(long-term) Develop assessment tools (both formative and summative) articulated with learning expectations to provide opportunity for analysis of student performance
Early-Out Schedule:
1:30 – 3:15 Professional Development (see general outline below)
3:15 – 4:00 District Management and Informational Meetings
October 13 Video Self-Reflection Critical Thinking
November 10
(other)
December 8
January 12
February 9
March 9 MAP Data Review
April 13
Plan Elements Prior to October 2010 Revision
Goals: In order to increase student engagement and improve student achievement,
we will engage more students more often using active learning strategies.
we will engage students at higher levels of thinking.
we will differentiate instruction for student readiness and interest.
Evidence:
Improved results (over time) on the student survey regarding the use of varied, engaging instructional methods
Teacher-developed unit plans demonstrating active learning and differentiation strategies
Increased success with student engagement strategies manifested in principal walk-through observations, teacher self-reflection, and student achievement
Embedded Activities:
Principal Walk-Through Observations
Lesson Study (observation of recorded lesson segments)
Teaching Techniques Record
Teacher Goal-Setting, Self-Assessment, and Reflection
Small-Group Literature Study (based on teacher goals)
Dorchester Secondary Staff
Objectives: To meet and sustain progress toward our goals, we must
Early-Out Schedule:
September 8
1. Introduce the year’s professional development plan.
2. Establish instructional observation/reflection tool indicators
3. Set individual goals based on the protocol.
October 13
Video Self-Reflection
Critical Thinking
November 10
(other)
December 8
January 12
February 9
March 9
MAP Data Review
April 13
Plan Elements Prior to October 2010 Revision
Goals: In order to increase student engagement and improve student achievement,
Evidence:
Embedded Activities: