Mock High School EAD 6053

Glen Cox, Leah Emerick, Andrea Butzler ,Buck Shockley, & Joey Stokes

Walk Through Data

45 40 # of Teachers Scoring Each Level 35 30 25 20 15 10 5 0 1 2 3 4

Standards

Do not read based off of which areas have the highest purple column, rather read which areas have the highest purple and green columns in comparison to their blue and red columns Notice that application lessons are taught in much smaller quantities compared to introduction and practice lessons

Objective and Evaluation Criteria

We are seeking to Increase the percent of application lessons being implemented from 5% to 10%. Increase the level of thinking that students are in engaged in on a daily basis. We will measure progress using data from spring observations. This data will show an increase in student engagement and the percent of application lessons taking place at any given time.

PD Activity 1
Activity: Peer Observations Teachers observing teachers in the same building/district. Focused on application lessons and activities that are require a high-level of thinking.

Meets the following standards for staff development according to DuFour & DuFour.
Requires and fosters a norm of continuous improvement. Promotes continuous inquiry embedded into the daily life of the schools. Has the goal of improving student learning at the heart of every school endeavor.

PD Activity 2
Activity: Instructional Coaching Identify goals as a building. Instructional coach is brought in to teach current research-based instructional practices to teachers. Teachers will see these practices modeled, practice it their selves, and then record their feedback afterwards. Coaches will spend time in the classrooms peer coaching and working with teachers to provide effective feedback.

When teachers were provided with new instructional skills, they were modeled, practiced, feedback was recorded, and peer coaching was added, approximately 95% of the teachers implemented the new skills in their classrooms.

 Teacher training on implementing Project-Based LearningProject-Based Learning incorporates five of John Hatties research-based effect sizes regarding student achievement. Each of the five components of PBL showed an increase in student achievement of one year (Hattie, 2009). Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York: NY, Routledge. Project-based Learning includes: Students involved in Project-based learning experience real-world learning and other facets of motivational learning.

PD Activity 3

PD Activity 3 Continued
Why Use PBL? Students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects can allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL can motivate students who might otherwise find school boring or meaningless.

 Watch the Art and Science of Teaching video: What will I do to help students generate and test hypotheses about new knowledge? Split teachers into groups to reflect on the video Lead discussion on video with teachers, highlighting information from The Art and Science of Teaching

PD Activity 4

PD Activity 5
Have a curriculum day for teachers to develop application style lessons.
1 day per teacher Will cost $70 per teacher (cost of a sub) Teachers will utilize the information they have learned from previous PD sessions to create high quality lesson plans for their own classrooms Creating application lessons takes time, by giving teachers some contract time to complete lessons, they should have more buy in to the idea

Strengths
#14 Homework to Practice Content
89% of teachers scored a 3 or 4 Most homework that is given is relevant to the Learning Goal
Homework
3% 8% 50% 39% 1 2

3
4

Strengths #2
#21 Relationships with Students
91% of teachers scored a 3 or 4 Our teachers create supportive environments Students have respect for each other
Relationships with Students
4% 5%

18%
1 2 73%

3
4

Weakness #1
Low percentage of application lessons 5 % of teachers implementing application lessons at Level 4 Mastery
Pie Charts for weaknesses
Types of Lessons Being Taught
5% 35% Introduction 60% Practice Application

Weakness #2
Review Content Review Content lessons currently at 17 % of teachers reviewing
Teacher Scores on Review Content (9)
0% 0% 1 2 3 83% 4 17%

References
Glickmans Supervisory Tasks DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IA: National Education Service. http://pnwboces-prof-devnet.wikispaces.com/file/view/Coaching+by+Jim+Knight.p df Buck Institute for Education. (2012). Retrieved from: http://www.bie.org/about/what_is_pbl. Marzano, R. J. (2007). The art and science of teaching. (pp. 86-97). Alexandria, VA: ASCD. Richards, J. (2011). Help Teachers Feel Less Stressed. Principal (Reston, Va.), 91(2), 30-33