Action
Component: Thoughtful Classroom
Date February 8, 2005 Instructional
Leader(s)_____________________
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Priority Needs ·
2004 CATS data report GRREC member schools
averaging an academic index score near 80. Students continue to bulk up within the novice
high to apprentice high range. (Little movement has been noted in
past biennium.) ·
Scholastic Audits, Reviews and Guided Self Studies
show a lack of a variety of research-based strategies being
used in the classroom and a lack of leadership programs
for teachers. |
Thoughtful Goals A. High levels of
learning for all students. B. Quality
instruction in every classroom. C. Skillful
leadership throughout the district --To support administrator, teacher and student learning
in order to increase the number of students meeting or exceeding state standards
by 20% by 2007. |
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Causes and Contributing
Factors Based on teacher surveys, review of units of study and
review of district and school improvement plans:
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Measurable Objectives A1.
Teachers shall gain an understanding of research based strategies and tools
for engaging students in active, in-depth learning as evidenced by
professional dialogue around student work, teacher rounds, and lesson plans. B1. Teachers shall design rigorous instruction
so as to address the hidden skills, students’ diversity, research-based
strategies, and state standards as evidenced by Thoughtful Units of Study. B2. Instruction shall align standards,
students’ diversity, and research based strategies and tools as evidenced by
lesson plans, teacher observations, learning walks, and teacher reflections. C1.
Collaborative teams shall work together for the purpose of improving teaching
and learning as evidenced by Learning Team Logs, reflective journals, anecdotal
records/notes, professional growth plans, self-assessments, and observations
of professional conversations. |
Strategies and Activities
Strategy/Activity
|
Expected Impact |
Responsible Member |
Start Date |
End Date
|
Was the strategy successful? Why? Why
not? |
Impact |
|
Year One 1. Administrators shall attend four six-hour
leadership sessions in The Thoughtful Administrator. 2. Teachers shall receive eight days of training
in Thoughtful Classroom with a focus on the following strategies:
Vocabulary’s CODE Reading for
Meaning 3. Instructional Learning Teams shall meet
regularly for the purpose of professional dialogue, sharing information on
Thoughtful Education, and learning Vocabulary’s CODE and the |
Principals shall
gain an understanding in roles, responsibilities and an overview of the
program. Teachers shall
plan lessons using Vocabulary’s CODE and Teachers shall
teach ten others within their building the strategies and tools of Thoughtful
Education. |
Harvey Silver Richard Strong GRREC Silver Strong
& Associates Lead Teacher ILT Leadership |
November 2004 November 2004 January 2005 March 2005 December 2004 |
May 2005 May 2005 May 2005 |
November Training Successful December Training Successful |
Teachers and administrators
have an understanding of what Thoughtful Education is about and have made
connections prior learning. Teachers have new
strategies and tools for teaching vocabulary to share with colleagues and
students. |
Thoughtful Classroom Project
Strategies
and Activities
|
Strategy/Activity |
Expected Impact |
Responsible Member |
Start Date |
End Date |
Was the strategy successful? Why? Why
not? |
Impact |
|
4. Regional Coaching
Visits (12 days) shall be provided for the purpose of establishing a network
with other schools, designing a plan for implementation, and learning from
others involved in the project. 5.
Schools shall be provided ten sets of materials for Learning Teams
which include: Tools for Active In-Depth Learning Vocabulary Folders Thoughtful Classroom Binder & training
materials. |
School leadership
team members and administrators shall have meaningful dialogue regarding the
process of establishing Thoughtful Classrooms through Learning Teams. Teachers will use the materials as
resources for planning thoughtful lessons, sharing new learning with
colleagues; guiding learning team meetings; and instruction will reflect
higher levels of student engagement through the use of tools and strategies. |
Joyce Jackson Jamie Spugnardi ILT members |
February 2005 March 2005 November 2004 |
February 2005 March 2005 May 2005 |
Schools were able
to gain an understanding of what a learning team is, what its function is
within a school, and how teams can be used to sustain professional growth
through professional dialogue, reflection, and assessment. Strategy: Successful Why?
Teachers found the strategies easy to implement with a high rate of
success. |
Visit 1: Impact Leadership teams
initiated Learning Teams; began the work of professional conversation and
planning for implementation of Thoughtful Classroom in schools. Teachers are using the tools, sharing
with learning teams with improved student learning as evidenced by scored
samples of student work, teacher dialogue, and classroom visitations. |
Thoughtful
Classroom Project
Activities
and Strategies
|
Strategy/Activity |
Expected Impact |
Responsible Member |
Start Date |
End Date
|
Was the strategy successful? Why? Why
not? |
Impact |
|
6.
Learning Team Members shall implement strategies from Vocabulary’s
CODE and from the tools book, share work samples and reflect with learning
teams about learning 7. Instructional Learning Teams shall develop
a plan of action with timelines, activities, expected impact, and monitor
growth of the work throughout the 2005 school year. 8. District liaisons and administrators from the district shall regularly monitor growth and progress of the learning teams through routine visits, discussions, learning walks, and observations. |
A greater variety of teaching tools
and strategies shall be observed in classrooms with a higher level of student
engagement. Learning Teams shall have a focus to
guide their work and a means of monitoring progress. Regular assessment and feedback will
be given to guide the professional growth of teachers involved in the
project. |
Instructional Learning Teams Instructional Leader Administrator Central Office Personnel |
January 2005 February 2005 February 2005 |
May 2005 May 2005 May 2005 |
|
|
Thoughtful Classroom Project
Activities
and Strategies
|
Activities/Strategies |
Expected Impact |
Personal Responsible |
Date Started |
Date Ended |
Was the strategy successful?
Why? Why not? |
Impact |
|
9. District leads shall meet with GRREC and
Silver Strong representative to assess progress, plan next steps, and evaluate
the growth of the work. 10. Districts shall design a plan for the
integration of Thoughtful Education into New Teacher Induction during the
summer of 2005. 11.
Schools shall receive 30 sets of materials: tools, folders, Thoughtful Classroom
Binders for their faculty. 12.
Teacher leaders shall deliver professional development on The
Thoughtful Classroom Project (2 days suggested). |
Monitor and assessment of the work so
as to determine next steps. Teachers new to the district shall become
aware of Thoughtful Education Project and begin implementation into the
2005-2006 school year. Awareness level of what the work of
Thoughtful Classroom is about by the entire staff. Teachers will explore and process the
work. |
GRREC Regional Leads PD Coordinators GRREC Silver Strong ILT lead Administrator ILT lead |
April 2005 May 2005 May 2005 August 2005 |
April 2005 May 2005 August 2005 May 2006 |
|
|
Thoughtful Classroom Project
Activities and Strategies
Activities/Strategies |
Expected
Impact |
Person
Responsible |
Start
Date |
End
Date |
Did
the strategy work? Why? Why not? |
Impact |
|
Year Two 13. Districts shall design a plan for training new
teachers in Thoughtful Education during New Teacher Induction; mentoring
teachers shall work with new teachers in the district to support the
development of strategies and tools of Thoughtful Education. 14.
Learning Teams within the school shall be established for the
2005-2007 school years. 15.
Instructional Learning Team Leads shall receive 8 days of professional
development focusing on research based strategies and tools. 16.
Administrators shall receive 2 days of training in Thoughtful Education
related to the Thoughtful Administrator (Note: Administrators may also want to attend the
8 days of teacher training). |
Teachers will acquire strategies and
tools to integrate into instructional practice. Improved teaching and learning. Teachers will have a support team who
will assist collegial growth. Instructional Learning Team Leads
will have new strategies and tools to share in schools. Administrative teams will network,
learn from others, and explore ways of supporting teachers. |
District Professional Development
Coordinator |