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    Monthly Professional Learning

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    api-241764369
    The document outlines a year-long professional development plan for teachers focusing on lesson study around reading comprehension strategies. It involves three lesson studies throughout the year where teacher teams collaboratively plan, observe, and analyze lessons. The plan allocates time during monthly staff meetings for planning lessons, observing model lessons, analyzing student data, and reflecting on lessons. It concludes in June with teachers presenting their findings and completing a survey about the effectiveness of the professional development experience.

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    Monthly Professional Learning

    Uploaded by

    api-241764369
    332 views3 pages
    The document outlines a year-long professional development plan for teachers focusing on lesson study around reading comprehension strategies. It involves three lesson studies throughout the year where teacher teams collaboratively plan, observe, and analyze lessons. The plan allocates time during monthly staff meetings for planning lessons, observing model lessons, analyzing student data, and reflecting on lessons. It concludes in June with teachers presenting their findings and completing a survey about the effectiveness of the professional development experience.

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    The document outlines a year-long professional development plan for teachers focusing on lesson study around reading comprehension strategies. It involves three lesson studies throughout the year where teacher teams collaboratively plan, observe, and analyze lessons. The plan allocates time during monthly staff meetings for planning lessons, observing model lessons, analyzing student data, and reflecting on lessons. It concludes in June with teachers presenting their findings and completing a survey about the effectiveness of the professional development experience.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    332 views3 pages

    Monthly Professional Learning

    Uploaded by

    api-241764369
    The document outlines a year-long professional development plan for teachers focusing on lesson study around reading comprehension strategies. It involves three lesson studies throughout the year where teacher teams collaboratively plan, observe, and analyze lessons. The plan allocates time during monthly staff meetings for planning lessons, observing model lessons, analyzing student data, and reflecting on lessons. It concludes in June with teachers presenting their findings and completing a survey about the effectiveness of the professional development experience.

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    Month

    August

    Activities
    During monthly meeting:
    Pass out student test score data from previous year and perform a See-ThinkWonder visible thinking routine to encourage teachers to identify strengths
    and weaknesses of students
    Introduce school improvement goals for the year
    Introduce professional learning format, divide into teams, and develop norms
    for the year (as defined previously)

    September
    During monthly staff meeting:
    (Lesson Study #1)
    Introduce a few sample reading comprehension strategies for inclusion in
    lesson design for the first round of the lesson study.
    Provide 45 minutes of planning time for lesson #1.
    Teachers will follow the lesson design template created by Ertle, Chokshi, and
    Fernandez (2001).
    Extra work:
    Teacher teams will be asked to submit lesson plan by September 30 in order to
    ensure they have been completed accurately.
    October
    One hour during school:
    (Lesson Study #1)
    Each teacher team will collaborate to find an hour to observe the model lesson
    taught by one teacher in the team.
    Teachers will observe student engagement, lesson effectiveness, and
    interview students for feedback.
    Model teacher will administer an assessment at the end of the hour (or during
    the next class period) in order to measure student learning.
    All other teachers will teach the lesson similarly to the way the model teacher
    taught it and collect similar data.
    After school (once all teachers have collected data):
    Teachers will gather to analyze data and provide feedback to the model
    teacher about the effectiveness of the observed lesson.
    Teacher teams will use the protocol set forth by Chokshi, et al. (2001) in order
    to facilitate productive discussion.
    Extra work:
    Teachers will submit collective student test data and analysis of effectiveness
    to administrators for approval.
    November
    (Reflect and Plan
    for Future)

    During monthly staff meeting:


    The first 15 minutes will be reserved for general building announcements.
    The last 45 minutes will be given to teacher teams to reflect upon their
    learning from the first lesson study and outline a plan for the next lesson
    study. Teachers will be asked to either (a) select a second reading strategy to
    investigate or (b) choose to implement the same reading strategy to
    reevaluate its effectiveness.

    December
    During monthly staff meeting:
    (Lesson Study #2)
    Provide one hour of planning time for lesson #2.
    Teachers will follow the lesson design template created by Ertle, Chokshi, and
    Fernandez (2001).
    Extra work:
    Teacher teams will be asked to submit lesson plan by December 20 in order to
    ensure they have been completed accurately.
    January
    One hour during school:
    (Lesson Study #2)
    Each teacher team will collaborate to find an hour to observe the model lesson
    taught by one teacher in the team.
    Teachers will observe student engagement, lesson effectiveness, and
    interview students for feedback.
    Model teacher will administer an assessment at the end of the hour (or during
    the next class period) in order to measure student learning.
    All other teachers will teach the lesson similarly to the way the model teacher
    taught it and collect similar data.
    After school (once all teachers have collected data):
    Teachers will gather to analyze data and provide feedback to the model
    teacher about the effectiveness of the observed lesson.
    Teacher teams will use the protocol set forth by Chokshi, et al. (2001) in order
    to facilitate productive discussion.
    Extra work:
    Teachers will submit collective student test data and analysis of effectiveness
    to administrators for approval.

    February
    During monthly staff meeting:
    (General Building
    This meeting will be reserved for general building purposes. For instance,
    Business)
    teacher training for proctoring the SAT will occur during this meeting.
    At the end of the meeting, teachers will be asked to either (a) select a second
    reading strategy to investigate or (b) choose to implement the same reading
    strategy to reevaluate its effectiveness.

    March
    During monthly staff meeting:
    (Lesson Study #3)
    Provide one hour of planning time for lesson #3.
    Teachers will follow the lesson design template created by Ertle, Chokshi, and
    Fernandez (2001).
    Extra work:
    Teacher teams will be asked to submit lesson plan by March 30 in order to
    ensure they have been completed accurately.

    April
    One hour during school:
    (Lesson Study #3)
    Each teacher team will collaborate to find an hour to observe the model lesson
    taught by one teacher in the team.
    Teachers will observe student engagement, lesson effectiveness, and
    interview students for feedback.
    Model teacher will administer an assessment at the end of the hour (or during
    the next class period) in order to measure student learning.
    All other teachers will teach the lesson similarly to the way the model teacher
    taught it and collect similar data.
    After school (once all teachers have collected data):
    Teachers will gather to analyze data and provide feedback to the model
    teacher about the effectiveness of the observed lesson.
    Teacher teams will use the protocol set forth by Chokshi, et al. (2001) in order
    to facilitate productive discussion.

    May
    (Collect Data and
    Summarize
    Findings)

    June
    (Present
    Findings)

    Extra work:
    Teachers will submit collective student test data and analysis of effectiveness
    to administrators for approval.
    During monthly staff meeting:
    Teachers will be given the hour to collect and analyze their data from the
    three lesson studies conducted throughout the year.
    Teacher teams will be asked to summarize their findings about the
    effectiveness of each of their reading comprehension strategies and prepare a
    short (3-5 minute) presentation about their implementation. Presentations
    should include any details about the lesson and data to support conclusions.
    During monthly staff meeting:
    Teachers will present their conclusions about their reading comprehension
    strategies to the entire building. This will encourage collaboration between
    departments and allow for further exposure to a variety of reading strategies
    and techniques for teaching them.
    After the staff meeting:
    Teachers will complete a short survey regarding the perceived effectiveness of
    the program. They will respond to the following questions on a range of
    Strongly Disagree to Strongly Agree and explain their responses:
    The amount of time spent on this initiative was adequate to enhance my
    professional expertise on the matter.
    I felt comfortable collaborating with my colleagues through the process.
    This professional learning experience helped open a professional dialogue
    between my colleagues and myself.
    I feel comfortable using the strategies discussed throughout the year and
    presented at the final meeting.
    I have implemented reading strategies in my teaching throughout the year
    outside of the required lesson studies.
    I am interested in continuing a similar model of professional learning next
    year (not necessarily involving reading comprehension).

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