Purpose of Work Plans
– EL Work Plans outline a focused theory of action
1connecting aspects of the EL design (chosen annually by school
leaders and teachers with support from EL School Designers based upon available data) with clearly articulated goals concerning student
achievement in its broad definition. A work plan names those specific elements of the design that a school is “biting off” for the year and connects
these priorities to a coherent vision of how these changes in teacher/leader practice and/or school structures will impact the learning and
engagement of students. To ground the work of the coming year, completion of the work plan begins after a school has analyzed how it has
‘performed’ to date (in student achievement and in its implementation of the model) to help determine what targets to set for the coming year. The
work plan is separated into two complementary sections –a School Strategy Plan and an EL Professional Development plan.
1
A theory of action is an “if-then” proposition that names the relationship between the actions taken by the adults in the building and the expected outcomes for
students. It explicitly names the vital actions that must be taken to improve teaching and learning.
2010-2011
School Strategy Plan
EL Professional Development Plan
The School Strategy Plan holds the focus for the year’s priorities and
links specific elements of the EL design with student growth and
achievement goals. The School Strategy Plan is itself made up of two
components:
•
The first component identifies Core EL Structures that create
the conditions and culture needed for accelerating student
growth and achievement. This section is NOT linked to a
specific student growth goal but rather is linked with a School
Culture and Conditions Goal.
•
The second component addresses Student Growth and
Achievement and identifies specific academic goals connected
with EL practices relevant to those goals. (There is not a
recommended number of student goals or focus areas for a
particular year and will vary with each school’s needs and
priorities.)
•
Both sections of the School Strategy Plan name structures for
accountability and evidence, including specific measures of
student and teacher progress, frequency and form of
measuring, and how to integrate results into the work plan.
The Professional Development Plan accounts for how on-site and
off-site support will be provided to the school in accordance with the MOU:
•
Lists scope of on-site and off-site services
•
Includes a calendar for the year naming on-site days and
off-site institutes and identifies specific check-in points across the
year to support the continued monitoring of the work plan
goals.
•
This plan can evolve and change over the course of the year as
specific PD activities are aligned with needs
•
The EL PD plan may be part of a larger school-wide
professional development plan that includes other school/
district PD activities.
Process Recommendations
•
School leaders and leadership teams should be the primary authors of the EL Work Plan (especially the School Strategy Plan) and
should consult available data regarding EL implementation and student achievement data. EL School Designers facilitate this process
and collaborate as appropriate.
•
The Work Plan should be part of a cohesive cycle that includes the Implementation Review, MOU development and periodic check-ins.
•
Work Plans should be fully aligned and integrated with other school improvement planning processes (as appropriate).
2010-2011
Leadership Key: M= Maurine: Principal
T=Topaz: Dean of Students
J=Joel: Dean of Academics
D=Danielle: Guidance
Counselor
MLT=Monarch School Leadership Team
ALT=Administrative Leadership Team
GLT= Grade Level Team
Monarch Academy Strategy Plan- School Culture/Conditions Goals
School Culture/Conditions Goal #1:
To establish a leadership team (Monarch Leadership Team – MLT) that will learn together
through active inquiry into ELS best practices while making that learning visible to other members of the school community.
Core Practice Benchmarks:
Benchmark III.5.A.1 and A.5 (p. 41); IV.2.A.3 (p. 47); School Leadership Teams – Roles and Responsibilities #1 and #5; Developing a Professional Community (CC III.5); Providing Leadership in Curriculum, Instruction, and School Culture (LSI IV.1); Sharing Leadership and Building Partnerships (LSI IV.2); Using Multiple Sources of Data to Improve Student Achievement (LSI IV.3)TranZed Culture Card: Foundational Beliefs #1 and #6
Faculty Learning Targets
Structures and Leadership
Actions
ELS Support and Services
Data Points/Evidence for
Monitoring Progress
Precondition – Establishment of an MLT according to the one-pager guidelines
Leadership Target #1: I can actively participate in the MLT. This means… • We can develop and follow
norms and protocols for productive, collaborative inquiry.
• I can engage in an extended inquiry into the Tranzed and EL best practices.
• I can model learning for others.
• I can collect and analyze quantitative and qualitative data related to best practices.
MLT engages in quarterly book studies
MLT conducts monthly learning walks (schedule TBD and tool TBC)
MLT will define the “Full Value Contract” for the team
MLT will engage in regular data dialogues (schedule TBD and data TBD)
MLT will create a documentation panel to highlight the learning of the team for other community members MLT will analyze data in relation to the implementation of best practices
SD models facilitation at the first 2 MLT meetings and provides regular feedback on MLT structures and function
SD models protocols (discussion, learning walks, data)
SD will model the data dialogue for the team
Leadership and School Improvement section of IR
Staff Mid-year survey MLT minutes Learning walk letters
2010-2011
Monarch Academy Strategy Plan- School Culture/Conditions Goals
School Culture/Conditions Goal #2:
Workshop model instruction occurs in all classrooms on a regular basis.
Core Practice Benchmarks:
Using Effective Instructional Practices School-wide (AP II.1); Teaching Reading K-12 Across the Disciplines (AP II.2); Teaching Writing K-12 Across the Disciplines (AP II.3); Teaching Inquiry-Based Math (AP II.4); Teaching Inquiry-Based Science and Social Studies (AP II.5); Learning In and Through the Arts (AP II.6); Using Effective Assessment Practices (AP II.7); Developing a Professional Community (CC III.5); Creating Structures and Knowing Students Well (S V.2)Faculty Learning Targets
Structures and Leadership
Actions
ELS Support and Services
Data Points/Evidence for
Monitoring Progress
Teacher Target #1: I can implement workshop model instruction in all content areas on a regular basis. This means:
• I know the components of workshop model and the purpose behind each component.
• I can select and sequence workshops strategically within and across lessons. • I can scaffold readers and writers workshops to lead to a high-quality product. • I can use assessment for
learning strategies (#1, #7, #8) to support, engage, and hold students accountable for learning within workshops. • I can reflect on the efficacy of
my workshops as part of a professional learning community.
Leadership Target #1: I can support teachers in using the workshop model. This means:
• I know the components of workshop model and the purpose behind each component.
• I can model effective workshop model instruction. • I can provide teachers with
Maurine and Topaz and Myra establish a school leadership team according to the MLT vision (@ SLT Institute, July 2010)
MLT will engage in a focused study of workshop model instruction across content areas using a variety of texts (That Workshop Book, Strategies that Work, Best Practices, The First Six Weeks, and the ELS CPB) MLT will create a pre-, mid-, post- survey for teachers around WMI MLT will establish a common language around WMI and comprehension strategies ALT- facilitate teachers sharing workshop plans and critiquing (LATW tool TBD); development of a
professional learning community MLT will conduct learning walks to assess the current level of efficacy with workshop model instruction (tool TBD)
ALT- develop a PD plan to establish a common language and understanding of workshop model instruction ALT- observe weekly grade-level team meetings
SD will help establish the MLT, model facilitation of first two meetings, and provide ongoing feedback on MLT progress toward vision/goal and targets
Provide the MLT with structure and discussion protocols for book study Help the MLT develop a tool for learning walks and participate in baseline learning walk and others as needed/available
Provide a variety of tools for looking at teacher work (LATW)
Model a data dialogue for the MLT using learning walk patterns and/or informal observation data, and help the team use the data to refine our theory of action
Co-develop PD plan
Participate in collaborative planning of workshops, expeditions, and products Model reading and math workshops for teachers and MLT
Coaching leaders on coaching teachers
Coach teachers and leaders on
Increased scores on AP section of Implementation Review
Mid-year reflections on WMI Learning walk data on WMI Coaching notes
Teacher lesson plans (LATW) Increase on teacher ratings (AACPS) for ??? (need to align)
2010-2011
ongoing feedback aboutworkshop model instruction. • I can reflect on the efficacy of
my leadership as part of a professional learning community.
Leadership Target #2: I can develop and refine professional development cycles using data. This means:
• I can refer to multiple sources of data to gauge staff progress towards our goal.
• I can modify and differentiate PD based on what I learn from looking at data.
GLT- collaboratively score student math work, analyze data, co-plan workshops, expedition, and products, share lessons, reflect on efficacy ALT- coach teachers on workshop model instruction (feedback tool TBD) MLT collects, analyzes data to monitor the fidelity of implementation of workshop model instruction and uses data to refine our theory of action.
Staff- conduct peer observations and feedback (MTJ- structure time and provide coverage)
workshop model instruction and assessment strategies
Provide MLT with a variety of data analysis protocols and tools and help select an appropriate protocol/tool Support teachers/leaders in sharing/modeling practices from off-site PD:
• Skillful Reading • Cluster Intro to
Assessment • Math Primary and
Intermediate • LE & HQP
2010-2011
Monarch Academy Strategy Plan- School Culture/Conditions Goals
School Culture/Conditions Goal #3:
Employ a behavior motivation system that fosters student self-management.
Core Practice Benchmarks:
Using Effective Instructional Practices School-wide (AP II.1); Using Effective Assessment Practices (AP II.7); Building School Culture and Fostering Character (CC III.1); Ensuring Equity and High Expectations (CC III.2); Fostering a Safe, Respectful, and Orderly Community (CC III.3); Providing Leadership in Curriculum, Instruction, and School Culture (LSI IV.1); Using Multiple Sources of Data to Improve Student Achievement (LSI IV.3); Designing Time for Student and Adult Learning (S V.1); Creating Structures for Knowing Students Well (S V.2)Faculty Learning Targets
Structures and Leadership
Actions
ELS Support and Services
Data Points/Evidence for
Monitoring Progress
Teacher Target #1: I can implement effective behavior motivation
strategies in my classroom. This means…
• I know my students well and am aware of their needs and behaviors.
• I can articulate the
connection between effective instructional practices and positive student behavior. • I know a variety of strategies
that foster students self-management.
• I can choose the appropriate behavior motivation strategy to meet the needs of my students.
• I can model and enforce the school’s expectations around behavior.
• I can teach my students the skills to monitor and manage their own behavior.
• I can reflect on the efficacy of my behavior motivation strategies.
Leadership Target #1: I can support teachers in using effective behavior motivation strategies. This means:
• I know a variety of strategies that foster students self-management.
MLT will provide clear, consistent school-wide expectations and common language around behavior (norms, code of conduct)
ALT will lead staff book study of First Six Weeks of School
Kate and Anna- will attend and provide turnaround PD on Responsive Classroom strategies
MLT will conduct regular learning walks focused on student engagement and/or relationships
MLT will establish Morning Meeting as a common and consistent structure that develops and maintains a positive classroom culture (use MM tool to give teachers feedback)
TD will identify surveys for staff to give students around needs and learning styles; administer Safe Environment Plan; create survey for
parents/students
ALT and UDO will provide PD for teachers on effective behavior and student self-management strategies ALT facilitate weekly grade-level team meetings and/or PD
SD uses school-wide norms with staff (models how to use norms, reflect, give feedback, etc.)
Learning walk protocol, participate in learning walks with MLT
Co-plan and give feedback on morning meeting structure Co-develop PD plan
Coaching leaders on coaching teachers
Participate in UDO training to be able to use language and support teachers in implementing these strategies Support teachers in implementing practices from offsite Responsive Classroom training
Provide the MLT with data analysis protocols
Integrated Student Information System (ISIS) data (time out of class) Schools Administrative Student Information (SASI) data Learning Walk data
Morning Meeting observation tool data Student and parent survey
Increase in scores on the CC section of Implementation Review
Mid-year reflections on classroom culture and morning meeting
2010-2011
• I can model and enforce theschool’s expectations around behavior.
• I can articulate the
connection between effective instructional practices and positive student behavior. • I can coach and provide
teachers with ongoing feedback about behavior management.
• I can reflect on the efficacy of my leadership as part of a professional learning community.
Leadership Target #2: I can develop and refine professional development cycles using data. This means:
• I can refer to multiple sources of data to gauge staff progress towards our goal.
• I can modify and differentiate PD based on what I learn from looking at data.
GLT-collaboratively score student math work, analyze data, co-plan, share lessons, reflect on efficacy of behavior management
ALT- establish and articulate school-wide systems and structures for when classroom strategies don’t work (SSC, Emergency Plan B, Guidance
Counselor referral process, group and individual counseling, case
management)
ALT- Coach teachers and offer feedback around behavior motivation strategies
D- create student reflections to monitor own behavior (provide to teachers)
MLT- Analyze data on student behavior
Staff- conduct peer observations and feedback (ALT- structure time and provide coverage)
2010-2011
Monarch Academy Strategy Plan- Student Growth and Achievement Goal
Student Growth & Achievement Goal:
Increase student achievement in mathematics.
Core Practice Benchmarks: Core Practice Benchmarks:
Using Effective Instructional Practices Schoolwide (AP II.1); Teaching ReadingAcross the Disciplines (AP II.2); Teaching Inquiry-Based Math (AP II.4); Using Effective Assessment Practices (AP II.7); Ensuring Equity and High Expectations (CC III.2); Developing a Professional Community (CC III.5); Providing Leadership in Curriculum, Instruction, and School Culture (LSI IV.1); Using Multiple Sources of Data to Improve Student Achievement (LSI IV.3)
Faculty Learning Targets
Structures and Leadership
Actions
ELS Support and Services
Data Points/Evidence for
Monitoring Progress
Pre-condition: Math curriculum map that prioritizes and sequences investigations.
Teacher Target #1: I can design effective math learning experiences and lessons to maximize the engagement, accountability and achievement of all students. This means…
• I know the three main types of lesson design for inquiry-based mathematics (workshop, 5 E’s, stations) and can explain the purpose for each.
• I can use a common
language when talking about math instruction.
• I can select and sequence lessons strategically within and across a math investigation.
• I can use assessment for learning strategies (#1, #7, #8) to support, engage, and hold students accountable for learning within math
investigations.
• I can use data to inform my instruction and lesson choices.
• I can reflect on the efficacy of my math lessons as part of a
ALT-provide a math curriculum and hold teachers accountable for following it
MLT create math survey for staff and dialogue around math mindset and instructional practices (use excerpt from Mindsets and power points on the brain and math)
MLT will come up with school-wide math celebrations and initiatives; strategies, coaching, and feedback on ways to integrate math outside of math time
ALT- support teachers in applying learning from PD on inquiry-based math, AFL (#1, 7. 8), and
comprehension strategies (using a common language as staff) ALT- Coach teachers and offer feedback around math instruction (math tool TBD)
Staff- conduct peer observations and feedback (MTJ- structure time and provide coverage)
ALT- facilitate weekly grade-level team-meetings
MLT- analyze MAPS and MSA data and formative assessments; identify
PD on inquiry-based math, AFL (#1, 7. 8), and comprehension strategies (using a common language as staff) Support teachers in sharing/modeling practices from off-site PD:
• Cluster-based math institute
• Primary and Intermediate Math Institute
Coaching leaders on coaching teachers
Data dialogue protocols
Lead math dialogue around mindsets
Evidence of Teacher Growth Coaching notes and observation data (math tool)
Increase in scores on AP section of IR (Teaching Inquiry-Based Math) Staff surveys on math instruction and mindset
Learning walk data
WingSpan COL, SLC, and Community Meeting feedback
Evidence of Student Growth MAPS data (all grades)
Math MSA scores (5 and 6) Classroom-based assessments Student work
2010-2011
professional learningcommunity.
Teacher Target #2: I can create a classroom culture of mathematical thinking. This means…
• I can explore my own perceptions and feelings about math.
• I can develop my ability to help students become flexible and proficient problem solvers.
• I can integrate math outside of math time (morning meeting/crew, learning expeditions, etc.)
• I can model how the same comprehension strategies we use in reading are used to solve math problems. •
Leadership Target #1: We can create a school-wide culture of mathematical thinking. This means…
• We can foster rich
mathematical dialogue as a professional learning community.
• We use team meetings to analyze data around math teaching and learning. • We can highlight math during
school-wide events (community meeting, WingSpan, SLCs, etc.) • We can use a common
language when talking about math instruction.
data for teams to analyze
GLT- collaboratively score student math work, analyze data, co-plan, share lessons, reflect on efficacy of math instruction
2010-2011
Monarch Academy EL Professional Development Plan
2010-2011
School Year:
2010-2011
Number of on-site Days
: (as designated by MOU)
60 (51 from September 1-June 30 and 9 from June 30-August 31)
All on-site days will be scheduled in advance and may include the following: • Scheduled classroom observations and coaching / debrief sessions with
teachers;
• Expedition, case study, and lesson planning with teachers’ • Leadership meetings
•
PD Planning sessions • Facilitation of whole-staff PDOn-site Days:
(List Dates and Recurring Structures)
August 31- ALT LW on First Six Weeks and behavior goal; coaching
September
Book Study- That Workshop Book (GLT assignments)
Wednesday 8th UDO 1:30-4:00
Thursday 2nd GLT (fall LE planning)
Wednesday 22nd(UDO) 1:30-4:00 (Myra participates?)
Tuesday 28th Learning Walk and MLT (baseline on teachers using WMI; establish common language and understanding of WMI)
Wednesday 29th -Whole Staff PD -Discuss TWB intro; Reading WMI (common language)
October
October 4-6 MD/DC Introduction to Assessment Institute (5)
Wed 6th – UDO Problem Solving Model Part 1 – 1:30-4pm
October 11th- LE feedback on fall product/assessment plans (have LE plans emailed to me by 8th)
Tuesday 12th Follow up from Assessment Institute; Observations and coaching with MJT
Wednesday 13th – UDO Problem Solving Model Part 2 – 1:30-4pm
October 21-23 Skillful Reading 3-12; VA (2)
Thursday 21st- Team Meetings (discussion of TWB and workshop planning) Tuesday 26th Learning Walk and MLT PD (WMI)
Wednesday 27th Whole Staff PD (WMI- Math?)
February
3-4th Odyssey Site Seminar (2)
Tuesday 8th Coaching with MJT; MLT LW and meeting Wednesday 9th Whole Staff PD (AFL or Math)
Thursday 10th GLT Meetings (Spring LE planning/feedback) Tuesday 22nd LE Kickoff observations
March
17-19th National Conference (2)
Thursday 3rd Observations and coaching with MJT Friday 4th Observations and coaching with MJT Tuesday 22nd MLT LW and meeting
Wednesday 23rd Whole Staff PD (math) Thursday 24th GLT Meetings (math co-planning)
April
Book Study- Comprehending Math Tuesday 5th Leadership IR Wednesday 6th Staff IR
Thursday 7th MD/DC Math Institute Day #3 (6) Tuesday 12th MLT LW and meeting
Wednesday 13th Whole staff PD (math comprehension strategies) Thursday 14th GLT meetings (collaboratively scoring student work)
May
Tuesday 3rd ALT LW, staff retreat planning, coaching Wednesday 4th Whole staff PD- math mindset post-survey? Thursday 5th GLT meetings
Thursday 26th SLC observations
June
Wednesday 1st WingSpan COL and spring LE reflection Wednesday 15th Whole staff PD (IR Share-out)
Thursday 16th Staff Retreat (pending snow) Friday 17th Staff Retreat (pending snow)
July
2010-2011
November
Tuesday 9th Coaching and MLT (Data dialogue using behavior data) Wednesday 10th Whole Staff PD (LATW; WMI- AFL, building our rubric) Thursday 11th GLT Meetings (WMI)
Tuesday 16th MD/DC Math Institute Day #1 (6)
Monday 22nd Student-Led Conferences
Tuesday 30th MLT LW (fall goals) and Book study (Coaching check-in)
December
9-11th Math Primary/Intermediate Institute; Denver, CO (4) Wednesday 1st Whole Staff PD (LATW video- WMI)
Tuesday 7th Coaching check-in with MJT; ALT meeting
Wednesday 8th UDO PD (participate) and follow-up with teachers from math institute
Wednesday 8th – UDO Build it and they will come Part 1 – 1:30-4pm- (Myra participate and follow-up with teachers from math institute
Wednesday 15th Build it and they will come Part 2 – 1:30-4pm
Thursday 16th GLT (data dialogue on MAPS on math) Friday 17th Meet with teachers attending math institutes
January
Book Study- Strategies That Work
Wednesday 5th- WingSpan Prep (Documentation panels)
Tuesday 11th MLT LW (Reading WMI) and data dialogue (MAPS data on reading) Wednesday 12th WingSpan COL and Mid-year Survey/Fall LE Reflection
Thursday 13th Team Meetings (Spring LE planning)
Thursday 20th MD/DC Math Institute Day #2 (6)
Monday 24th Whole Staff PD (Culture of math; 5 E’s lesson design; math comprehension strategies; math in spring expeditions); UDO?- 2 hours
Monday 26th (MJT to lead)- PD on STW book study and scaffolding spring
expedition with comprehension strategies
7-9th Using Data Institute with ALT (2 days)
August
4 days for BTS training (TBD)
Off-site Institutes:
(Location, dates, # of participants)
- Cluster-based Assessment (5)- October 4-6, 2010; Baltimore, MD - Cluster-based Math (6)- October 21, January 20, April 7; Baltimore,
MD
- Skillful Reading (2)- October, 21-23, 2010; Richmond, VA - National Conference (2)- March 17-19, 2011; Portland, OR - Math Primary and Intermediate (4)- December 9-11; Denver, CO - Odyssey Site Seminar (2)- February 3-4, 2011
- Decatur K-3 November 18-19, 2010 or King Site Seminar (2)- May 12-13, 2011
- Using Data to Inform Teaching and Learning (3)- July 7-9, 2011;
New York, NY
