Online professional development modules

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Information about Online professional development modules
Education

Published on April 26, 2014

Author: Jax0913

Source: slideshare.net

English Language Arts & Literacy Department

• 8:00 - 8:30: Meet & Greet • 8:30 - 9:30: Project Overview • 9:30 - 10:30: IM&T • 10:30 - 10:45: Break • 10:45 – 12:30: IM&T • 12:30 – 1:00: Lunch • 1:00 - 2:30: Work Period • 2:30 – 2:45: Break • 2:45 – 4:00: Work Period March 22, 2014 8am to 4 pm

• Purpose: To create different modes of professional learning with which teachers and administrators can engage in order to increase their exposure, knowledge, and comfort level with Common Core State Standards and Curricula.

• Each grade level will begin with familiarizing participants with the Common Core State Standards so that participants understand the alignment between the standards, curricula and assessments. • The course will then move to an exploration and unpacking of the curriculum in which participants understand the framework, learning targets, and lesson activities of each unit. • The course will then introduce participants to the assessments within each unit, their alignment to the standards, and ultimately, their alignment to the NYS ELA Examination.

• The course will then introduce the concept of differentiation and how these techniques can be applied to specific lessons within the units in order to meet student needs by tiering the tasks, not the texts. • A vital component of these online courses will be the pre and post-assessments that participants will take at the beginning and end of the course in order to measure their growth in understanding and implementing the Common Core Curricula to meet the needs of their students.

• During the first year of implementation of these online courses (2014-2015 school year), we will be able to evaluate the effectiveness of the courses through anecdotal feedback from participants and pre and post-assessment data from each course. • In addition to the data collection used during the first year of implementation, the second year of implementation will afford us with an opportunity of measuring the impact of these courses on student learning. In the 2015-2016 school year, we will be able to disaggregate student assessment data according to those teachers that have participated in these online courses.

GRADE LEVEL TEACHER COACH IM&T Tech & Consultants Grade K Andy Grantham Rebecca Bradstreet Karen Gerew ESOL Consultant- Tracy (K-2) Spec Ed- Bilingual Consultant- Mariella (K-3) Grade 1 Stephanie Bizzigotti Jeremy Ventura Leah Kedley Grade 2 Karen Schutt Amanda Forkner Karen Gerew Grade 3 Julie Selner Cheril Passamonte Larisa Useda ESOL Consultant- Tracy (3-6) ESOL Consultant- Amanda Dunn (7-8) Spec Ed- Bilingual Consultant- Grade 4 Jessica Ventura Ann Kleinman Stephanie Smith Grade 5 Jennifer Reininger Jamila Suhail Lisa Garrow Grade 6 Andrea Garfield Lesley Johnson Grade 7 Allison Stephens Danielle Owens Grade 8 David Ames Kathy Klein Alana Roberts Grade 9 Ana Brightful James Lukens Jackie Gilmore ESOL- Carrie Pecor (9-12) Spec Ed- Bilingual Consultant- Grade 10 John DeGrandis Carey Belair Grade 11 Jennifer Kehoe Kelly Higgins-Flagler Grade 12 Charles Avino Lauren McCoy 16 15 3

 Common Core Learning Standards Grades K-2 Grades 3-12 A Guide to Creating the Content for the Online Modules

Saturday, April 5th at Central Office from 8am to 4pm

English Language Arts & Literacy Department, Session 2

• 8:00 - 8:15: Welcome & Sign-In Sheets • 8:15 - 9:00: Norms, Objectives & Overview, Pre/Post Assessments for CCLS, Timesheets and Hours • 9:00 - 9:15: IM&T Introductions and Questions • 9:15 – 10:30: Breakout Sessions according to grade teams • 10:30 - 10:45: Break • 10:45 – 12:30: Breakout Sessions according to grade teams • 12:30 – 1:00: (Working) Lunch • 1:00 - 2:45: Breakout Sessions according to grade teams • 2:45 – 3:00: Where are we now? Closing Remarks April 5, 2014 8am to 3/4pm

Respect one another’s opinions Appreciate constructive criticism Value the idea that two (or even three or four) heads are better than one Be honest Be professional Be patient Have open communication Trust the process Understand that we all have different background and experiences Willing to share Stay focused on the task

• Pre/Post Assessments • The completion of the prerequisite course for each grade level: Common Core Learning Standards • Completed Time Sheets & an Understanding of How and When you will be paid for the work

Directions: Select the choice that best completes each statement. 1. Appendix B from the CCLS document includes the following reference material: A. text exemplars (fiction) B. sample performance tasks C. text exemplars (informational) D. A, B, and C 2. Appendix C from the CCLS document includes the following reference material: A. samples of student writing B. rubrics to use while grading student writing C. annotated examples of student sample writing D. A and C Online Professional Development Courses: Pre-Assessment, Common Core Learning Standards Grade level: ____

3. The CCLS include standards grouped according to: A. individual grades and student skill level B. grade levels for K-8 and grade bands for 9-12 C. grade bands and student skill level D. grade bands and skills 4. As students progress through the grade levels, the balance of literary and informational texts shifts from A. 50% - 50% in 4th grade to 30% - 70% in 12th grade B. 100% - 0% in 4th grade to 0% - 100% in 12th grade C. 70% - 30% in 4th grade to 30% - 70% in 12th grade D. none of the above 5. The ELA standards include the following strands: A. Reading, Writing, and Speaking B. Reading, Writing, and Language C. Reading, Writing, Speaking & Listening, and Language D. Reading, Writing, Speaking, Listening, and Language ANSWERS: 1. (D); 2. (D); 3. (B); 4. (C); 5. (C)

• You will be paid according to completed projects, not necessarily the hours you spend working on each project. We have dedicated a certain number of hours to build each course, although some of you will be able to complete the courses in fewer hours while others may take more. • Using the timeline we have created, the work should all be created, piloted, vetted, and revised by July 31. • You will need to keep work documentation logs for all hours worked (other than the whole-group Saturday sessions)

Course Due Date * Scheduled Corresponding Saturday Work Sessions Prerequisite: Course 1 April 10th, 2014 March 22; April 5 Course 2 May 10th, 2014 April 26; May 3 Course 3 June 5th, 2014 May 17; May 31 Course 4 June 30th, 2014 June 7; June 21 Course 5 July 30, including all revisions on previously-built courses July 12; July 26; weekday sessions for piloting courses

IM&T Introductions and Supports

Feel Free to spread yourselves out!

• Lingering Thoughts/Concerns • Challenges • Successes • Pulse Check

Saturday, April 26th at Central Office from 8am to 4pm Saturday, May 3rd at Central Office from 8am to 4pm

English Language Arts & Literacy Department, Session 3

• 8:15 – 8:30: Welcome & Sign-In Sheets • 8:30 - 9:00: Norms, Objectives & Overview, Pre/Post Assessments for CCLS, Timesheets and Hours • 9:00 – 10:00: IM&T Presentation • 10:00 – 10:30: Revisions of CCLS Course • 10:30 - 10:45: Break • 10:45 – 12:30: Breakout Sessions according to grade teams: Module 1 Course • 12:30 – 1:00: (Working) Lunch • 1:00 – 3:00: Breakout Sessions according to grade teams: Module 1 Course • 3:00 – 3:15: Where are we now? Closing Remarks April 26, 2014 8:15am to 3:15pm

Respect one another’s opinions Appreciate constructive criticism Value the idea that two (or even three or four) heads are better than one Be honest Be professional Be patient Have open communication Trust the process Understand that we all have different background and experiences Willing to share Stay focused on the task

• Pre/Post Assessments for the Module 1 Courses • IT Presentation • Revisions of CCLS Course: eLearning vs. EngageNY • Begin the creation of Module 1 for each grade level • Completed Time Sheets & an Understanding of How and When you will be paid for the work • Grade 12: Let’s Talk!

• Grades K-2 • Grades 3-8 • Grades 9-12 • Please add 5 more questions that will be specific to your grade level and content found in the Module

Course Due Date * Scheduled Corresponding Saturday Work Sessions Prerequisite: Course 1 April 10th, 2014 March 22; April 5 Course 2 May 10th, 2014 April 26; May 3 Course 3 June 5th, 2014 May 17; May 31 Course 4 June 30th, 2014 June 7; June 21 Course 5 July 30, including all revisions on previously-built courses July 12; July 26; weekday sessions for piloting courses

• Show digital Library – Task 1 • Every Course needs same Overview page, eLearning Info & Directions, task 1, etc. - we will do • Every Course needs same directions for same types of tasks • Task Names vs directions Ex. Grade 3 Introductory – Watch Video & Answer the following… - name • PDFs in as iFrame PowerPoints – slideshare, save as/make into PDF or embed code from a google-doc • Small groups – • Review Screen Shot of what Module 1 should look like (they need to set up) ** Need to get everyone set up for google hangouts

Please make the necessary changes to your courses based on IT feedback and small group work

Feel Free to spread yourselves out!

• Lingering Thoughts/Concerns • Challenges • Successes • Pulse Check

Saturday, May 3rd at Central Office from 8:15am to 3:15pm Saturday, May 17th at Central Office from 8:15am to 3:15pm

• Provide constructive criticism that is honest, objective, and specific • Provide recommendations and suggestions for improvement • Don’t be afraid to have a courageous conversation! • Be open to receiving feedback!

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