At your table-group, discuss the following demographics that represent the student student population at Cooper High School and how their needs can be met.
Today we will be reviewing and discussing data as well as establishing best practices for optimizing student learning through the implementation of collaborative teams.
Optimizing Student Learning
Welcome to Cooper High School's Professional Development for the 2018-2019 school year!
"Learners can be so different, making it difficult for a teacher to achieve such teaching acts..." (Hattie, 2009). Educators also have differentiated instructional strategies, therefore collaboration with fellow educators can provide successful implementation.
Exploring and developing instructional strategies that will best address the needs of the school through staff alignment and community relationship building practices to achieve higher student learning (Desravines, Aquino, & Fenton, 2016).
Professional Learning Communities (PLC) are designed to allow educators and administrators collaborate and improve student learning using a continuous improvement process (Owen, 2016).
Developing and allocating leadership roles for each member of the collaborative team will establish successful implementation of innovative strategies (Daniel, 2017).
Committing to the process of collaborative leadership will foster a culture of innovative thinking and promote student success through building positive community relationships (Daniel, 2017)
The first step to experiencing successful implementation of collaborative leadership is to establish a time-frame that will allow educators to discuss, analyze data, and develop innovative instructional strategies (Daniel, 2017).
Establishing Time for Collaboration
Professional Learning Communities (PLC)
Each PLC meeting will involve the designated assistant principal for each grade level team.
All grade level educators for core content areas will make up each PLC team.
General Education Team
Special Education support will be provided by grade level Inclusion teachers to ensure that all educators are instructing in compliance with Special Education requirements.
Special Education Support
Each PLC team will meet weekly to have informal discussions that will promote innovative instructional strategies through collaboration and meaningful discussions. The shared vision of PLC team members will establish a learning environment that produces student success (Owen, 2016).
The collected data will be used to develop instructional strategies that will reflect the needs of all student populations.
The data driven instruction will be reassessed by each PLC team on a six-week basis and provide measurable results.
Each PLC team will establish procedures to collecting and presenting student data at weekly meetings.
Established procedures will encure that all educators have a role in bringing appropriate data that will enable innovative strategies to meet established goals (Desravines et al., 2016).
Operations & Systems
Data Driven Instruction
Establish campus and student needs through data analysis
Optimized Student Learning
Collaborative Teams: Professional Learning Communities
Bambrick-Santoyo, P., & Peiser, B. M. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco: Jossey-Bass.
Daniel, J. (2017). Strong collaborative relationships for strong community schools. University of Colorado at Boulder: National education policy center. Retrieved from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED578684
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. San Francisco, CA: Jossey-Bass.
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London; New York: Routledge, .
Owen, S. (2016). Professional learning communities: building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational review, 68(4), 403-419. Retrieved from http://eds.b.ebscohost.com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=4&sid=f4675ce4-a8c7-4dbf-bf9b-b6605bff47ff%40pdc-v-sessmgr06
Texas Education Agency. (2017). Texas academic performance report 2016- 2017 campus profile: Abilene ISD – Cooper H S. Retrieved from https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2017&year2=17&_debug=0&single=N&title=2017+Texas+Academic+Performance+Reports&_program=perfrept.perfmast.sas&prgopt=2017%2Ftapr%2Ftapr.sas&ptype=P&level=campus&search=campname&namenum=cooper&campus=221901002
Texas Education Agency. (2016). Texas academic performance report 2015- 2016 campus profile: Abilene ISD – Cooper H S. Retrieved from https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2015&year2=15&_debug=0&single=N&title=2016+Texas+Academic+Performance+Reports&_program=perfrept.perfmast.sas&prgopt=2016%2Ftapr%2Ftapr_spec.sas&ptype=P&level=campus&search=campname&namenum=cooper&campus=221901002
Texas Education Agency. (2015). Texas academic performance report 2014- 2015 campus profile: Abilene ISD – Cooper H S. Retrieved from https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&year4=2015&year2=15&_debug=0&single=N&title=2015+Texas+Academic+Performance+Reports&_program=perfrept.perfmast.sas&prgopt=2015%2Ftapr%2Ftapr.sas&ptype=P&level=campus&search=campname&namenum=cooper&campus=221901002
Module 3 - Professional Development
Professional Development Presentation
Brandon T. Head
Angelo State University