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Collaborative Professional Development Plan

Collaborative Professional Development Plan

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Author: Joshua Arbogast
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Tutorial

Learning Theories and Collaborative Professional Development

Make the Connection

How can you apply theories and research on professional development to current initiatives in your district/school?

Coaching and Teacher Evaluation in Professional Development

Coaching

  • Non-Evaluative
  • Improve practice

Teacher Evaluation

  • Track progress throughout year
  • Evaluative

Analysis: The role of coaches can take multiple forms through formal instructional coaching or informal peer coaching. Teachers can improve their effectiveness through both avenues, however, the goals of the improvement should be presented in a non-evaluative, supportive manner. When it is time to evaluate teachers, goals should be set at the beginning of the year and tracked through PLCs using coaches to monitor progress, using the data for evaluative purposes, shifting the focus on improvement.

Two recommendations for planning PD:

  1. Use your district evaluation rubric
  2. Pair teachers with similar personalities to promote effective reflection

Site-based Initiative Plan Target (SBIPT)

SBIPT

  • Our professional development target is to support teachers in using questioning and discussion techniques to support classroom discourse.

Outcomes and Objectives:

  • Teachers will use engaging questioning techniques.
  • Teachers will use questioning techniques that reflect a high level of thinking in a culturally and developmentally appropriate environment.
  • Teachers will engage students in deep meaningful conversations using academic language.

Delivery model:

  • Professional development introductory content will be available on the Sophia tutorial
  • Teachers will be responsible for learning content and returning to their PLCs to debrief
  • PLCs will review material and monitor progress on the outcomes/objectives

Who will deliver the PD?: 

  • Sophia tutorial
  • PLCs

SMART goals:

  • By May 1, 2018, teachers will use engaging questioning techniques with students at least three times per week during the course of a lesson.
  • By May 1, teachers will use questioning techniques that reflect a high level of thinking in a culturally and developmentally appropriate environment at least two times per week during the course of a lesson.
  • By May 1, 2018, teachers will engage students in deep meaningful conversations using academic language at least one time per month during the course of a lesson.

CB rubric:

  • See rubric in the section below.

Alignment:

  • NMTEACH
  • Danielson Framework for Teaching

NMTEACH Danielson Framework - Domain 3b Rubric

  • To what level do all students have an opportunity to answer questions?
  • To what level are questions thought provoking and rigorous?