pedagogy is reflected in an awareness of common

student misconceptions or likely sources of error – and how these should be handled.”

(Danielson, (1996), p. 62)

“Knowledge of content and pedagogy are appropriately different for teachers at different

levels.” (Danielson, (1996), p. 63)

Educators will demonstrate their evolving knowledge of content and pedagogy by developing

instructional plans and participating in professional growth activities. Some examples of how

to demonstrate commitment to remaining abreast of new developments are as follows:

“Preparing lessons based on recently accepted views of best practice (e.g., using a

process approach to teach writing).” (Danielson, (1996), p. 63)

“Taking graduate-level course in a discipline or in general teaching techniques.”

(Danielson, (1996), p. 63)

“Taking an active role in adapting the new content standards and curriculum frameworks

to their teaching.” (Danielson, (1996), p. 63)

“You can also display your knowledge of the subject(s) you teach through instructional

artifacts, comments on student work, and your classroom interactions with students.”

(Danielson, (1996), p. 63)

These activities can be documented by supervisors and through the use of Professional

Development Activity and Approval forms.

28

Knowledge of Students and Learning Theory

The following quotes from Enhancing Professional Practice: A Framework for Teaching

represent the concepts and philosophy upon which District expectations of the educator’s

knowledge of students are based:

“Teachers’ knowledge of their students should include the student’s stage of

developmental understanding.” (Danielson, (1996), p. 65)

“Current research on cognition states that understanding involved students in actively

constructing meaning based on their experiences.” (Danielson, (1996), p. 65)

“Because students are actively constructing meaning, they build their understanding

on what they already know. Some students may have erroneous information.

Teachers’ knowledge of students includes knowing what these misunderstandings and

misconceptions are.” (Danielson, (1996), p. 65)

“Many classes contain students with special needs. Part of knowing students is

knowing which ones require additional assistance in learning parts of the curriculum

or which ones must demonstrate knowledge in unique ways. Teachers’ knowledge of

students should include information about such special cases, which is used in

instructional planning.” (Danielson, (1996), p. 65)

“Students come to the school environment with social and cultural characteristics that

influence how they see the world, participate in learning activities, and absorb new

information.” Teachers’ knowledge of these characteristics is “…evident in the

learning experiences teachers create for their students.” (Danielson, (1996), p. 66)

The Rubrics for Effective Teaching, developed by District teachers and administrators, will be

utilized by both the educator and the supervisor in determining the successful completion of

the 3 year individual professional growth plan. It will be used as one element of a self-

assessment as the educator develops their next professional growth plan. (See Appendix B,

pages 46-58 for the Rubrics and Appendix C, pages 60 and 61 for the Assessment Form.)

XII. ONGOING EVALUATION

Self-Assessment Tools

In implementing the three-year Individual Professional Growth Plan, the educator will need to

continually review and evaluate their learning and the effectiveness of their efforts to improve

student performance and to achieve school and district improvement goals. The data for this

may come from sources including:

A written self-evaluation based on the District Rubrics for Effective Teaching. (See

pages 60 and 61 where these appear)

The written documentation of professional growth activity participation and of

resulting changes in content standards, curriculum, instructional plans, lessons,

teaching tools or interactions with students.

29

A written evaluation of student performance over time as indicated by grades, tests

scores and other measures.

The results of meetings with a supervisor(s) (i.e. principal, department head) to

review and evaluate progress under the Individual Professional Growth Plan. These

meetings will consider the types of activities utilized, the impact of activities on

student learning and achievement, and the resources needed to achieve professional

growth and to serve school and district improvement goals.

Self-reflections and analyses will indicate progress to date and will lead to revisions in the

Individual Growth Plan, if indicated.

Plan Completion

Every re-certifying educator should complete the final reflection piece in their current

Professional Growth Plan by April 1st and submit it to the PGC representation in the building.

Each school’s PGC will meet to review the three-year plans, which have been completed by

members of their faculty. When the plan has been successfully completed, the school’s PGC,

along with the supervisor, will sign off on the plan and recommend recertification in writing to

the Superintendent. Educators may then begin the process for the next three-year cycle. This

includes writing a new three-year plan and gaining approval. Once the plan is approved,

educators may begin to accumulate hours for Option I or begin an Option II or Option III plan.

Evaluation of Professional Growth Process

In order to provide an annual evaluation to assess the effectiveness of the Professional Growth

Master Plan, the WLC District Professional Growth Annual Evaluation surveys will be

distributed to certified staff and principals in early March to be completed and returned by

April 1st. (See Appendix C.)

The building Professional Growth Committee will meet to analyze survey results by April 30th

.

The District Professional Growth Committee will meet by June 1st to interpret building results

and recommend needed changes by June 1st.

The outcomes of the past year’s professional growth activities will be communicated to the

school’s faculty, administration and appropriate committees. If some activities have not fully

achieved their goals, these groups will consider

* the potential impact of discrepancies on student performance and achievement

* the need to better align staff growth activity with student needs

* the need to better align staff growth with school goals

and will take action accordingly.

30

APPENDIX A

District and School Goals

31

District Educational Improvement Goals

2012-2017

1. To strengthen communication between district schools regarding

curriculum alignment and articulation.

2. To provide opportunities for teachers to develop a wide range of

instructional strategies that will assist students to meet

curriculum goals.

3. To develop effective assessment practices that accurately measures

student achievement.

4. To provide a school environment that is physically and emotionally

safe for all.

5. To strengthen community ties through public communication.

32

FLORENCE RIDEOUT ELEMENTARY EDUCATIONAL

IMPROVEMENT GOALS

2012-2017

1. To develop Safe School practices to ensure school-wide consistency

in emergency management and positive school discipline which

will provide a school environment that is physically and

emotionally safe for all. (i.e. conflict resolution skills and how to

address bullying issues)

2. To work cooperatively with all three schools in the district towards

strengthening and aligning curriculum, communication, and

professional growth opportunities.

3. To develop a school-wide philosophy of instruction in reading,

writing, mathematics and other content areas that teachers

students to become problem solvers and independent thinkers.

4. To provide opportunities for teachers to develop a wide range of

instructional and assessment strategies and will assist students in

meeting curriculum goals. (i.e. integrate differentiated instruction,

classroom management and planning, and the development of a

plan that will promote mastery of the basic math facts by all

children at FRES)

33

LYNDEBOROUGH CENTRAL SCHOOL

EDUCATIONAL IMPROVEMENT GOALS

2012-2017

1. To continue to work cooperatively with Wilton-Lyndeborough

Cooperative Schools to strengthen communication, curriculum,

and professionals growth, while providing a safe learning

environment.

2. To update and improve core curriculum instructional programs,

including the implementation of technology as an instructional

strategy.

3. To continue to strengthen community support, communication, and

involvement in our school.

4. To establish a culture of creativity and innovation in the

curriculum and instruction to include opportunities and

integrated studies through the Arts.

34

WILTON-LYNDEBOROUGH COOPERATIVE

MIDDLE/HIGH SCHOOL EDUCATIONAL

IMPROVEMENT GOALS

2012-2017

1. To encourage students to reach their potential and become

responsible and productive citizens.

2. To prepare, challenge and empower our students to be life-long

learners.

3. To provide a safe and diverse learning environment.

35

APPENDIX B

Definitions, Descriptions,

and Examples

36

Writing Individual Professional Growth Goals

To develop your individual goals for your professional growth plan, consider the following:

1. Areas of student learning that are in need of improvement

(identified based on review of standardized test results, classroom

assessment data, student work samples, observation of students, etc.)

2. Improvement goals and initiatives of the district and/or school

(identified in the district goals, school goals, NEAS&C accreditation reports,

AYP designation of “in need of improvement”, etc.)

3. Your own pedagogical and content learning needs…

to enhance your professional practice

(as identified in the Educator Competencies, the Effective Teaching Rubrics,

content-specific standards, etc.)

to improve student learning

(identified as referenced in #1 above)

4. Previously developed individual goals that either have not yet been completed or

can/need to be revised or expanded and continued

(identified based on completion of the personal summative reflection page

from the previously completed individual professional growth plan)

Effective professional goals meet the criteria for a S.M.A.R.T. goal:

Specific, significant, stretching;

Measurable, meaningful, motivational;

Achievable, action-oriented;

Realistic, relevant, results-oriented;

Timely, time-bound, tangible

37

ANATOMY OF A GOAL

Your individual, exploration and/or investigating professional growth goals should:

Begin with an action phrase (ACTION-ORIENTED: what you will DO)

To gain To develop To provide

To further To engage To participate

To explore To create To incorporate

To seek To establish To use

Include a “content” area (SPECIFIC: the area of your intended growth) Understanding of best practices in teaching math

Knowledge of teaching reading

Assessment practices

Classroom environment

Have an application (RESULTS ORIENTED: WHY you are doing this) “that” promotes student involvement in classroom discussion

“that” will assist students in meeting curriculum goals

“in order to” provide differentiated instruction for all students

Be MEASURABLE (WHAT is the measure I will be using)

“80% of my students will solve word problems involving two steps with 90%

accuracy…”

Include a TIMELINE (WHEN will this be measured)

…by June 2013 between January 2013 and December 2014

Sample Goals…

To create a classroom environment that promotes student involvement in classroom discussion

(individual goal)

To further my understanding of best practices in teaching math in order to provide

differentiated instruction for all students (exploring or investigating goal)

To implement strategies in the teaching of writing so that between September 2013 and May

2016, 85% of my students will improve by 1 step on the Six Traits Writing assessment rubric

(quantitative goal)

38

JOB EMBEDDED ACTIVITIES

Job Embedded Activities – When choosing job embedded activities, the teacher should

keep in mind that in this process he/she needs to meet district and/or building goals, meet

NECAP standards and proficiencies, enhance student learning, and/or address different

learning styles. Examples of these activities include, but are not limited to:

Action Research – The teacher, in order to improve his/her teaching and the

students’ learning, will choose an area to actively conduct research on while in the

classroom. The teacher will collect data, analyze and interpret it and then take action

based on the research results.

Piloting of New Programs – The teacher will pilot new programs in the classroom

which will include a thorough reading of all materials, and documenting of the

correlation between the program and NECAP standards and proficiencies. There will

be a periodic evaluation of the effectiveness of this program in enhancing students’

learning. These evaluations will be shared when appropriate.

Developing innovative Training Aids of Materials for the Classroom – The

teacher will develop creative teaching or training aids and materials.

Data Analysis – Given grade level/subject area assessment data, the teacher will

analyze it for its strengths and weaknesses. The results will be shared when

appropriate.

Curriculum Replacement – The teacher will write or rewrite portions of the

curriculum in order to address NECAP standards and proficiencies or standards

developed by other National professionally recognized educational organizations.

Curriculum Development and Adaptation – The teacher will create new

instructional materials and strategies or tailor existing ones to meet the learning needs

of students.

Study Groups – The teacher will engage in regular, structured and collaborative

interactions regarding topics identified by the group, with opportunities to examine

new information, reflect on their practice, or assess and analyze outcome data.

Case Studies/Discussions – The teacher will analyze real or theoretical case studies

to be used as springboards for discussion with small groups of teachers. He/she will

then gather information and develop specific instructional strategies that will be used

to become a more informed instructor.

Educational Peer Coaching/Collaboration – The teachers will observe each other

in the classroom with the intent to share what has been observed in order to improve

teaching techniques for all.

Mentoring – The senior teacher will assist a new member of the staff by being

available to answer questions, pose questions, modeling, and provide support

throughout the school year.

The teacher will meet with others to discuss and/or evaluate any of the activities included above,

through sharing, reports or presentations. Release time may be requested for these activities.

39

LEARNING CLUBS

Learning Clubs are small groups of teachers who meet regularly to discuss their lives as teachers.

During a learning club meeting, each teacher takes a turn discussing some aspect of her

teaching life. In running her part of the meeting, the teacher selects one of four kinds of

discussion:

1. Review – the teacher asks the group to focus on an instructional strategy they have

studied together and explain how it is working in each of their classes. The discussion

would focus on issues of how it worked and what they learned from their initial attempts

to use the strategy.

2. Problem Solving – the teacher presents a problem he is currently facing and asks the

group for help in clarifying the problem and brainstorming possible actions to take. A

structured problem solving model will yield the best results.

3. Now Hear This! – the teacher announces that she wants to use her time to either share a

success story about a recent or current instructional encounter, or to complain about a

dilemma she is facing. In a “Now Hear This” session, the group members’ responsibility

is to appear interested and use active listening. They do not offer solutions or

suggestions.

4. Lesson Design – the teacher asks the group to help plan a lesson or unit, or to review a

plan he has designed.

After a teacher has announced what kind of help he wants, and the group has focused on his

issues for approximately 15 minutes, his turn ends and another teacher begins her turn by

declaring what kind of session she wants. Once each group member has had a turn, the group

spends five to ten minutes discussing the ideas shared during the meeting and the implications of

each for their professional practice.

~ Taken with permission from: Instruction for All Students, by Paula Rutherford, Just Ask

Productions, VA, 1998, p. 272

40

3 – D Teams

Data Driven Decision Teams

In an effort to use data to make solid instructional decisions, groups of teachers meet once

or twice a month to review and analyze student work. The analysis, reflection, and

collegial collaboration provides a framework for decision making about future instruction.

This practice is a particularly useful tool for teachers who are striving for consistency

across classrooms in a standards based learning and assessment environment.

The group members bring samples of student work to the meeting. Hanson, Silver and Strong, in

descriptions of their Authentic Achievement Teams, suggest that each teacher bring six pieces of

students’ work to the meeting; they further recommend that the samples represent different

achievement levels or different levels of success on this particular assignment. For example, two

might be from the top third of a class, two from the middle, and two from the bottom. An

alternative approach would be to analyze the work of “regular” students and that of ESL,

advanced, or inclusion students. It is also helpful to bring copies of any directions given to the

students.

If the group members have not planned together, ten to fifteen minutes is spent looking through

the student work samples and any teacher artifacts so that all participants get a good idea of what

kind of work they will be discussing and analyzing.

The participants can agree to analyze all the work of their students around the same set of

criteria, or each teacher ca indicate the questions, concerns, criteria to be considered for that set

of student work. In either case, the outcomes of the discussion might be directed toward:

Checking for validation about the appropriateness of the work for the developmental

stage of the students

Checking to ensure that the task is congruent with the stated mastery objective

and/or state or district standards

Checking for consistency of opinion about the assessment and evaluation of the work

Possible adjustments in teacher directions and support for all/some of the students



41

Focus Groups

Focus Group Meetings – These meetings are opportunities for educators to spend dedicated

time in the discussion of classroom practice. These discussions usually include the presentation

or demonstration of new strategies or areas of study and the sharing of action research in the

classroom.

Logistics – Meeting time varies from thirty minutes to two hours. If the group has more than

eight to ten members, break into smaller groups for discussions of issues and action

research. Multiple sessions on the same topic facilitates follow-up discussion after

classroom implementation.

Meeting Formats

Presentation and Demonstration – The group leader, a member, or a guest presents an

instructional technique and demonstrates it. Follow-up discussion is focused on

implications for classroom practice.

Magazine/Book Club – Prior to the meeting, group member all read an article or a

chapter in a jointly selected book. The meeting revolves around a discussion of the book

and the implications for classroom practice. An alternative is to have each member of the

group bring a different article related to a group identified issue or to have each member

read a different book. Each participant then shares a review of that article/book over a

series of meetings. Once again, discussion focus is on implications for classroom

practice.

Brainstorming and Problem Solving – Group members brainstorm responses to a

common problem such as students coming late to class, poor performance on homework,

how to explain a concept the learner have trouble grasping, etc. Each group member

picks an alternative from the list to try before the next meeting.

Curriculum Discussions – Teachers share techniques or discuss ways to teach particular

subject/concept. The standards movement makes this particular type of focus group an

important one. Each member agrees to try this method of instruction and report back on

the outcomes for student learning.



42

Collegial Discussions

Use these questions to structure your discussions about what you did differently in your

classroom as a result of your previous focus group, learning club, or workshop. Anyone in

the group may pose the questions.

1. What you tried:

2. How it Went:

3. What You Learned:

4. Next Steps:

~Taken with permission from: Instruction for All Students, by Paula Rutherford, Just Ask


Give a brief description of the strategy(ies) you tried. Identify the

standard on which the learning was focused and explain why you chose

to use this strategy.

Successes Experienced:

What worked well?

What pleased you?

How were you able to know that

the use of this process helped

achieve the desired learning?

Problems Encountered:

What frustrated you?

Was the process a good one

for the content to be learned?

Were there any logistical

problems?

Possible Revisions

What changes might you make when you use this strategy again?

What revisions would deal specifically with the problems you

encountered?

Critical or Interesting Incidents

How did your behavior, or that of your students, match what you

expected?

What intrigued you?

Where do you go from here? Where might you use this strategy next?

What do you need to do to remember to use this strategy again?

With whom should you share your success/the usefulness of this strategy?

With whom could you problem solve?

43

Dynamic Discussions About Teaching…

Let’s Hear it for Peer Coaching & Peer Poaching!

NO ONE questions the power of peer observation!

EVERYONE seems to question the reality of finding the time (and training) to do it well!

The full process of conferencing prior to and following a peer observation is highly encouraged.

If, however, you have yet to find the time and training to engage in peer observation, there is no

reason to delay any longer. Discussions about teaching prior to delivery of instruction,

classroom observations, and discussions about teaching after delivery of instruction are

valuable in their own right. Coaching, practicing good communication skills, problem solving,

reflective questioning, and observing are a part of our professional lives each and every day. The

next step is asking for and providing one another the same support we provide out students.

Ideas for what you and a colleague might discuss prior to, or following, an observation are

offered for use within the complete process or in isolation. Choose from this menu and add

your own. Don’t delay. It is the cheapest and most accessible form of staff development

available to you. Go for it!

Thought provoking questions to discuss before an observation:

What is it that you want students to know and be able to do as a result of the lesson

today?

How is this related to district or school standards or priorities?

Where are you and your students in this particular unit of study?

What kinds of related and important learning experiences have occurred during the

past few weeks in your class?

How do you intend to follow up on those experiences during the next week?

What activities will you have the students engaged in during this lesson?

Why did you select these activities for use at this time?

44

Option I

Recertification Hours

District/School Goals 45 clock hours Committee work, conference,

etc.

Content and Pedagogy 30 clock hours for each

endorsement/area of

certification

Workshops, courses, job

embedded activities, in-

service activities, etc.

IF YOU HAVE: THEN YOU NEED:

1 Certification 30 hours in area of endorsement

+45 hours directly related to district and school goals 75 hours total

2 Certifications 30 hours in area of endorsement #1

30 hours in area of endorsement #2

















45

Option II

Sample Teacher Plan

Focus Question:

How can I use the 6-Traits Writing program to improve the ability of my students to write

effectively particularly with respect to ideas, organization, and voice?

Desired Results Evidence

For my students

Improved ability to write effectively through

approved skills in the areas of Ideas,

Organization, and Voice

Of student results

Pre/post writing performance assessment scored using

the 6-Traits writing rubric

Sequence writing samples (including early drafts and

finished copies) in students’ writing portfolios,

evaluated using the 6-Traits writing rubric

For myself

Improved capacity to help students to strengthen their

writing in the areas of Ideas, Organization and Voice

Of personal results

Lesson plans, materials, samples of students’ work

accompanied by written reflection

Learning Plan

Activities Evidence of Activities

Attend 6-Traits 5-day seminar Summer, 2012 Certificate of Attendance

Administer initial writing performance task

assessment

September, 2012 Copy of performance task description,

copies of students’ papers

Implementation of 6-Traits approach Begin-Fall, 2012 Lesson plans, materials, samples of

students’ work

Classroom visits & consultation by 6-Traits

consultant

October, 2011;

Jan 2012; April 2012

Visitation Schedule / Discussion Notes

Monthly study group meetings with other

teachers using 6-traits

September 2011– June 2012 Meeting Dates, Attendance, Discussion

Notes

Administer final writing performance task

assessment

June, 2013 Copy of performance task description,

copies of student’s papers

Attend 2-day follow-up 6-Traits seminar Summer, 2013 Certificate of attendance

Administer initial writing performance task

assessment

September, 2013 Of the performance task description,

copies of student’s papers

Participate in monthly critical friends group

to refine practice

September 2012 - June, 2014 Meeting Dates, Attendance, Discussion

Notes

Administer final writing performance task

assessment

June, 2014 Copy of the performance task description,

copies of students’ papers

Continue use and refinement of 6-Traits

writing and the pre/post writing performance

tasks assessments

September, 2014 – June, 2015 Lesson plans, materials, copies of the

performance task description, copies of

students’ papers

Present a 6-Traits workshop for interested

colleagues

November, 2014 Workshop materials, attendance list

46

Wilton-Lyndeborough Cooperative Schools

District Rubrics

For

Effective Teaching

August 2003

47

Effective Teaching Rubrics Table of Contents

Acknowledgements 48

Statement of Purpose / District Vision of Effective Teaching 49

Category: Environment 50

Category: Planning 51

Category: Elements of Instruction 52

Knowledge of Content 52

Techniques for Teaching 53

Instructional Strategies 54

Motivation of Students 55

Category: Assessment 56

Category: Home School Communication 57

Category: Professional Responsibility 58

48

Acknowledgements

Beginning with a two day institute in June 2002, representatives from the Wilton, Lyndeborough,

and Wilton-Lyndeborough Cooperative School Districts have worked tirelessly to come to an

understanding of what effective teaching looks like and to define it in measurable terms. We

acknowledge the financial support of the Department of Education’s Best Schools Initiative, the

research of Charlotte Danielson, James H. Stronge, Steven Zemelman, Harvey Daniels, and

Arthur Hyde, and the contributions the following professionals have made in developing the

District Rubrics for Effective Teaching:

Gwyn Baldwin Teacher WLC

Joyce Bourassa Teacher WLC

Linda Buttrick Teacher LCS

Sydney Conti Teacher FRES

Trevor Ebel Principal WLC

Ed Heffernan Principal FRES

Julie Huntoon Teacher LCS

Linda Kalloger Teacher WLC

Carol Martz Teacher FRES

Alice Mitchell Teacher FRES

Donna Packard Liaison Best Schools

Bob Potter Asst. Principal WLC

Mary Sousa Teacher FRES

Sue Tussing Principal LCS

Carolann Wais Asst. Superintendent SAU

49

Statement of Purpose

James H. Stronge, in his book Qualities of Effective Teachers (ASCD 2002), details attributes

that contribute to effective teaching. He acknowledges that “the one clear, abiding hallmark of

effective teaching is student learning” (p 65). If we believe Stronge’s statement to be true,

maximizing teacher effectiveness will have the ultimate effect of improving learning for all

students.

Defining effective teaching has the following purposes:

To articulate a professional goal-setting process that leads to improved student

performance

To support professional conversations and reflection about practice that have as their

purpose the improvement of student performance

To help teachers build a strong professional foundation that leads as soon as possible

to improved student performance

To provide a framework from which a teacher evaluation system that leads to

improved student performance can be built

It is our hope that the District Rubrics for Effective Teaching will guide us in our constant quest

to improve the quality of our teaching. We hope that by our continual improvement we will send

a consistent message to the community about what we value and how we intend to improve

student achievement.

District Vision of Effective Teaching

Effective teaching engages students, parents, and staff in a positive, supportive, and sage

learning environment. It is the result of purposeful planning, instruction and assessment that

promotes student achievement.

50

CATEGORY: Environment

Level of Effectiveness

Element Level 1 Level 2 Level 3 Level 4

Organization

of Physical

Space

The physical

environment is

unsafe, never

changes, and

inhibits

learning

The physical

environment is

safe, changes

occasionally, and

allows learning

for some students

The physical

environment is

sage, frequently

changes to

accommodate the

lesson and

ensures learning

for most students

The physical

environment is safe,

changes to

accommodate the

lesson and ensures

optimum learning

for each student

Establishment

of Clear

Expectation

Teacher has not

established

expectations for

student conduct

Teacher has

established

expectations for

student conduct

but they are vague

Teacher has

established clear

expectations for

student conduct

Teacher and

students have

collaborated to

establish clear

expectations

Response to

Student

Behavior

Teacher is

unaware of

student

misbehavior.

Students are

not monitored

Teacher is not

always aware of

student behavior;

teacher response

is not always fair

and is inconsistent

Teacher is alert

to student

behavior at all

times; teacher

response is fair

and consistent

Teacher monitoring

of student behavior

is subtle and

preventative.

Students monitor

their own and their

peers’ behavior,

correcting one

another respectfully

Modeling and

Promotion of

Mutual

Respect and

Caring

Teacher

interaction with

students is

frequently

demeaning,

sarcastic, or

inappropriate

Teacher

interaction with

students is

generally

appropriate, but

inconsistent

Teacher and

student

interactions are

friendly and

demonstrate a

general level of

mutual respect

All interactions

within the

classroom exhibit

genuine mutual

respect and caring

Establishment

of a Culture

for Learning

Teacher fails to

engage students

in the learning

process

Teacher engages

some students in

the learning

process

Teacher engages

most students in

the learning

process

Teacher engages all

students in the

learning process

51

CATEGORY: Planning



Linking of

Learning

Objectives

and Activities

to NH State

Standards

Teacher shows no

initiative in

establishing

learning objectives

and activities

linked to NH State

Standards

Teacher attempts to

link learning

objectives and

activities linked to NH

State Standards

Teacher links most

learning objectives

and activities linked

to NH State

Standards

Teacher’s plans shows

evidence of care in

linking learning

objectives and activities

linked to NH State

Standards

Consideration

of Diverse

Student

Learning

Styles

Teacher does not

take student

learning styles into

consideration and

appears unfamiliar

with the concept

while planning

lessons or

assessments

The teacher has a

general concept of

learning styles but

does not plan or assess

with this concept in

mind

The teacher

demonstrates a solid

knowledge of student

learning styles by

carefully planning

each activity and

assessment to address

the diversity

The teacher consistently

demonstrates and applies

information about

diverse learning styles in

planning lessons and

assessments

Organization

of Scope and

Sequence of

Content

Presentation

Teacher’s plan for

content does not

connect to

curriculum goals

and objectives

Teacher’s plan

organizes content for

curriculum goals and

objectives but lacks an

effective timeline for

implementation

Teacher’s plan

organizes content for

curriculum goals and

objectives and creates

an effective timeline

for implementation

Teacher’s plan

accommodates student

input when organizing

content for curriculum

goals and objectives, and

creating an effective

timeline for

implementation

Knowledge of

Pedagogy

Teacher shows

little knowledge of

pedagogy

Teacher demonstrates

limited repertoire of

pedagogical practices

Teacher has a varied

repertoire of

pedagogical practices

and uses them to

enhance student

learning

Teacher has an extensive

repertoire of pedagogical

practices and continues

to search for best

practices to enhance

student learning

Knowledge of

Curriculum

Resources

Teacher is unaware

of curriculum

resources available

Teacher plans show

limited knowledge of

curriculum resources

available

Teacher plans show

knowledge of varied


available

Teacher plans show

extensive knowledge of


available. Teacher

actively seeks new

materials to enhance

student learning

52

CATEGORY: Elements of Instruction

Component I: Knowledge of Content



Knowledge of

Content

Teacher

consistently

makes content

errors and

doesn’t self-

correct

Teacher has a

basic content

knowledge but

does not articulate

or make

connections to the

students’ world

Teacher

demonstrates

solid knowledge

of content and

consistently

connects

learning to the

students’ world

Teacher

demonstrates

extensive

knowledge of

subject matter and

stays up-to-date as

content evolves.

The teacher

consistently and

creatively connects

knowledge to the

students’ world

53


Component II: Techniques for Teaching



Students

Knowledge of

Purpose of Lesson

Teacher fails to

convey purpose of

lesson

Teacher vaguely

purpose of lesson

Teacher clearly

purpose of lesson

through examples

and instructions

Teacher conveys,

supports, and builds

upon purpose of

lesson so students

can clearly state the

lesson’s purpose

Teacher

Communication

During Lesson

Teacher fails to

communicate clearly

and accurately,

creating general

confusion

Teacher recognizes

unclear or inaccurate

communication and

attempts to rectify

student confusion

Teacher recognizes

unclear or inaccurate

communication and

resolves student

confusion

Teacher

communicates

clearly and

accurately so that

students have a

thorough

understanding of

lesson

Expectations for

Learning and

Achievement

Teacher conveys no

expectations for

student achievement

Teacher conveys

inconsistent and

modest expectations

for student

achievement

Teacher conveys

high and consistent

expectations for

student achievement

Both students and

teacher establish and

maintain high

expectations for the

learning and

achievement of all

students

Activation of Prior

Knowledge

Teacher fails to

activate prior

knowledge to

facilitate new

learning

Teacher frequently

activates prior

knowledge to

facilitate new

learning

Teacher consistently

prior knowledge to

facilitate new

learning

Both student and

teacher consistently

activate prior

knowledge to

facilitate new

learning

Modeling of Clear

Examples

Teacher fails to

model clear

examples

Teacher attempts to

model clear

examples

Teacher consistently

models clear

examples that

students can connect

to real life situation

Teacher collaborates

with students to

model real life

situations

Use of a Variety of

Techniques for

Learning Styles

and Ability

Teacher’s

instructional style

does not vary to

address differences

in learning style or

ability levels

Teacher’s

instructional style

addresses a limited

range of learning

styles and levels of

ability

Teacher’s

instructional style

consistently

addresses student

differences in

learning style and

levels of ability

Teacher’s

instructional style

maximizes use of

multi-sensory

lessons, lecture, and

discussion to address

student differences

in learning styles

and levels of ability

54


Component III: Instructional Strategies



Quality of

Questions

Teacher’s

questions are

non-existent or

irrelevant

Teacher’s

questions are

predominantly

rapid fire, short

answers and low

level. They do

not engage

students in

exploration of

content

Teacher’s

questions engage

students in an

exploration of

content

Teacher’s

questions elicit

student reflection

and challenge

deeper student

engagement

Critical

Thinking and

Problem

Solving

Teacher develops

activities

demonstrating

lack of

awareness of

levels of

cognitive skills

Teacher develops

activities that

build primarily

lower level

cognitive skills

Teacher develops

activities that

reflect higher and

lower level

cognitive skills

as appropriate for

the content and

the students

Teacher provides

higher level

cognitive

activities that

enable students

to identify their

own strengths

and weaknesses

Writing,

Reading,

Resource, and

Study Skills

(across the

curriculum)

Teacher displays

no emphasis on

teaching the

skills necessary

to learn the

curriculum

Teacher displays

minimal

emphasis on

teaching the

skills necessary

to learn the

curriculum

Teacher prepares

students well by

emphasizing the

skills necessary

to learn the

curriculum

Teacher

emphasizes the

skills that enable

the students to

demonstrate

proficiency in

reading, writing,

research, and

study skills in

that curriculum

55


Component IV: Motivation of Students



Passion for

Teaching

Teacher conveys

negative attitude

toward content

suggesting

content is not

important or is

mandated by

others

Teacher

communicates

importance of the

work but with

little conviction

and only minimal

apparent buy-in

by the students

Teacher conveys

genuine

enthusiasm for

the subject the

students

demonstrate

consistent

commitment to

its value

Teacher and

students

demonstrate

through their

active

participation,

curiosity, and

attention to detail

that they value

the content’s

importance

Student

Engagement

Few or no

students are

engaged in the

learning process

for the entire

class time

Some students

are engaged in

the learning

process for the

entire class time

Most students are

engaged in the

learning process

for the entire

class time

All students are

engaged in the

learning process

for the entire

class time

56

CATEGORY: Assessment



Use of

Assessment in

Planning

Teacher’s use of

assessment

results has

minimal impact

on instructional

planning

Teacher uses

assessment

results to plan

instructional

strategies for the

class as a whole

Teacher uses

assessment

results to plan

instruction that

meets individual

and small group

needs

Teacher uses

assessment

results and

student input to

plan instruction

focusing on

student needs

Communication

of Assessment

Criteria and

Curriculum

Standards

Teacher does not

communicate

assessment

criteria and

curriculum

standards to

students

Teacher is

inconsistent in

communicating

the assessment

criteria and

curriculum

standards to

students

Teacher clearly

and consistently

communicates

assessment

criteria and

curriculum

standards to

students

Teacher and

students

collaborate to

establish

assessment

criteria and

curriculum

standards

Ongoing

Assessment

The teacher has

no consistent

assessment plan

or record keeping

The teacher has a

limited

assessment plan

and a minimal

record keeping

system

The teacher has

an established

assessment plan

and a variety of

techniques t

assess whole

outcomes as well

as isolated sub-

skills. Record

keeping is

ongoing and

organized

There is evidence

that the teacher’s

established

assessment plan

is an ongoing

process and the

teacher uses a

variety of

techniques to

assess whole

outcomes as well

as isolated sub-

skills. Ongoing

record keeping is

accurate and

multifaceted

57

CATEGORY: Home School Communication



Engagement of

Families in the

Instructional

Program

Teacher makes

no attempt to

engage families

in the instruction

program, or such

attempts are

inappropriate

Teacher’s efforts

to engage

families in the

instructional

program are

modest and

somewhat

successful

Teacher’s efforts

to engage

families in the

instructional

program are

consistent and

successful

Teacher’s efforts

to engage

families in the

instructional

program are

consistent,

innovative, and

successful.

Students

contribute ideas

for projects that

will be enhanced

by family

participation

Information

Regarding

Instructional

Program

Teacher provides

little information

about the

instructional

program to

families

Teacher

participates in

the school’s

mandated parent

communication

activities but

provides little

additional

information

Teacher

frequently

provides

information to

parent about the

instructional

program

Teacher

frequently

provides

information to

parents about the

instructional

program, with

student

participation

Information

Regarding

Individual

Students

Teacher provides

minimal

information to

parents and does

not respond, or

responds

insensitively, to

parent concerns

about students

Teacher adheres

to the school’s

required

procedures for

communicating

to parents.

Responses to

parents’ concerns

are minimal

Teacher

communicates

with parents

about students’

progress on a

regular basis and

is available as

needed to

respond to parent

concerns

Teacher

frequently

provides

information to

parents on both

positive and

negative aspects

of student

progress.

Response to

parent concerns

is handled with

great sensitivity

58

CATEGORY: Professional Responsibility



Relationship

with Colleagues

Teacher’s

relationships

with colleagues

are negative or

self-serving

Teacher

maintains cordial

relationships

with colleagues

to fulfill the

duties that the

school or district

requires

Teacher

maintains

supportive and

cooperative

relationship with

colleagues

Teacher

maintains

supportive and

cooperative

relationship with

colleagues.

Teacher takes

initiative in

assuming

leadership among

the faculty

Service to the

School and/or

District Projects

Teacher avoids

becoming

involved in

school and/or

district projects

Teacher

participates in

school and/or

district projects

when specifically

asked

Teacher

volunteers to

participate in

school and/or

district events,

making a

substantial

contribution

Teacher

volunteers to

participate in

school and/or

district events,

making a

substantial

contribution, and

assumes a

leadership role in

at least some

aspect of school

and/or district

life

59

APPENDIX C

Forms

60

NAME_____________________________________________DATE_____________________

Effective Teaching Rubrics

Self-Assessment Form

Circle the category that best describes your level in each of the following elements:

CATEGORY/ Element Levels:

ENVIRONMENT:

Organization of Physical Space 1 2 3 4

Establishment of Clear Expectations 1 2 3 4

Response to Student Behavior 1 2 3 4

Modeling and Promotion of Mutual Respect and Caring 1 2 3 4

Establishment of a Culture for Learning 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

PLANNING:

Linking of Learning Objectives and Activities to NH State Standards 1 2 3 4

Consideration of Diverse Student Learning Styles 1 2 3 4

Organization of Scope and Sequence of Content Presentation 1 2 3 4

Knowledge of Pedagogy 1 2 3 4

Knowledge of Curriculum Resources 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

ELEMENTS OF INSTRUCTION:

I. Knowledge of Content 1 2 3 4

II. Techniques for Teaching

Student Knowledge of Purpose of Lesson 1 2 3 4

Teacher Communication During Lesson 1 2 3 4

Expectations for Learning and Achievement 1 2 3 4

Activation of Prior Knowledge 1 2 3 4

Modeling of Clear Examples 1 2 3 4

Use of a Variety of Techniques for Learning Styles and Ability 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

61

III. Instructional Strategies

Quality of Questions 1 2 3 4

Critical Thinking and Problem Solving 1 2 3 4

Writing, Reading, Research, Study Skills across the curriculum 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

IV. Motivation of Students

Passion for Teaching 1 2 3 4

Student Engagement 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

ASSESSMENT:

Use of Assessment in Planning 1 2 3 4

Communication of Assessment Criteria & Curriculum Standards 1 2 3 4

Ongoing Assessment 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

HOME SCHOOL COMMUNICATION:

Engagement of Families in the Instructional Program 1 2 3 4

Information regarding Instructional Program 1 2 3 4

Information regarding Individual Students 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

PROFESSIONAL RESPONSIBILITY:

Relationship with Colleagues 1 2 3 4

Service to the School and/or District Projects 1 2 3 4

NOTES:______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

62

Wilton-Lyndeborough Cooperative School District Professional Growth Plan

Name: School:

Today’s Date: Three-year Period of Plan: to

Type of Plan (check appropriate box): Teaching Recertification(s) Sought:

Collect Hours Cert. #1

Body of Evidence Cert. #2

Combination Cert. #3

Cert. #4

Before you begin, think about what goals you will focus on for the next 3 years. Identify

your targeted District, School/Program Goals, and/or Individual Professional Growth

Goals. (It’s not the number of goals, it’s what you’d like to focus on for the next 3 years to

utilize professional practice.)

District Educational Improvement Goal(s) (See Appendix A, District Educational Improvement Goals)

School/Program Improvement Goal(s) (See Appendix A, School Educational Improvement Goals)

Based on your targeted goals, list your Individual Professional Growth Goal(s)

How will you know you have reached each of your goals?

Describe the increase in your knowledge of learners and learning which you expect to see.

(How will your professional practices change?)

Describe the increases in your knowledge of effective, developmentally appropriate teaching

strategies and best practices, which you expect to see.

Describe what your body of evidence will contain to show that you have met these goals. (See

Section VII, p 22) What evidence (data) will you gather to examine the impact of your efforts

on student learning and the change in your own practices?

63

Summative Reflection

Summative Reflection is one of the primary means through which educators can articulate the

changes in their understanding that have resulted from their professional development

experiences. At the conclusion of this 3-year plan, as you prepare to recertify and develop a

new plan, reflect on your growth during the past 3 years.

Reflection involves answering the questions:

What did I do?

What did I learn?

Now what will I do?

Educators, regardless of whether they chose to count hours, collect evidence or a combination of

both, can answer these questions.

The reflection can be expanded to include more focus on examining:

The evidence of educator learning

The evidence of its impact on student learning

Evidence of student learning

Related student outcomes

Impact of changes in professional practice

Summative Reflection

What did I do? What changes occurred in student learning that I targeted?

What can I infer from the changes in student learning regarding the professional practices I used?

How has my professional learning fulfilled my professional development goals?

Based on these results and inferences, what will I do in the future?

64

Date Staff Member Signature

Approved Disapproved

Date Principal Signature

White copy to Professional Growth

Committee

Yellow copy to Staff Member Pink copy to Principal

(upon completion)

65

Wilton-Lyndeborough School District

Professional Growth Request and Approval Form – Option 1

Name School FRES LCS WLC Select / highlight the appropriate school

Date submitted for initial approval Date submitted for final approval

1. Targeted Tri-District Educational Improvement Goal

School/Program Improvement Goal

Individual Improvement Goal

Goal (as listed on your three-year plan):

2a. Out-of-District Activity (see Section VIII, page 20, Option 1 for a list of activities)

Type of Activity: Location:

Title:

Date(s)

2b. Job-Embedded Activity (see Appendix B, page 38, for list of job embedded activities)

Type of Activity:

Title:

Date(s):

3a. For workshop reimbursement: please check one of the following

Method of reimbursement: None necessary

Prepayment (PO accepted? yes / no )

Amount Reimbursement (proof of payment and completion of activity required)

3b. For job-embedded activity: Documentation to be provided upon completion of activity

66

4. Clock hours to be credited: Estimated Actual

-School/District Goals (45 hours needed)

-Content/Pedagogy* (30 hours needed)

*If you hold multiple endorsements, indicate here the

endorsement to which these hours should be credited:

To be filled out upon completion of activity

5. Summary of activity toward targeted goal (activity value, benefits, unanticipated growth, etc.) Attach

additional sheet if necessary.

6. Attach verification of participation and/or evidence of activity

7a. Staff signature attesting to accuracy of information presented.

7b. As needed, for job-embedded activity:

Supervisor/mentor signature attesting to accuracy of information/completion of activity.

For Professional Growth Committee Use

-Clock hours to be credited: Initial Approval Final Approval Disapproved *(See appeal process

Section X, page 26)

School/District Goals

Content/Pedagogy Goals

TOTAL

PGC Representative Signature Date

For District Office Use

-Payment Approval for Workshop

Reimbursement Approval Prepayment Approval

Date Signed PO#

67

WLC District

Individual Professional Growth

Annual Self-Reflection

School: Name:

School Year: Grade Level/Curriculum Level:

What did I do?

Explain:

What did I learn?

Explain:

Can I see a difference (academic, social, emotional) in my students’ performance as a

result of any of my professional growth activities?

Explain:

Now what will I do? (Should I add to or change anything that I do as a result of my

professional growth activities?)

Explain:

68

WLC District Professional Growth

Annual Evaluation

1. Has SAU professional growth support been adequate to your needs in terms of time and

money allotted for activities, information resources and guidance, technical assistance, etc.?

Yes No

Explain:

2. Has the Professional Growth Committee representative(s) been adequate to your needs in

terms of availability, accessibility and knowledge?

Yes No

Explain:

3. Has the WLC District Professional Growth Master Plan been adequate to your needs in terms

of information resources, guidance and usability?

Yes No

Explain:

4. Are the forms provided in the WLC District Professional Growth Master Plan clear and easy

to understand and use?

Yes No

Explain:

5. What future professional growth activities would you like to see provided by the District?

Explain:

69

District Assessment Results

School: FRES LCS WLC

Subject Area ENG/LA MATH SCIENCE SS

Patterns and Trends

Strengths Areas for Improvement

What is in place and working well? What should be targeted for improvement?

70

School Administrative Unit No. 63

Wilton-Lyndeborough Cooperative School District

Administrative Request Form For Teachers

Teacher Name: Date:

School (circle one): WLC FRES LCS

Check the category for which you are submitting this form:

Request for Professional Day (Complete Professional Growth Form also)

Name of Conference/Meeting/Activity:

Date of Activity:

Place:

Substitute Necessary?

Request for Personal Day

Date Requested:

Reason:


Request for Field Trip

Date of Field Trip:

Location of Field Trip:


Submit this form in triplicate to your Assistant Principal

Approved: Approved:

Not Approved: Not Approved:

Principal Supt. of Schools

WILTON AND LYNDEBOROUGH PUBLIC SCHOOLS · 2015. 6. 30. · All certified educators and paraprofessionals (aides) engaged with students in the District will participate in professional

Documents