Professional Development Plan - · PDF file0.1 higher than the state average. ... 2009-2010...

E.L. RossProfessional Development Plan

2011-2012

Professional Development PlanE.L. Ross Elementary

Part One: Data


2011 TVAAS DataOverall Math

Overall Reading


Overall Science

Overall Social Studies


4th Grade


5th Grade


TELL Tennessee Survey

Time

Facilities and Resources


Managing Student Conduct

Teacher Leadership

Professional Development


Community Support &

Involvement

Instructional Practices and

Support

SchoolLeadership


Data AnalysisAfter analyzing the data available to me, I have noticed a few trends.

Regarding the 2010 State Report Card data:

Our African American students have a much lower proficiency rate than our other subgroups in math, including students with disabilities.

The same problem can be observed in reading, where both our African American and students with disabilities population have a proficiency rate that is not much above the 2010 target.

Regarding the achievement portion of the report card, E.L. Ross earned 3 As and 1 B. Our TCAP writing score for 5th grade was 4.2, 0.1 higher than the state average.

Our value-added scores were Ds in math and reading and Fs in science and social studies.

Trends in math:4th grade: 2009-2010 was the first year of positive gains in 3 years, even taking into consideration the implementation of new standards and cut scores in math.

5th grade: Math growth has been decreasing each year for the last 3 years.

Trends in reading:4th grade: Reading growth has been decreasing each year for the last 3 years.


5th grade: Reading growth has been decreasing each year for the last 3 years.

Trends in social studies:4th grade: Social studies growth has been decreasing each year for the last 3 years.

5th grade: Social studies growth saw a significant decrease in 2010, even though social studies standards and cut scores remain unchanged from prior years.

Trends in science:4th grade: Science showed negative gains for the 3rd year in a row, but growth was made over the previous 2 years.

5th grade: Science growth saw a significant decrease in 2010, following 2 years of negative growth.

Both our attendance and promotion rates have been higher than the state average for the 3 years in which data is available on the state report card.

For NCLB purposes, E.L. Ross has been in “good standing” since 2007.

Regarding the 2011 TVAAS data:

TVAAS growth does not necessarily equal State Report Card growth, so I did not include the new TVAAS data in the section above.

Trends in math:4th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were -2.8, 0.1, and -0.8 respectively. After disaggregating the


2011 data, it appears that the lowest quintile of 4th grade math students made the smallest gains. Students in 4th grade are ability-grouped in math.

5th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were 0.2, -2.6, and 2.0 respectively. Gains were made in all quintiles in 2011.

Trends in reading:4th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were 0.2, -2.3, and 1.0 respectively. All quintiles showed gains in 2011 except the 3rd quintile. The highest gains were made in the lowest quintile.

5th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were 0.0, -1.9, and 3.4 respectively. All quintiles except the 2nd quintile showed gains in 2011.

Trends in social studies:4th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were 1.6, 0.6, and -5.4 respectively. All quintiles showed negative growth in 2011 except the 1st quintile.

5th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were -1.9, -6.6, and -0.2 respectively. The 1st, 2nd, and 5th quintiles showed negative growth in 2011, while the 2nd and 3rd quintiles showed positive growth.

Trends in science:4th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were -2.6, -0.7, and -3.1 respectively. All quintiles showed negative growth in 2011 except the 1st quintile.


5th grade: The estimated mean NCE gains for 2009, 2010, and 2011 were -0.7, -6.4 and 0.6 respectively. In 2011, the 1st and 2nd quintiles showed negative growth, while the 3rd, 4th, and 5th quintiles showed positive growth.

Regarding the 2011 TELL Tennessee survey data:

77.2% of E.L. Ross employees responded (compared to 71.99% of Cleveland City employees and 76.99% of teachers in the state of Tennessee).

TimeE.L. Ross scored higher than the state average in the perceived amount of instructional time provided to teachers.

E.L. Ross scored lower than the state average in perceived number of interruptions and sufficient instructional time to meet the needs of all students.

Facilities and ResourcesThe only two questions in which E.L. Ross scored lower than the state average were associated with the physical environment of the school.

Community Support and InvolvementE.L. Ross scored much higher than the state average in all areas of community support and involvement.

Managing Student ConductE.L. Ross scored higher than the state average in all areas of managing student conduct.


Teacher LeadershipE.L. Ross scored slightly higher than the state average in most areas of teacher leadership; however the facilitation of data to improve student performance, teacher feedback, school improvement team leadership, faculty recognition, and addressing teacher concerns about facilities, resources, professional development, and use of time all scored lower than the state averages.

Professional DevelopmentE.L. Ross scored considerably lower in this area than the state average. Major areas of teacher concern seem to be: differentiated professional development, professional development opportunities designed to deepen teachers’ content knowledge or involve families and community members as active partners, professional development follow-up, and evaluation and communication of results regarding professional development.

Instructional Practices and SupportE.L. Ross scored lower in this area than the state average. Major areas of teacher concern seem to be: lack of professional learning communities and teacher autonomy.

Overall95.8% of teacher at E.L. Ross agree that their school is a good place to work and learn (compared to 91.4% in Cleveland City Schools and 84.5% in Tennessee).


Data Decisions

Taking all of the data available into consideration, I have 3 recommendations:

1. Address two areas of concern for teachers (as outlined in the TELL survey results) by providing a comprehensive professional development plan within the school, including meaningful learning opportunities, professional learning community opportunities, and evaluation, follow-up, and communication of results to the faculty.

2. Shift the focus on teaching all subjects in isolation to integrating science and social studies into reading and math. State Report Card and TVAAS data tell us we are struggling in science and social studies, and the TELL survey results indicate teachers feel they do not have enough time to meet the instructional needs of their students. This could potentially help both issues at once.

3. Implement a formative assessment program such as Pearson’s Limelight to provide school-based data. This implementation will help inform our instructional practices throughout the school year, instead of relying solely on once-a-year TCAP data.


Part 2: Professional Development

Professional Development with Data

As a faculty, there will be three pieces of data we will begin examining at the beginning of the year.

The first piece, the 2010 State Report Card, was released last year, so we will briefly review the information together as a faculty so that we are all on the same page.

The second piece of data, the 2011 TVAAS reports, are very new. Many teachers probably have not seen this before and are anxious to find out how much progress we made during the 2010-11 school year. I will present this to the whole group, and then we will break into grade level groups to dig further into each grade level's specific data from last year. Instead of telling them what I think our strengths and weaknesses were, I will provide each grade level with a graphic organizer, allowing them to analyze their data to determine their own team's strengths and weaknesses. I will then meet with each grade level individually to go over the data with them, and then we will regroup as a faculty to determine our data-informed goals for the upcoming school year.

Third, we will look at our school's TELL survey results together. I will group my teachers across grade-levels and disciplines and give them some time to discuss their thoughts about the results and any


possible ideas they have for improvement. We will compile a list of "things we CAN control" and "things we CAN'T control." This will help us when deciding which 2 or 3 specific goals we want to target this year.

Professional Development Options

Because the idea of a strong, focused professional development plan is new to our faculty, I plan on starting slowly. I do not want to overwhelm them with information or added responsibilities. I plan to offer ten varied options throughout this first school year, requiring teachers to participate in at least two options of their choice. Certain professional development is nonnegotiable, such as Suicide Prevention and Blood Borne Pathogens Training, the system-wide in-service day, and other system-initiated trainings. The two or more building-level professional development opportunities that teachers participate in may take the place of one principal-directed PD day for the school year.

After this first year, I will develop committees to help plan the book groups, action research ideas, instructional strategy workshops, etc.

Addressing Data Decision #2 We can address the problem of "not having enough time to meet students' instructional needs" in a few different ways.

1. Look at ways to integrate the subject areas, addressing several skills at once, to save instructional time throughout the school day.


2. Examine whether we are teaching skills that don't need to be taught. Narrow in on crucial standards and align curriculum accordingly.

Book Study: Comprehension Connections: Bridges to Strategic Reading (by T. McGregor) - (teacher-led)

Book Study: Planning & Managing Effective Reading Instruction Across the Content Areas (by D. Corpus & A. Giddings) - (led by instructional facilitator)

Staff development – NEXT Navigator training to narrow in on important standards and teach less standards more efficiently (led by ICLE representative - currently contracted by Cleveland City Schools)

Staff development - content area training to help with integrating content areas in reading/math (led by system-level instructional facilitator)

Workshop & Follow-up - creating integrated units ( teacher-led)

Staff development - Relationships training – to help identify specific needs of students in order to design instruction that is more effective and efficient (ongoing - will meet regularly - principal and teacher-led)

Addressing Data Decision #3It is important for teachers to utilize quality, standards-aligned formative assessments all throughout the year to assess student growth and inform their teaching. Currently, our school lacks programs to provide school-wide data and ensure assessments align to state standards, and teachers have not been trained in how to correctly use formative assessments in their classrooms.


Book Study: Formative Assessment and Standards Based Grading (by R. Marzano) - (teacher-led)

Staff Development & Follow-up - Pearson Limelight formative assessment program training (led by system-level instructional facilitator)

Workshop - creating and sharing formative assessments with other teachers (ongoing - will meet regularly - teacher-led)

Embedded Professional Development

Currently, our teachers do not participate collaborative planning either within grade levels or across grade levels. In this first year, teachers will meet each Thursday during their planning time with their grade level teams to plan together. They will be provided a planning guide to help facilitate discussion and stay on track. The principal will sit on these meetings as much as possible to provide teachers with instructional support, guidance, and resources as needed.

Once grade level collaborative planning is established and running smoothly, I will begin giving teachers copies of short journal articles to read prior to each week's meetings. These articles will be strategically chosen for each team and will serve as mini-lessons throughout the school year.


Part 3: Social Supervision

Building Community

Team Building Retreat: On the first day back to school – instead of meeting at the school, we will meet at Cohutta Springs retreat area for a combination of looking at data, introducing Professional Development concepts, and team-building to kick off the school year. We will spend the night and participate in some relationship building activities.

At the end of the school year, we will return to Cohutta Springs to celebrate our successes throughout the year and go over summative achievement results.

Celebrations

Golden Apple Trophy: Begin choosing a teacher each month who has tried a new teaching strategy and celebrate their risk-taking with a rotating trophy.

For every professional development opportunity a teacher participates in, put his or her name in a drawing for a personal day. The more they participate, the more chances they get to win!

Sticky notes and cards: Small notes of recognition go a long way. A simple note can be a great positive reinforcement tool.


Publicly commend faculty and staff who go above and beyond.

Provide light breakfast and coffee for teachers on Friday mornings as appreciation for their hard work all week.

Part 4: Philosophy

Biblical Perspective- Humility and Service -

Jesus was and is still the ultimate model for each and every aspect of our lives. As leaders, one of the most important lessons to be learned from His model is that of servant leadership. To think that the Almighty Creator of Heaven and earth would humble Himself to serve His followers is amazing. Jesus did that for us!

When we think of Jesus as a servant leader, we see images of Him on His hands and knees, washing His disciples' feet (John 13:3-9), willingly take the cross, and all the while calling us to pray for our enemies and those who persecute us. He wants us to serve everyone.

We are not appointed to make much of our temporary authority in a prideful way. We are called to humble ourselves and serve those who follow us. By rolling up our sleeves and investing in the lives of the people we lead, we communicate true care and concern. We help people grow, and in turn, we grow as well.


Core Values

Consistently act with honesty and integrity

Value and develop the diverse talents of others

Offer open and respectful communication to coworkers

Foster creativity, innovation, and risk-taking

Be authentic

Believe every child can learn

Believe every person has value

Student centered

Service leadership

Have a positive attitude - It's contagious!


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