Benchmark Smiller Ead 523

Benchmark: Reflection of Professional Development Session
Savannah Miller
Grand Canyon University: EAD-523
6/10/20
The presentation I created went over the task analysis and unwrapping of specific Ela and
math standards. The purpose of this professional development was to empower teachers with the
knowledge and tools to become experts in their content area and better analyze and understand
specific standards. During this process I received feedback from my co-workers as well as my
principal mentor. Most of the feedback had to do with time and implementation.
My principal mentor felt that I should give teachers more time to practice using the task
analysis template in order to become proficient in it. One of my co-workers suggested I allow
more time for implementation and come up with specific ways I will coach if teachers are unsure
or resistant. Another note for improvement focused on scaffolding specific steps for newer
teachers who are not as familiar with their standards or the process. Based on all this the
improvements that I made allowed for additional time within the professional development, an
extended timeline for implementation, and an evaluation form to allow teachers to share their
thoughts and concerns with me prior to an observation for implementation.
On my site we see clear patterns of certain missed standards and because of that lower
test scores and lower student achievement. As a district we have a clear focus in improving our
curriculum, and improving student outcomes through higher rigor, deeper questioning, and more
focused instructional tasks. Honing in on these specific standards and the process in which we
can better utilize them, will help us reach all these goals as well as improved teacher capacity.
Additionally, all of these steps will help us create a guaranteed and viable curriculum for all
students giving teacher access to the resources to make the best instructional choices possible.
(Dempsey, 2017)
Additionally, it is within our mission and vision to provide high-quality instruction at
every level and provide a memorable learning experience for every student. By increasing
teacher capacity and improving these instructional tasks we can move closer to that goal and
therefore improve student outcomes as well.
During this professional development technology use was limited to a real-world
application. Participants were asked to complete a basic template during the professional
development and then use a follow-up template when planning their lessons and analyzing these
standards. Although no new skills were taught with technology, teachers encountered what they
were familiar with and therefore were able to focus on content rather than process. Additionally,
certain teachers who may need more coaching in technology were given a specific template that
they could use to fill in, eliminating another barrier to learning.
The next steps that I would take would be to continue with my plan to observe every
teacher implementing this strategy. After the initial observation I would have a conference with
that teacher individually to gauge their comfort level moving forward and if necessary, conduct
coaching cycles to help other teachers improve. These coaching cycles can provide teachers with
additional strategies to use as well as empower them to ask better questions in professional
development and professional learning communities. If done correctly, coaching cycles feel like
an additional support or personalized professional development. (Chapman, 2018) If I feel it is
necessary, they follow up observation may be scheduled. Additionally, I will utilize professional
learning communities as time to continue this work in grade level and content bands. This will be
crucial in building teacher comfort across the whole school and making sure that everyone feels
they are receiving the targeted support.
I plan to anticipate and assess emerging trends and initiatives to adapt school leadership
strategies by continuing to gather feedback before during and after professional development
sessions to determine the necessity of the content and process. It is crucial that teachers feel that
they are getting good information and tools out of the process. It's also crucial that as a
leadership team we feel that we have appropriate teacher buying and the necessary work being
completed. Overall, we should start to see results even if the progress is slow.
I prepared my presentation based on a PD that I received several years ago that really
helped me inform my teaching practice and become better at delivering guided and strong Tier 1
instruction. My overall goal was to give teachers a strategy or platform to use when dissecting
the vague standards whether they come from the state or national level. Additionally, by using
this framework we can analyze testing requirements and specifications to make sure everything
is aligned. The teachers on my campus for the most part are highly qualified and motivated, but
some just need additional skills and tools to become highly effective. Additionally, I reevaluated
my time as a classroom teacher when I received this PD, And I tried to think of what the gaps
and potential pitfalls were identified. I worked to embed solutions and discussion time to allow
for this same process but to still keep it solution focused.

References
Chapman, S., & Mitchell, M. (2018). Mindset for Math: Coaching Cycle Empowers Students
and Teachers. Learning Professional, 39(5), 60–64.
Dempsey, K. (2017, August 23). Does your school have a guaranteed and viable curriculum?
How would you know? (Infographic). Retrieved from https://www.mcrel.org/does-your-
school-have-a-guaranteed-and-viable-curriculum/

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Benchmark: Reflection of Professional Development Session

Grand Canyon University: EAD-523

thoughts and concerns with me prior to an observation for implementation.

Additionally, it is within our mission and vision to provide high-quality instruction at

therefore improve student outcomes as well.

During this professional development technology use was limited to a real-world

they could use to fill in, eliminating another barrier to learning.

an additional support or personalized professional development. (Chapman, 2018) If I feel it is

they are receiving the targeted support.

for this same process but to still keep it solution focused.

and Teachers. Learning Professional, 39(5), 60–64.

How would you know? (Infographic). Retrieved from https://www.mcrel.org/does-your-

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