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    529 Curriculum and Professional Development

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    The document summarizes the author's analysis of their school's Continuous Improvement Plan (CIP). Through a Critical Needs Assessment (CNA) completed by teachers, staff, families, and community members, three main needs were identified: 1) lack of teacher collaboration, 2) insufficient support of student academic and social-emotional needs, and 3) weak community partnerships. The CIP included needs statements and action plans to address each need through strategies like professional development and adopting new curricula. The author found the CIP was well aligned to CNA results but some action steps had yet to be fully implemented.

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    529 Curriculum and Professional Development

    Uploaded by

    api-601832805
    177 views4 pages
    The document summarizes the author's analysis of their school's Continuous Improvement Plan (CIP). Through a Critical Needs Assessment (CNA) completed by teachers, staff, families, and community members, three main needs were identified: 1) lack of teacher collaboration, 2) insufficient support of student academic and social-emotional needs, and 3) weak community partnerships. The CIP included needs statements and action plans to address each need through strategies like professional development and adopting new curricula. The author found the CIP was well aligned to CNA results but some action steps had yet to be fully implemented.

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    529 curriculum and professional development

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    The document summarizes the author's analysis of their school's Continuous Improvement Plan (CIP). Through a Critical Needs Assessment (CNA) completed by teachers, staff, families, and community members, three main needs were identified: 1) lack of teacher collaboration, 2) insufficient support of student academic and social-emotional needs, and 3) weak community partnerships. The CIP included needs statements and action plans to address each need through strategies like professional development and adopting new curricula. The author found the CIP was well aligned to CNA results but some action steps had yet to be fully implemented.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    177 views4 pages

    529 Curriculum and Professional Development

    Uploaded by

    api-601832805
    The document summarizes the author's analysis of their school's Continuous Improvement Plan (CIP). Through a Critical Needs Assessment (CNA) completed by teachers, staff, families, and community members, three main needs were identified: 1) lack of teacher collaboration, 2) insufficient support of student academic and social-emotional needs, and 3) weak community partnerships. The CIP included needs statements and action plans to address each need through strategies like professional development and adopting new curricula. The author found the CIP was well aligned to CNA results but some action steps had yet to be fully implemented.

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    1

    Curriculum and Professional Development

    Wendy Gilbert

    Educational Leadership, Grand Canyon University

    EAD 529

    Dr. Wendy Truvillion

    January 18, 2023


    2

    Curriculum and Professional Development

    This week I assessed how my school’s Continuous Improvement Plan (CIP) addresses

    needs through Critical Needs Analysis (CNA) assessment. I also looked into action plans which

    have been created to address the needs that were identified. I worked with my principal mentor

    to discuss the process of administering the CNA and how that data is used to create the CIP.

    Analysis of School Needs Assessment and CIP

    Beginning last January, every teacher and paraprofessional in my school completed the

    CNA by rating our school on a scale from 0 to 3 in 37 elements which cover six principles:

    Effective Leadership, Effective Teachers and Instruction, Effective Organization of Time,

    Effective Curriculum, Climate and Culture, and Family and Community Engagement.

    Community members and families were also asked to complete the assessment during one of our

    Site Council Meetings.

    The Site Leadership Team (SLT) compiled the data from the CNA and prioritized the

    greatest areas of need. Problem statements were created for each of the primary needs that were

    identified. The first problem statement was, “Our teachers do not intentionally and systematically

    collaborate with other teachers, administrators, families, and education professionals to ensure

    the success of all students.” This problem statement was analyzed by completing a Root Cause

    Analysis, which looked at how current conditions related to special populations, teachers, and

    families contribute to this area of need. From there, a Needs Statement was written into our CIP

    to address this problem. “Teachers need to have a common and consistent understanding of how

    to use data to improve collaboration which drives our instruction, thus impacting student

    learning.”
    3

    The second problem statement was, “Our school does not offer services to fully support

    the academic and social emotional needs of students.” A similar Root Cause Analysis was

    completed for this issue, which resulted in the following Needs Statement. “All stakeholders

    need to have a common and consistent understanding and language to address the academic and

    social emotional needs of our students.”

    The final problem statement from the CNA was, “Our school does not create and

    maintain collaborative partnerships among families, communities, and schools to support student

    learning.” After completing a Root Cause Analysis, the following Needs Statement was written

    into our CIP, “Desert View needs to collaborate with stakeholders about student learning.”

    CIP Addresses Identified Needs

    After the Needs Statements were written into the CIP, Action Plans were written in the

    document to provide strategic steps that would be taken to address each of the problem

    statements identified from the CNA. Each Action Plan is composed of Action Steps. Each Action

    Step contains a description, timeline, person responsible, and evidence which will be collected to

    document success.

    One of the Action Steps for the need related to teacher collaboration was a professional

    development focused on becoming data driven. The timeline on this action step was the duration

    of the 2022-2023 school year, and the strategy was for teachers to engage in a book study. As of

    today, this has not yet been started. Another Action Step for this need was for teacher leaders to

    attend Solution Tree PLC training. Unfortunately, the funding for this was used for another

    professional development opportunity so this will no longer be happening.

    An Action Step related to the need of supporting social emotional learning for our

    students was to adopt an SEL curriculum. This was completed in December 2022, and teachers
    4

    will be trained in February. Another Action Step related to this need was to train our Behavior

    Interventionist in the PBIS framework. This professional development was completed in August

    2022.

    An Action Step related to the need of maintaining community partnerships was for

    classified staff to receive customer service training that is culturally relevant to our school

    population. This training was to be administered by our assistant principal, however, there was

    no one in that role until recently. The training has not yet been completed. Another Action Step

    was a professional development on using a school wide communication tool. This was completed

    in September 2022, and most teachers are now actively using that tool.

    Conclusion

    Based on my analysis of the CNA, I found a strong connection between the identified

    needs and the Needs Statements in the CIP. The Action Steps in the CIP are directly related to

    each of the Needs Statements. I have found that my school has made progress towards

    completing Action Steps related to two out of the three identified needs. I plan to meet with my

    principal mentor to see how I can support her in helping to implement the Action Steps related to

    teacher collaboration.

    This exercise was useful in helping me to reflect on how I will use the CIP as a school

    principal. It was beneficial to start with the CNA to make sure that the goals in the CIP are

    aligned with the needs our stakeholders identified. It was also helpful to look at the Action Steps

    at this point in the school year to determine where we have made progress and which strategies

    we need to intentionally implement before the end of the year.

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