Eastern Elementary Professional Development Plan

Stage 1 Desired Results

TRANSFER
Goal(s) (Should be listed in verbs action/transfer):
All students will read at or above grade level by third grade and will continue to read at or above grade level thereafter.
o Teachers will be able to design rigorous, authentic, and coherent learning tasks that allow students the opportunity
to transfer their reading skills and to meet the diverse needs of our learners.
All students will meet grade level and course-specific standards each year.
o Teachers will be able to utilize the formative assessment process to inform instruction.
o Teachers will develop integrated units that thoughtfully facilitate learning of grade level and course specific
standards.
All students will be provided quality education using appropriate technology.
o Teachers will promote the use of technology authentically and purposefully to enrich student learning.
All students will be healthy, informed, productive citizens.
o Teachers will cultivate an environment that nurtures the whole child.
MEANING
Enduring Understandings

Essential Questions

Staff will understand that

learners need opportunities to engage in authentic tasks
give them opportunities to apply skills in new and novel
situations.
learners need diverse learning experiences that provide
exposure to various cultures.
learners have different learning modalities and need
opportunities for personalized learning.
learners must understand big ideas in order to
successfully transfer knowledge and skill.
learners need consistent feedback aligned to learning
goals.
the formative assessment process is used to adjust
ongoing teaching and learning.
authentic learning requires students to make
connections between content and the real world.
technology is a vital part of literacy in our world.
learners will utilize technology to appropriately
communicate their understanding.

What makes a task authentic?

How do we reflect and respond to evidence of learning?

How are connections made to big ideas?

How can assessment promote learning, not simply measure

it?

How can we integrate technology, ensuring that it is

appropriate and useful to students?

ACQUISITION
Staff will know

Staff will be able to

Backward Design
Transfer
Enduring Understandings
Essential Questions
Differentiation
Formative Assessment Process
Formative Assessment Attributes
UDL
SAMR
RTI
GRASPS
Unit Design

Design lessons that require students to demonstrate and

use their skills and knowledge.

Design authentic tasks that lead to transfer.

Utilize Enduring Understandings and Essential Questions to

connect big ideas and promote inquiry.

Utilize clearly defined learning progressions and success

criteria to provide feedback and adjust instruction.

Analyze student work and artifacts in order to describe,

evaluate, interpret, and identify improvement actions.

Stage 2 - Evidence
What Evidence Will Show Staff Understanding?

Development and implementation of the backward design process through developing high quality units and transfer tasks.
Differentiated, personalized, and purposeful instruction
Small group, student centered instruction that is directed to student needs.
Authentic teacher created transfer tasks
Purposeful use of technology
Formative assessment (learning progressions, success criteria) used to inform instruction
Students/teachers utilizing mindful techniques to nurture the whole child
Other Evidence (Data, Informal Walkthrough, etc.)

MAP Data
Informal walk-through Data (FAME walk-through form, teacher peer walk-throughs, SLO formative walk-throughs)
Task Analysis of student work
Teachers utilizing technology to collect data and inform instruction
Staff Self-Assessment & Reflection

PD surveys
Analyzing

Stage 3 Learning Plan

Summary of Key Professional Learning Events
GOAL 1: All students will read at or above grade level by third grade and will continue to read at or above grade level
thereafter.

Teachers will be able to design rigorous, authentic, and coherent learning tasks that allow students the opportunity
to transfer their reading skills and to meet the diverse needs of our learners.
CFIP Progress monitoring (ongoing)
Readers notebooks Professional development (November 2nd, Teacher led)
November 6 - Lura Hanks - Text Structure PD session

GOAL 2: All students will meet grade level and course-specific standards each year.
Teachers will be able to utilize the formative assessment process to inform instruction.
Teachers will develop integrated units that thoughtfully facilitate learning of grade level and course specific
standards.
Continued work with MSDE FAME Cohort 1 and Campus-Wide Cohort 2
Cohort 1 meeting 1 time per marking period, discussing best practices of formative assessment, continuing work,
and sharing resources.
Cohort 2 coursework and CoP every other month with at least 2 Cohort 1 teacher leaders supporting (in attendance)
November 2nd PD developing learning progressions and vertical articulation of expectations of skills within each priority
standard.

GOAL 3: All students will be provided quality education using appropriate technology.
Teachers will promote the use of technology authentically and purposefully to enrich student learning.

September 11 - Stride Review of Reports and Functions by Matt Semler

October 5 - Kim Peer available all day for teachers to receive individual technology support
October 9 - SAMR Model Workshop by Kevin Tressler
October 21 - Stride Training
October 30 - Kim Peer available all day for teachers to receive individual technology support

GOAL 4: All students will be healthy, informed, productive citizens.

Teachers will cultivate an environment that nurtures the whole child.

August and ongoing - Penny Smith...training;modeling lesson work about mindfulness in the classrooms