Expeditionary Learning Schools - Work Plan Template - Explanation

Transcription

1 Expeditionary Learning Schools - Work Plan Template - Explanation Purpose of Work Plans EL Work Plans outline a focused theory of action 1 connecting 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.

2 Monarch Academy Work Plan 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 The Professional Development Plan accounts for how on-site and offsite support will be provided to the school in accordance with the MOU: achievement goals. The School Strategy Plan is itself made up of two Lists scope of on-site and off-site services components: Includes a calendar for the year naming on-site days and offsite 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 institutes and identifies specific check-in points across the year to support the continued monitoring of the work plan goals. specific student growth goal but rather is linked with a School Culture and Conditions Goal. This plan can evolve and change over the course of the year as specific PD activities are aligned with needs 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 The EL PD plan may be part of a larger school-wide professional development plan that includes other school/ district PD activities. 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. 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). School Designer Logs and other forms of communication between SDs and school leaders should align with Work Plans.

3 Monarch Academy Work Plan 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 ELS Support and Services Data Points/Evidence for 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. Actions 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 Monitoring Progress Leadership and School Improvement section of IR Staff Mid-year survey MLT minutes Learning walk letters

4 Monarch Academy Work Plan 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 ELS Support and Services Data Points/Evidence for 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 Actions 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-, postsurvey 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 Monitoring Progress 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)

5 ongoing feedback about workshop 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. Monarch Academy Work Plan 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 offsite PD: Skillful Reading Cluster Intro to Assessment Math Primary and Intermediate LE & HQP

6 Monarch Academy Work Plan 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 ELS Support and Services Data Points/Evidence for 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 selfmanagement. 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 selfmanagement. Actions 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 Monitoring Progress 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

7 I can model and enforce the school 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. Monarch Academy Work Plan GLT- collaboratively score student math work, analyze data, co-plan, share lessons, reflect on efficacy of behavior management ALT- establish and articulate schoolwide 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)

8 Monarch Academy Work Plan 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 Reading Across 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 ELS Support and Services Data Points/Evidence for 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 inquirybased 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 Actions 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 Monitoring Progress 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

9 professional learning community. 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 Monarch Academy Work Plan GLT- collaboratively score student math work, analyze data, co-plan, share lessons, reflect on efficacy of math instruction

10 School Year: Number of on-site Days: (as designated by MOU) 60 (51 from September 1-June 30 and 9 from June 30-August 31) Monarch Academy Work Plan Monarch Academy EL Professional Development Plan 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 PD On-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 8 th UDO 1:30-4:00 Thursday 2 nd GLT (fall LE planning) Wednesday 22nd(UDO) 1:30-4:00 (Myra participates?) Tuesday 28 th Learning Walk and MLT (baseline on teachers using WMI; establish common language and understanding of WMI) Wednesday 29 th - Whole Staff PD -Discuss TWB intro; Reading WMI (common language) October October 4-6 MD/DC Introduction to Assessment Institute (5) Wed 6 th UDO Problem Solving Model Part 1 1:30-4pm October 11 th - LE feedback on fall product/assessment plans (have LE plans ed to me by 8 th ) Tuesday 12 th Follow up from Assessment Institute; Observations and coaching with MJT Wednesday 13 th UDO Problem Solving Model Part 2 1:30-4pm October Skillful Reading 3-12; VA (2) Thursday 21 st - Team Meetings (discussion of TWB and workshop planning) Tuesday 26 th Learning Walk and MLT PD (WMI) Wednesday 27 th Whole Staff PD (WMI- Math?) February 3-4 th Odyssey Site Seminar (2) Tuesday 8 th Coaching with MJT; MLT LW and meeting Wednesday 9 th Whole Staff PD (AFL or Math) Thursday 10 th GLT Meetings (Spring LE planning/feedback) Tuesday 22 nd LE Kickoff observations March th National Conference (2) Thursday 3 rd Observations and coaching with MJT Friday 4 th Observations and coaching with MJT Tuesday 22 nd MLT LW and meeting Wednesday 23 rd Whole Staff PD (math) Thursday 24 th GLT Meetings (math co-planning) April Book Study- Comprehending Math Tuesday 5 th Leadership IR Wednesday 6 th Staff IR Thursday 7 th MD/DC Math Institute Day #3 (6) Tuesday 12 th MLT LW and meeting Wednesday 13 th Whole staff PD (math comprehension strategies) Thursday 14 th GLT meetings (collaboratively scoring student work) May Tuesday 3 rd ALT LW, staff retreat planning, coaching Wednesday 4 th Whole staff PD- math mindset post-survey? Thursday 5 th GLT meetings Thursday 26 th SLC observations June Wednesday 1 st WingSpan COL and spring LE reflection Wednesday 15 th Whole staff PD (IR Share-out) Thursday 16 th Staff Retreat (pending snow) Friday 17 th Staff Retreat (pending snow) July 3 days with leadership for work plan (TBD)

11 November Tuesday 9 th Coaching and MLT (Data dialogue using behavior data) Wednesday 10 th Whole Staff PD (LATW; WMI- AFL, building our rubric) Thursday 11 th GLT Meetings (WMI) Tuesday 16 th MD/DC Math Institute Day #1 (6) Monday 22 nd Student-Led Conferences Tuesday 30 th MLT LW (fall goals) and Book study (Coaching check-in) December 9-11 th Math Primary/Intermediate Institute; Denver, CO (4) Wednesday 1 st Whole Staff PD (LATW video- WMI) Tuesday 7 th Coaching check-in with MJT; ALT meeting Wednesday 8 th 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 15 th Build it and they will come Part 2 1:30-4pm Thursday 16 th GLT (data dialogue on MAPS on math) Friday 17 th Meet with teachers attending math institutes January Book Study- Strategies That Work Wednesday 5 th - WingSpan Prep (Documentation panels) Tuesday 11 th MLT LW (Reading WMI) and data dialogue (MAPS data on reading) Wednesday 12 th WingSpan COL and Mid-year Survey/Fall LE Reflection Thursday 13 th Team Meetings (Spring LE planning) Thursday 20 th MD/DC Math Institute Day #2 (6) Monday 24 th Whole Staff PD (Culture of math; 5 E s lesson design; math comprehension strategies; math in spring expeditions); UDO?- 2 hours Monday 26 th (MJT to lead)- PD on STW book study and scaffolding spring expedition with comprehension strategies Monarch Academy Work Plan 7-9 th 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, Decatur K-3 November 18-19, 2010 or King Site Seminar (2)- May 12-13, Using Data to Inform Teaching and Learning (3)- July 7-9, 2011; New York, NY - Secondary Institute Week 1, Baltimore, MD (3)- July 25-29, 2011 * NOTE: UDO Trainings