How can you apply theories and research on professional development to current initiatives in your district/school?
Coaching and Teacher Evaluation in Professional Development
Track progress throughout year
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:
Use your district evaluation rubric
Pair teachers with similar personalities to promote effective reflection
Site-based Initiative Plan Target (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.
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?:
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.