PD+Plan



Family G's Planning Page for the PD Model

From the reading on Thursday, here are some key points we should keep in mind when developing our PD model: Our PD model must include the four major components:  
 * 1)   Knowledge and exploration of theory
 * 2)   Modelling new skills
 * 3)   Practice new skills
 * 4)   Peer Coaching

 From the Family of Schools' Professional Learning Plan (Pink Sheet) Checklist: (Summarizing our discussion on Thurs)   Possible PD Models:   //(I think we're going to have a combination of PD models that span 3 - 5 years; I think the lesson study, with CASL or Action Research encompasses the 4 components the best - any thoughts?)//
 * 1)  Focus on teachers in 7 - 12 division (but our model can be applied to k - 6 teachers too)
 * 2) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Mathematical Content: Conceptually understanding area (measurement strand)
 * 3) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"><span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Pedagogy used: problem - solving appraoch,
 * 4) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> <span style="FONT-FAMILY: 'Comic Sans MS', cursive">CBAM: We agreed that our teachers belong in the **third** stage (on average), which is the Management stage. Here, teachers "seem to be spending all their time getting materials ready"
 * 1) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Collaborative Analysis of Student Learning (CASL)
 * 2) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Action Research
 * 3) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Lesson Study
 * 4) <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Book Study with ongoing teacher reflection (could use this in the first year, to help teachers explore the theory)

Important Points from CBAM reading: <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> __Planning Reading__ Professional Development Types and Formats (pg 8)
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> When implementing a model, we must pay attention for several years as it takes at least 3 years for early concerns to be resolved and later ones to emerge (p. 1)
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Teachers need to have their self-concerns addressed before they are ready to attend hands-on workshops
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Management concerns can last a year
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> a mix of professional learning activity types and formats
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Chosen according to
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> the learning goals
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> needs of the participants
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> nature of the topic
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> level of expertise of the professional develoment provider
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Types
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> 5 types of professional development
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> top chart on pg 8
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Formats
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> equitable access by all educators
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> depth of content
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> ongoing support for implementation of professional learning
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Bottom chart on pg 8

<span style="FONT-FAMILY: 'Comic Sans MS', cursive"> **Intensive refelction and focused discourse about student and teacher thinking must be underlying purpose of all professional learning strategies (For other purposes see chart pg. 9)

Evaluating Progress (Pg. 11)** <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> The following is taken directly from http://www.canteach.ca/elementary/fnations17.html Peer Coaching will: DO: DON'T: <span style="FONT-FAMILY: 'Comic Sans MS', cursive">
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> planning for formative and summative assessment of stakeholders learning and system wide reform
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> What are teachers/admin/para-professionals/parents learning as a consequence of plan
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> Impact on student learning
 * <span style="FONT-FAMILY: 'Comic Sans MS', cursive"> progress towards vision/goals
 * 1) Help establish a line of communication between faculty members.
 * 2) Provide teachers a chance to think and talk about what they are doing.
 * 3) Help bring techniques teachers may use instinctively to the conscious level, thus improving the change they will be repeated.
 * 4) Expand teaching skills by expanding coaching skills.
 * 5) Increase the amount of time teachers spend on discussing instructional issues.
 * 6) Provide technical feedback from respected peers.
 * 7) Help professionalize teaching since it offers teachers a chance to be involved in decisions that impact on them and their students (shared decision-making).
 * 8) Provide opportunities to work together for the common good of the school environment.
 * 1) Listen actively
 * 2) Pause...and make reflective statements
 * 3) Insert neutral probing questions
 * 4) Bite your tongue!
 * 5) Let the peer fill silent gaps
 * 6) Review only written data
 * 7) Leave other concerns for other visits
 * 1) No blame, praise or judgments
 * 2) Never set yourself as an example
 * 3) Never offer solutions on your own
 * 4) Examine only the requested concern
 * 5) Break the peer coaching rules