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Angela Byrd-Wright, Principal


Lindsay Middle School (Hampton City Schools)

SURN Leadership Academy June 23


Round-table Discussions

CIA
Professional
Development

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Initial Proposal
PURPOSE:
School Resident Experts will demonstrate classroom strategies that are researchbased best practices that have resulted in significant growth gains in our students.
PROFESSIONAL DEVELOPMENT AREAS:
o
Charles Jones - Social Studies Strategies
o
Paige Parker - How to Support the Core as a PE/Elective Teacher
o
NancyDiggsand Reginald Crawford - Science Strategies
o
Stephanie Roe - Math Strategies
o
Emily Kelly - Interactive/Hands-On Activities Stations
o
Mary Johnson - Discipline
o
Natalie Clark - Reading Strategies
o
Sonya Gordon and Diane Foster - Writing Strategies
o
Christina Grady - Technology Integration
o
Maria Torrens and Paige Davis - Working with the ESL population
o
Paula Brown - Creating and designing rigorous assessments
PRE-SERVICE ACTIONS (Conducted the week of August 20th):
o Instructional Staff rotated to four one-hour long sessions using Google Drive to sign-up.
The to each hour long session using the Google Drive link.
o At the conclusion of PD, an evaluation was provided to staff in order to provide feedback
to RE to help them plan for future sessions.

CIA Professional Development


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Training & Implementation
YEAR-LONG INSTRUCTIONAL STAFF PROFESSIONAL DEVELOPMENT:
o Resident Experts will provide on-going professional development sessions
throughout the year to reinforce the laser focus of CIA.
o PD sessions were held after school for an hour (4 5 pm) September 11, November
13, January 26 [during the day for PLC Division-wide PD], March 12, and April
16. A link through Google Drive will be provided to sign-up prior to each session. An
evaluation was provided after each session to help plan for future sessions.
YEAR-LONG LEADERSHIP PROFESSIONAL DEVELOPMENT:
The Instructional Leadership Team and CIA Resident Experts engaged in a book study:
o to make connections between student engagement performance indicators, our
planning, our instruction, and our assessments;
o to better inform and to reflect on our practice as educators;
o to align our work with the focus of our School Learning Plan Indicators (VA05, VB08,
and VC03)
CONCLUSION:
Based on evaluations collected throughout the course of this school year, teachers and
CIA Resident Experts have expressed a continuation of the CIA PD series as it has been
empowering to facilitators and to staff hearing how to make observable changes to
enhance their instruction, rigor, and assessments.

+How the Instructional Leadership/

CIA RE Team incorporated the book


study into our current work
o

During PLC Team Meetings,


Instructional Leaders, will engage their
department in a dialogue of posed
reflection questions to help guide future
planning, instruction, and assessment
practices. They will add questions that
support the dialogue during the
discussion.

CIA Resident Experts will be provided


with a specific quote in which to extend
into their professional development
sessions. CIA REs should also find and
use any other content within the text that
is applicable to their research and
development. This began with the
November 13th PD session.

+ CIA/Instructional Leadership Team

Professional Development
Example Book Study Reflection Questions

Interactive and engaging


conversations

Support and collaboration

Intentionality in planning

Technology used to enhance


learning!

+ Discipline strategies to
maximize student engagement
Love and Logic Series

+ Rich dialogue and role-play of


student conversations centered
around content.

Presentations on how to build


stronger writers.

+ Discussions about student


surveys to get feedback to steer
instructional delivery!

+ Incorporating core instruction


into PE/Electives to extend the
content.

All sessions
are shared
on Google
Drive for
any time
access to
strategies!

Funeven AFTER SCHOOL!

+
Leading to increased student
dialogue and less teacher talk.

+
Unconventional teaching/learning
dynamics to engage students.

+Students having more of an awareness of


where they are, what they are doing
well, and where to next?

Observation Data Summary: Student Indicators of Engagement

Percentage of High-Yield
Indicators (FALL)
133 Observations

Percentage of High-Yield
Indicators (SPRING)
206 Observations

1. Engages in setting learning goals.

4%

4%

2. Engages in making choices.

6%

6%

3. Engages in reading.

4%

4%

4. Engages in writing.

4%

3%

5. Engages in discussing text or other input.

5%

5%

6. Engages in problem solving.

10%

9%

7. Creates products.

6%

7%

8. Cooperative group structures.

8%

9%

9. Applies meta-cognition strategies.

12%

8%

10. Creates/uses learning tools.

20%

19%

11. Engages in self-assessment of work, what


they learn, and how they learn.

7%

8%

12. Engages in asking for and giving specific


feedback to peers and to the teacher.

14%

18%

High-Yield Practices

Observation Data Summary: Student Indicators of Engagement

NOTE: In some instances the %age reflects higher although # of instances is lower.

Low-Yield Practices

1. Completes
worksheet,
homework.
2. Engages in oral
turn taking.
3. Responds orally.
4. Engages in
listening.
5. Engages in off-task
behaviors.

Percentage of
Low-Yield
Indicators (FALL)
49 Instances

Percentage of
Low-Yield
Indicators (SPRING)
26 Instances

29%

23%

12%

27%

33%

23%

14%

15%

12%

12%

As a result of the CIA Professional Development, Instructional Leadership Team Book Study, and laser focus on
STUDENTS and embedding high-yield best practices into our planning, instruction, and assessment of student
learning, the following data was ascertained from our most recent Instructional Staff Climate survey
conducted by Hampton City Schools:

LINDSAY INSTRUCTIONAL STAFF CLIMATE SURVEY RESULTS

NOTE: Results are reported as % Agree and Strongly Agree out of 100%

QUESTION

1314SY

1415SY % DIFFERENTIAL

High standards and expectations are set for all students at


this school.

85%

89%

+4%

Learning standards and expectations are clearly explained


to students at this school.

95%

96%

+1%

Curriculum, instruction, and assessments are aligned


to support student learning at this school.

89%

93%

+4%

Helping students meet challenging academic goals is a


primary focus of this school.

83%

93%

+10%

Students at this school are learning what they need to


know to be success in the next grade level and after
graduation.

73%

91%

+18%

Teachers at this school work together to ensure student


success.

86%

92%

+6%

Teachers at this school give timely and appropriate


feedback on student work.

86%

87%

+1%

This school provides a satisfactory work


environment.

78%

92%

+14%

The school provides a safe environment for teaching


and learning.

61%

83%

+22%

QUESTION

1314SY

1415SY

%
DIFFERENTIAL

school.

89%

93%

+4%

Overall, this school provides the necessary supports


to students.

97%

98%

+1%

Overall, this schools operations support an


effective learning environment.

89%

96%

+7%

This school provides technical support and


professional development to use technology
effectively in teaching and learning.

86%

93%

+7%

+
The principal provides effective leadership for this

INSTRUCTIONAL LEADERSHIP (1415SY): Overall, the instructional staff at Lindsay believe


that the leadership, logistics, operations, and support are strong. Each area of school leadership
and support demonstrate gains in all areas with the highest gains evidenced in both school
operations and technical support (7% increase). It is to be noted that in the area of School
Leadership only one individual responded in disagreement to all indicators.
ACADEMIC PREPARATION/ENGAGEMENT (1415SY): Instructional staff at Lindsay believe
that the academic preparation that students receive is aligned to the focus areas of our building
(1) moving our kids forward, (2) taking our students from where they are, (3) CIA alignment, and
(4) designing meaningful formative/summative assessments. Collaboration is at the center of
our PLC environment with the united efforts to make our 70/70/70/75 accreditation performance
indicators in conjunction with tiered intervention. There were double-digit gains in response to
areas 4 and 5 of the survey with all Academic Preparation questions showing positive growth in
comparison to the 1314SY.

The impact on student performance was evident.


+ Check out preliminary SOL Data!

CONTACT
INFORMATION

EMAIL:
abyrdwright@hampton.k12.va.us
TWITTER:
@abyrdwright_LMS
PHONE:
(757) 825-4560

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