Family+C's+possible+PD+strategies

Our target was: Students know and are able to distinguish the various attributes in measurement (for example: length, volume, weight) for a variety of shapes and figures and use these attributes to solve problems. How can we increase (i.e. 10%) the strategic competence of our students in Measurement by implementing Japanese lesson study?
 * __Our Revised Question__**

We could do a lesson study or research lessons to implement the 4 step problem solving model which is on page 12-13 in the Ontario Curriculm Grades 1-8 Mathematics. We could research a lesson to understand the role of questions in instructions. We could research a lesson to implement the differentiated instruction through interest. We could do researching a lesson study.

I have some information on ideas for Establishing Lesson-Study Communities: What is a Lesson Study? During lesson study, teachers work collaboratively to-- How can you begin Lesson Study?
 * formulate long-term goals for student learning and development;
 * plan, conduct, and observe a "research lesson" designed to bring these long-term goals to life, as well as to teach particular academic content;
 * carefuly observe student learning, engagement, and behavior during the lesson; and
 * discuss and revise the lesson and the approach to instruction based on these observations
 * create an informal study group
 * experience lesson study
 * identify your research goal or theme
 * decide on a topic to investigate
 * investigate a variety of materials
 * develop a research lesson and write a lesson plan
 * conduct a research lesson and a debriefing
 * write a summary of a research lesson

There are web sites which contain information on future research lesson events and lesson study:
 * global education resources:[|www.globaledresources.com]
 * lesson study group at mills college: [|www.lessonresearch.net]
 * lesson study research group at teacher's college, columbia university: [|www.tc.columbia.edu/sessonstudy]
 * research for better schools: [|www.rbs.org/index.shtml]

This is a 3-5 year PD Plan. Before we consider doing a lesson study, could we start off with coaching (if our teachers are consciously skilled) and then expect to see a Lesson Study 5 years later? We have to consider our family of schools and whether they are ready in terms of implementing a research lesson plan.

$200/day for supply coverage. On site/off site (start off with on site location to save $$)
 * __Budgeting:__**

(Reference: Joyce and Showers - Student Achievement Through Staff Development)
 * __Coaching:__**
 * Past studies show how coaching facilitated the transfer of training and the development of organizational norms of collegiality and experimentation.
 * Coached teachers: practiced new strategies with greater skill; adapted the strategies more appropriately to their own goals; increased skill over time; explained new models of teaching to their students and developed a clearer understanding of the purposes and use of the new strategies
 * When teachers observe each other; they suggest the person teaching is the coach and the person observing is the one coached.

Are the teachers at the #6 Refocussing Stage of Concern? i.e. "I have some ideas about something that would work even better" The lessons that were developed for Grade 4 and 6 were Ministry approved; therefore they would be at this stage. What were the senior teachers' lessons like? Were they developed at a different stage (perhaps #5: Collaboration)? Should there be a self evaluation form completed to see where the teachers' comfort levels are at in terms of (job-embedded) professional learning?

Group: Grade 9 Teachers K-12 Learning Target: Misconceptions: Our Profile of Family C Group: 80% speak English

Advantages to Coaching:
 * allows for collaboration
 * building knowledge together
 * doesn't cost anything
 * student focussed
 * team-driven
 * affects the school culture - creating a learning climate
 * is supported by research