5 year pd continuum aug. 2 version

Good Spirit School Division

Professional Development Continuum

Good Spirit School Division Professional Development Plan 2013‐2018 2

Table of Contents

Overview of Professional Development Continuum

Philosophy 3

Digital Fluency 4

Response to Intervention and Environment 5

Curriculum 6

Assessment 7

Instruction 8

Chart of Division Initiatives 2013‐2018 9

Flow Chart of 2013‐2014 Professional Development Plan 11

2013‐2014 School Year 12





Communication Plan 23

Implementation Plan 24

Glossary of Key Terms 25

Appendix A: Good Spirit School Division UbD Unit Plan 27

Appendix B: Indicators of Responsive Teaching 31


PHILOSOPHY

Good Spirit School Division believes in “Learning Without Limits” and “Achievement For All.” To reach this end, teachers employ responsive teaching strategies with a belief that each and every student can learn and succeed. These strategies support students to become self‐directed learners who look at any given situation as an opportunity to learn and who problem‐solve to achieve their goals. Central to “Learning Without Limits” and “Achievement For All” is differentiation. Differentiation is a philosophy of teaching and learning that puts the needs of individual students at the center of all instructional opportunities. Learning experiences focus on curriculum outcomes and are planned around each student’s interests, learning preferences, and readiness levels. Teachers continually assess students during the learning process and make adjustments as needed. Students are provided with different pathways to achieve and go beyond established outcomes and objectives. They are encouraged to demonstrate their learning in a variety of different ways.


DIGITAL FLUENCY

Technology is an important part of educating our students for the 21st Century. Good Spirit School Division is committed to building the digital fluency of teachers, students, and administrators. Digital fluency is incorporated into all aspects of the Professional Development Continuum.


RESPONSE TO INTERVENTION AND ENVIRONMENT

The foundation for Good Spirit’s professional development continuum is a supportive learning environment in which all children can be successful. The implementation of the Response to Intervention (RTI) process over the next few years will help teachers create a supportive learning environment for individual students. At the tier one level, teachers can focus on the overall environment of their classroom to ensure it is free from distractions and focuses on student achievement. It is important for all students to feel comfortable and safe so they are willing to take risks in their learning. Digital fluency can be incorporated into the development of support learning environments by designing learning spaces that incorporate authentic uses of digital devices.

Response to Intervention (RTI) – RTI is a responsive teaching process that helps all students access the curriculum. Learning environments are created so that students can achieve defined goals. Key to the successful implementation of the RTI process is a team who monitors and directs the interventions provided to students. Resource: Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn by Austin Buffum, Mike Mattos, and Chris Weber. Physical Environment ‐ Teachers will focus on creating environments that support the learning needs of all the students in their classrooms and that allow students to focus their attention on learning. Ensuring there are minimal distractions and providing accommodations for student learning

(alternate seating, seat cushions, Thera‐band, assistive technology, fidgets, etc.) will help make this supportive learning environment a reality. Use the ClassroomEnvironment Scan” found in the Good Spirit RTI Manual to assist you with assessing your classroom and creating a supportive learning environment for your students.

Resource: Calm, Alert, and Learning: Classroom Strategies for Self‐Regulation by Dr. Stuart Shanker.

Visit the Ministry of Saskatchewan’s Website on resources to support the Level 1 Response to Intervention Workshops.

School Year Focus

2013‐2014

Creation of a Teaching Wall with Minimal Distractions Exploration of Accommodations for Student Learning and Ways to Reduce Clutter in the Classroom Exploration of School Environment Establish of School‐Based RTI Teams Begin to Implement Division RTI Guidelines

2014‐2015 Further Development of Clutter‐Free Classrooms and School Environment Continued Exploration of Accommodations for Student Learning Further Development and Implementation of School‐Based RTI Teams and Division Guidelines

2015‐2016 Further Development of Accommodations Usage for Student Learning Evaluation and Final Refinement of School‐Based RTI Teams and Division Guidelines

2016‐2017 Expectation that All Students will be Provided with Accommodations they Need to be Successful


CURRICULUM

Recently, the Ministry of Education released renewed curriculums for Saskatchewan schools. These curriculums are inquiry‐based and encourage teachers to create learning opportunities in which students can discover and construct new knowledge for themselves in a social context. Not all curriculums have been renewed at the publication of this document. Whether you are a teacher using outcome‐based curriculums or you are a teacher using objective‐based curriculums, there is a need for teachers to unpack outcomes and objectives before they begin planning how they will be implemented into their classrooms. There are a number of different terms used in current literature that refer to the process of understanding curriculum outcomes. The Good Spirit PD Continuum uses the term “unpacking” to refer to this process. Good Spirit plans to assist teachers with the unpacking process by providing school‐level professional development and support with the Understanding by Design (UbD) process. UbD is a framework designed by Jay McTighe and Grant Wiggins that uses the backwards by design model to unpack outcomes and objectives, design assessment, and plan instruction for deeper understanding by students. Stage one involves identifying the desired results. These results are determined by unpacking curriculum outcomes and objectives. Once the desired results are identified, teachers work through stages two and three. Stage two involves designing assessment and stage three involves planning instruction. Digital strategies can be incorporated into all three stages of the unpacking process.

Resources: Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids by Jay McTighe and Carol Ann Tomlinson and Renewed Curricula: Understanding Outcomes put out by the Saskatchewan Ministry of Education.

School Year Focus

2013‐2014 Unpacking Curriculum Outcomes or Objectives of ELA or other curriculum if not an ELA teacher

2014‐2015 Exploration of Performance Task and Learning Plan DesignCompletion of Division UbD Template or Similar for ELA or other if not ELA teacher

2015‐2016 Completion of Division UbD Template or Similar for Math or other if not Math teacher

2016‐2017 Completion of Division UbD Template or Similar for all curriculum areas

2017‐2018 Expectation That All Curriculums are Unpacked with Summative Performance Tasks and Learning Plans Using the Division UbD Template or Similar


ASSESSMENT

Student Assessment – The ongoing assessment of student learning is an integral part of differentiated instruction and responding to individual student need. Assessment is used to determine the readiness levels of students and to plan instruction that will help students achieve or exceed curriculum expectations. There are three types of assessment: pre‐assessment, formative assessment, and summative assessment. Pre‐assessment is given to students prior to learning so that teachers can determine readiness levels and plan appropriate instruction. Formative assessment occurs throughout instruction so teachers can tailor their instruction to the needs of students. Summative assessment occurs at or near the end of a unit of study to provide levels of achievement that can be reported to stakeholders. Digital assessment measures can be utilized for all three types of assessment.

Resource: Making Classroom Assessment Work by Anne Davies

Report Cards – With the current changes in education, comes a need to create a new system of reporting. Stakeholders require information on the achievement levels of students that is easy to understand.

Resource: A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor

School Year Focus

2013‐2014 Using Pre‐Assessment and Formative Assessment to Continually Assess Student Learning Begin Exploring the Use of an Outcome‐Based Report Card and Grading Scale

2014‐2015 Triangulating Summative Assessment Data and Providing Evidence of Learning Further Develop the Use of an Outcome‐Based Report Card and Grading Scale

2015‐2016 Giving Descriptive Feedback to Students Refine the Use of the Outcome‐Based Report Card and Grading Scale

2016‐2017 Involving Students in the Assessment Process

2017‐2018 Full Implementation of Above Strategies is Expected


INSTRUCTION

The development of a learning plan that meets the needs of all students in a classroom is key to student achievement. In order to plan opportunities that support student learning, teachers need to use differentiated instruction strategies that provide students with a variety of pathways for learning. Included in the different pathways for learning should be digital solutions that connect students to instruction through the use of technology.

Resource: Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia Imbeau

School Year Focus

2013‐2014 Incorporating Flexible Groupings Into Instruction

2014‐2015 Providing Student Choice During Instruction and to Demonstrate Learning

2015‐2016 Creating Outcome‐Based Anchor Activities That Target Student Need Planning Tiered Instruction

2016‐2017 Using Data to Inform Instruction Planning Inquiry‐Based Instruction

2017‐2018 Full Implementation of Above Strategies is Expected


DIVISION INITIATIVES 2013 – 2018

Division initiatives are focused on building teacher capacity and supporting teachers through workshops and school‐based professional development. These initiatives align with Good Spirit’s Indicators of Responsive Teaching (See Appendix A).

The stages in the growth process are indicated through a deepening of colour. The lightest colour is the awareness/exploration stage, the next shade is the developing stage, and the darkest colour is the refinement stage.

All initiatives take place within the context of Saskatchewan’s inquiry‐based curriculums and the philosophy of differentiation.

2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Response to Intervention

Establish School‐Based RTI Teams and Implement Division RTI Guidelines

Awareness/ Exploration

Further Development Refinement

Environment

Classroom Environment (clutter‐free with minimal distractions)

Awareness/ Exploration Further Development Refinement Refinement

School Environment (hallways, library, gym, entrance ways, etc.)

Awareness/ Exploration Further Development Refinement Further Development Refinement

Student Accommodations Awareness/Exploration

Awareness/Exploration Further Development Refinement

Curriculum

Unpacking Curriculum Outcomes (ELA or other)

Awareness/Exploration


Designing Performance Tasks for Summative Assessment and Creating Learning Plans (ELA or other)

Awareness/ Exploration Further Development Refinement

Complete Division UbD Templates or similar for Math (or other)



All initiatives take place within the context of Saskatchewan’s inquiry‐based curriculums and the philosophy of differentiation.

2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Assessment

Using Pre‐Assessment and Formative Assessment to Continually Assess Students


Triangulating Summative Assessment Data and Providing Evidence of Learning


Giving Descriptive Feedback to Students Awareness/

Exploration Further Development Refinement

Involving Students in Assessment (From Co‐Constructing Criteria to Goal Setting)

Awareness/ Exploration Further Development

Outcome‐Based Report Card and Grading Scale


Instruction

Incorporating Flexible Grouping into Instruction


Providing Student Choice During Instruction and to Demonstrate Learning


Creating Outcome‐Based Anchor Activities that Target Student Needs


Planning Tiered Instruction Awareness/Exploration Further Development

Using Data to Inform Instruction Awareness/

Exploration Further Development

Planning Inquiry‐Based Instruction Awareness/

Exploration Further Development


GSSDProfessionalDevelopment

Plan2013-14

RTITraining

Topic 1Understanding

RTI andcomponents

Topic 2Review RTIGuidebook

Module 1UnpackingOutcomes

TrainingAug 27/13

Topic 2UnpackingOutcomes

andObjectivesthrough the

UbDprocess

Module 2Assessment

Topic 1Overviewof UbD

Template

Accountability1. Teachers will work through an

ELA UbD template(or one other subject if theydo not teach ELA) on Nov 8/13.

2. Teachers will continue to developnew units in their subject areathroughout the year. Copies to besubmitted to in-school admin.

Areas of Focus in UbDOutcomes and SummativeAssessments.

Attended by:Admin

SSTCounselors Attended by:

Principal/ViceTeacher

Attended by:Principal/Vice

TeacherTraining

Prior to March14/14

1/2 DayTraining Prior

to Nov 8/13

Topic 3Review RTITemplates

Accountability1. Environmental

Checklist exploration,Uncluttered TeachingWall (May 31/14)

2. Formation of SchoolBased RTI teams(September 30/13)

Accountability1. Creation of a School- based

RTI process, includingreporting form.

(September 30/13)2. Monthly RTI meeting and

action plan (ongoing)

Module 3Incorporating

Flexible Groupings

Training PriorMarch 14/14

Attended by:Principal/VP

SSTTeacher

Topic 1Pre-

Assessment

Topic 2Formative

Assessment

Accountability1. Teachers will

incorporateformative andpre-assessments intheir remaining UbDunit plans.

2. Teachers will choosethree differentstrategies to try out intheir classroom andcomplete a reflectiontemplate on one of thestrategies by May 31/14

Areas of Focus in UbDPre-assessmentFormative assessment

Topic 1Differentiated

Instruction andhow it relates

to RTI

Topic 2Flexible

Groupings keyprinciples

Accountability1. Teachers to

choose 1 flexiblegrouping strategyto implement byMay 31/14

OptionalAttendance atRTI Institute


2013‐2014

Focus Area Expectation Accountability Target Date

Environment

creation of a clean, uncluttered teaching wall and exploration of other ways to

reduce clutter in the classroom

before and after pictures of teaching wall and classroom May 31, 2014

exploration of school environment before and after pictures (if appropriate) May 31, 2014

establish school‐based RTI team and begin to implement division RTI guidelines

completed referral forms and goal sheets for interventions

establishment of RTI teams

reflection of RTI process, including

composition of RTI teams

Ongoing as submitted September 30, 2013

May 14, 2013 exploration of accommodations for student

learning reflection of accommodations tried and how

they affected student learning May 31, 2014

Curriculum Module 1: Unpacking Curriculum Outcomes or Objectives in ELA or other curriculum if

not an ELA teacher

completed stage one of the division UbD template or similar January 31, 2014

Assessment Module 2: Using Pre‐Assessment and

Formative Assessment to Continually Assess Students

implement pre‐assessment and formative assessment strategies as indicated on the

UbD template

administrators will complete a three‐minute walk‐through or similar observation sheet

during one of the assessments

May 31, 2014

Instruction Module 3: Incorporating Flexible Groupings Into Instruction

explore one new flexible grouping strategy into instruction and complete a reflection

template on one strategy

administrators will complete a three‐minute walk‐through or similar observation sheet during the implementation of one of the

strategies

May 31, 2014


ENVIRONMENT

Teaching Wall: There is an expectation that teachers will create a clean and uncluttered teaching wall. Some students require minimal distractions in order to focus on key content. Teachers can begin this process by focusing on their teaching board and then move towards a teaching wall that contains few distractions by the end of the school year. Teachers will also begin exploring ways to reduce the amount of clutter in their classrooms. Accountability/Data: Take before and after pictures of the instructional wall and other target areas in each classroom.

School Environment: Schools will begin to look at ways to make school environments more conducive to student achievement. Accountability/Data: Take before and after pictures if appropriate.

School‐Based RTI Teams and Division RTI Guidelines: School‐based RTI teams will be established in the fall of 2013. As each school is different, schools will be encouraged to create teams that meet the individual needs of their schools. Requirements that are consistent among schools are regular team meetings and the inclusion of SSTs and Admin on RTI teams. A draft version of the Division RTI Guidelines will be provided to schools and will include documents that may be used to refer students and develop intervention plans. Schools are encouraged to use the enclosed documents or build others that are effective at the school level. The draft Division RTI Guidelines will be revisited and refined each year until a document is created that reflects the individual needs of all schools. Accountability/Data: Schools will keep a record of all referral forms made to the school‐based RTI team and the subsequent goal sheets that outline interventions. In addition, the school‐based intervention team will complete a reflection questionnaire at the end of the school year on what worked, what needs to be changed, and how student learning was affected through the RTI process.

Exploration of Student Accommodations: Teachers will begin to explore the use of accommodations to support student learning. Alternate seating, Thera‐band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms. Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how they impacted student learning.


CURRICULUM

Module 1: Unpacking Curriculum Outcomes or Objectives in ELA or Other Curriculum if not an ELA teacher

Teachers will work through an unpacking module that helps them identify the big ideas and essential questions of curriculum outcomes and objectives. They will determine what students need to know, understand, and do (KUDs) in order to achieve each outcome or objective. Accountability/Data: By January 31, 2014 teachers will hand in the completed Stage 1 of the division UbD planning template for ELA or another curriculum area if they are not an ELA teacher.

ASSESSMENT

Module 2: Using Pre‐Assessment and Formative Assessment to Continually Assess Students

This module will walk teachers through the pre‐assessment and formative assessment processes and suggest a number of ways to implement them into their classrooms. Teachers are encouraged to choose new strategies that they have not used in the past. Teachers can also begin using these strategies to develop the stage two section of the division UbD template that deals with assessment. Accountability/Data: Teachers will choose three different strategies to try out in their classroom and complete a reflection template on one of the strategies. They will hand in their reflection by May 31, 2014. Administrators will complete a three‐minute walk‐through or similar observation sheet of a classroom visit during the implementation of one of these strategies.

INSTRUCTION

Module 3: Incorporating Flexible Groupings into Instruction

As flexible groupings is one of the key principles of differentiated instruction and teachers most likely already use some form of flexible grouping in their classrooms, this module will build on the prior knowledge and experiences of teachers. Teachers will be encouraged choose a different type of flexible grouping or use flexible grouping for a different purpose than they have traditionally used in the past. A number of different examples will be provided so teachers can visualize how groups can be formed in their classrooms based on readiness, interest, and learning preference. Accountability/Data: Teachers will choose one flexible grouping strategy to try out in their classroom and complete a reflection template on the use of the strategy. Strategies will be tried and reflections completed in the spring of 2014. Administrators will complete a three‐minute walk‐through or similar observation sheet of a classroom visit during the implementation of one of these strategies.


2014‐2015


Environment

further development of clutter‐free classrooms and school environment

before and after pictures of target areas in classroom and in school May 31, 2015

further development of school‐based RTI teams and division guidelines

completed referral forms and goal sheets for interventions

reflection of RTI process, including

composition of school‐based RTI teams

May 31, 2015

continued exploration of accommodations for student learning

reflection of accommodations tried and how they affected student learning May 31, 2015

Curriculum Module #4: Designing Performance Tasks for Summative Assessment

completed stage two and three of the division UbD template or similar for ELA or other curriculum if not an ELA teacher

May 31, 2015

Assessment Module #5: Triangulating Summative

Assessment Data and Providing Evidence of Assessment

reflection on the triangulation of data process and assessment samples of one

student demonstrating the triangulation of data and supportive evidence of learning

January 31, 2015

Instruction Module #6: Providing Student Choice During Instruction and to Demonstrate Learning

implement three new strategies into instruction and complete a reflection

template on one strategy

administrators will complete a three‐minute walk‐through or similar observation sheet during the implementation of one of the

strategies

April 30, 2015

Cultural Awareness TBA

TBA

TBA


ENVIRONMENT

Classroom and School Environment: The focus will be on having teachers continue to find ways to reduce the amount of clutter in their classrooms to minimize distractions to student learning. In addition, schools will continue to look for ways to develop their school environment so it is more conducive to student achievement. Accountability/Data: Teachers can take before and after pictures of their classrooms and the school or create a video that shows what their classroom or area of the school looked like before they focused on developing the environment and what it looked like after they were finished.

School‐Based RTI Teams and Division RTI Guidelines: Schools will continue to explore and further develop the draft Division RTI Guidelines. At the end of the school year, the draft guidelines will once again be revisited and refined. Accountability/Data: Schools will keep a record of all referral forms made to the school‐based RTI team and the subsequent goal sheets that outline interventions. In addition, the school‐based intervention team will complete a reflection questionnaire at the end of the school year on what worked, what needs to be changed, and how student learning was affected through the RTI process.

Exploration of Student Accommodations: Teachers will continue to explore the use of accommodations to support student learning. Alternate seating, Thera‐band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms. Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how they impacted student learning.

CURRICULUM

Module 4: Designing Performance Tasks for Summative Assessment

This module will focus on designing summative assessment tasks that measure the breadth and depth of curriculum outcomes and objectives. Teachers will create tasks that appeal to different learning styles and provide students with a choice in how they demonstrate their learning. Accountability/Data: By May 31, 2015 teachers will hand in the completed stage two and three of the division UbD planning template for ELA or another curriculum area if they are not an ELA teacher.


ASSSESSMENT

Module 5: Triangulating Summative Assessment and Providing Evidence of Student Learning

It is important to triangulate summative assessment data that is collected on student learning. One form of assessment should never result in a “mark” or “grade.” Anne Davies talks about the process of triangulation in her book Making Classroom Assessment Work. She highlights the need to gather evidence through observations, conversations, and products. “When evidence is collected from three different sources (observations, conversations, and products) over time, trends and patterns become apparent, and the reliability and validity of our classroom assessment increases (p. 46).” This module looks at different ways that teachers can triangulate data and gather evidence of learning to support their summative assessment findings. Accountability/Data: Teachers will outline a plan to triangulate the summative assessment of one outcome or objective or one unit of study. They will also identify evidence that they may use to support their findings. They will have 6 to 8 weeks from the presentation of the module to complete the process. In addition to completing a reflection of the process, teachers will hand in the summative assessment evidence of one student in their classroom to demonstrate how they arrived at their findings of a particular outcome or objective or unit of study.

INSTRUCTION

Module 6: Providing Student Choice During Instruction and To Demonstrate Learning

Students learn in different ways and need the opportunity to demonstrate their learning using products that are meaningful to them. One of the essential characteristics of differentiated instruction is student choice. This module will look at different ways teachers can provide choice to students both during instruction and when student need to demonstrate their learning. Accountability/Data: Teachers will implement at least three different strategies that involve student choice within their instruction. They will reflect on one of these choices and indicate how it affected student learning. Teachers will have 6 to 8 weeks from the presentation of this module to use three different strategies. Administrators will complete a three‐minute walk‐through or similar observation document during the implementation of one of these strategies.


2015‐2016


Environment

further development of accommodations for student

learning

before and after pictures of classroom May 31, 2016

final evaluation and refinement of RTI process

reflection of RTI process, including composition of school‐based RTI

teams May 31, 2016

Curriculum

completion of Division UbD template or similar for Math or other subject area if not a Math

teacher

completed UbD templates for Math or other subject area May 31, 2016

Assessment Module #7: Giving Descriptive Feedback to Students

completed reflection on descriptive feedback as well as three examples attached to

reflection

November 30, 2016

Instruction Module #8: Creating Outcome‐Based Anchor Activities That

Target Student Needs

completed reflection on the use of anchor activities as well as examples or descriptions of the

anchor activities used

February 28, 2016

Module #9: Planning Tiered Instruction

completed reflection with attached tiered assignments or description of tiered activities

administrators will complete a three‐minute walk‐through or similar observation sheet during the implementation of a tiered

activity or assignment

May 31, 2016

Cultural Awareness

TBA

TBA TBA


ENVIRONMENT

Student Accommodations: Teachers will continue to use accommodations to support student learning. Alternate seating, Thera‐band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms. Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how they impacted student learning.

RTI Process: Evaluate referral process and protocol and make final changes to Division RTI Guidelines.

CURRICULUM

Division UbD Template or Similar in Math or Other Curriculum: Having worked through the unpacking and planning process for the past two years, teachers will now use the division UbD template or similar document to unpack and plan the Math curriculum. Teachers who do not teach Math will choose one other curriculum area to focus on for this purpose. Accountability/Data: By May 31, 2016 teachers will hand in the completed division UbD planning template or similar for Math or another curriculum area if they are not a Math teacher.

ASSESSMENT

Module 7: Giving Descriptive Feedback to Students

Descriptive feedback plays an important role in formative assessment as this type of assessment informs instruction. It is never marked or graded. Rather, teachers provide feedback to students that will help them improve and achieve curriculum outcomes or objectives. Accountability/Data: Teachers will choose an assignment to provide descriptive feedback to their students. They will then complete a reflection template on how the use of descriptive feedback affected student learning. Teachers will attach to their reflection three examples of the descriptive feedback they provided to students. They will have 6 to 8 weeks from the presentation of this module to implement strategies and complete their reflection of the process.


INSTRUCTION

Module 8: Creating Outcome‐Based Anchor Activities That Target Student Needs

Anchor activities are more than giving students “busy‐work.” They should be tailored to the individual needs of students. This module looks at different ways of creating anchor activities for students in a classroom. Accountability/Data: Teachers will create anchor activities to use with their students that target individual student needs. They will complete a reflection template on their use of targeted anchor activities and attach samples or descriptions of the anchor activities they used. Teacher will have 6 to 8 weeks from the presentation of the module to implement strategies and complete their reflection of the process.

Module 9: Planning Tiered Instruction

Tiered instruction is a natural practice when teaching from a differentiated philosophy. It focuses on the learning needs and preferences of students. In this module, teachers focus on creating tiered activities and/or tiered assignments for their students. Accountability/Data: Teachers will tier an activity or assignment in their classroom. They will then complete a reflection template and attach a copy of their tiered activities or assignments to the template. They will have 6 to 8 weeks from the presentation of the module to implement strategies and complete their reflections of the process. Administrators will complete a three‐minute walk‐through or similar observation sheet of a classroom visit during the implementation of the tiered activity or assignment.


2016‐2017


Curriculum completion of Division UbD

template or similar for all subject areas

completed UbD templates for all subject areas taught May 31, 2017

Assessment Module #10: Involving Students in the Assessment Process

completed template and example of how one student was involved

in the assessment process November 30, 2017

Instruction

Module #11: Using Data to Inform Instruction

completed reflection template on the process of using data to inform instruction as well as concrete examples of student

work

February 28, 2017

Module #12: Planning Inquiry‐Based Instruction

completed reflection template on the inquiry lesson

administrators will complete a three‐minute walk‐through or similar observation sheet during

the inquiry lesson

May 31, 2017

Cultural Awareness

TBA

TBA TBA


ASSESSMENT

Module 10: Involving Students in the Assessment Process (From Co‐Constructing Criteria to Goal Setting)

Involving students in the assessment process is an important part of responsive teaching. Students can be involved in assessment through co‐constructing criteria, self‐assessment, peer assessment, goal setting and collecting evidence of learning. Teachers will work through these activities with their students during this module. Accountability/Data: Teachers will choose an activity or assignment that they will use to involve their students in the assessment process. They will then complete a reflection template on their students’ involvement and attach the assessment materials from one of their students. They will have 6 to 8 weeks from the presentation of the module to involve students in the assessment process and complete their reflection.

INSTRUCTION

Module 11: Using Data to Inform Instruction

Ongoing assessment is a characteristic of a differentiated classroom. Teachers need to use the data they collect from pre‐assessment and formative assessment measures to help them plan their instruction. Accountability/Data: Teachers will use data to help them plan instruction in their classroom. They will complete a reflection template on this process and include examples of student work that demonstrate how they used the data. They will have 6 to 8 weeks from the presentation of the module to implement strategies and complete their reflection of the process.

Module 12: Inquiry

As inquiry is central to the new curriculums released by the Ministry of Education, it is important that teachers understand the inquiry process. Inquiry is more than simply finding answers to questions. Inquiry questions do not have simply “yes” or “no” or other one‐word answers. They require students to research and form an opinion based on the information they discover. Accountability/Data: Teachers will complete an inquiry lesson with their students and a reflection template on the use of the inquiry process. They will have 6 to 8 weeks from the presentation of the module to implement strategies and complete their reflection of the process. Administrators will complete a three‐minute walk‐through or similar observation sheet of a classroom visit during the implementation of the inquiry lesson.


2017‐2018

The final year of Good Spirit’s Professional Development Continuum will involve the refinement of skills and strategies that focus on student learning. Teachers who missed modules due to leaves or entering the division after the implementation of this PD plan will have this year to work through the missed modules.

Focus Area Expectation Accountability Due Date Cultural Awareness TBA TBA TBA

Communication Plan

For Administrators

June 11 – Overview of Expectations for 2013/2014 in areas of Environment, RTI, curriculum, instruction and assessment

For Teachers

Aug 28 – School‐based presentation of module one

For Parents

A plan for communication to parents is to be provided by division communication committee.


Implementation Plan

2013‐2014 School Year

Superintendent of Education

A Superintendent was hired to oversee the implementation of the Professional Development Continuum in Good Spirit School Division. The Superintendent will work with the Deputy Director, Student Services Coordinators, Coaches, Principals, Student Services Teachers, and Early Adopters at each school to provide school‐level support of division initiatives.

Environment & RTI Implementation The journey to create a classroom and school environment that is conducive to student learning will begin in June 2013 when administrators are presented with the division environmental checklist. Teachers can then begin exploring ideas and making changes to their classrooms and school in the fall of the 2013‐2014 school year. To begin the implementation process of school‐based RTI teams, a full day of training will be provided to division personnel (coaches, coordinators, and supervisors), administrators, student services teachers, and school counselors. During this meeting, participants will work through the division RTI Manual and be introduced to forms that are used during the RTI process. Module Implementation Training for each module will be provided to school‐based teams which may consist of: an administrator, student services teacher, school counselor, and early adopters. Early adopters are volunteer positions. Teachers who are interested in the different modules can choose to be an early adopter. These positions can change from module to module. Training sessions will occur on the afternoons of admin meetings prior to November 8th and March 14th. The first session prior to November 8th, will focus on Module 1. Module 1 looks at the first stage of the unpacking process for both outcomes and objectives. The second training session will occur prior to March 14th. This session will focus on the pre‐assessment and formative assessment practices of Module 2 and the use of flexible grouping in Module 3. Training sessions will include division personnel, in addition to the principals, vice principals, student services teachers, and early adopters.

Division‐Based Team Training

On June 24, 2013 division personnel including coaches, coordinators, and supervisors will work through the first three modules that will be implemented by teachers during the 2013‐2014 school year. Division personnel will review the modules and determine a presentation plan for school‐based teams (administrators, student services teachers, school counselors, and early adopters).


Glossary of Key Terminology

Differentiation

In an article on the Reading Rockets website, Tomlinson states, “Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”

Growth Mindset

A growth mindset believes that intelligence, talent, and ability can be developed. In her book Growth Mindset, Carol Dweck (2006) talks about the growth mindset,

In this mindset, the hand you’re dealt with is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience (p. 7).

Teachers need to plan their instruction from a growth mindset and create learning opportunities that cultivate a growth mindset in the students they teach.

Response to Intervention (RTI)

Response to Intervention (RTI) is process that helps all students access the curriculum. There are four essential components of RTI. They are universal screening to identify potential at‐risk students, providing three levels of intervention, progress monitoring of students, and using data to make decisions.

Responsive Teaching

Responsive teaching involves observing students and creating learning opportunities that extend their current level of readiness to master curriculum outcomes. It involves providing instruction to students that is tailored to their individual needs and supports them so they are successful.


Understanding by Design (UbD) UbD is a framework designed by Jay McTighe and Grant Wiggins that uses the backwards by design model to unpack outcomes, design assessment, and plan instruction for deeper understanding by students. Universal Design of Learning Universal Design is defined by CAST as, “a set of principles for curriculum development that gives all individuals equal opportunities to learn.” The principles include presenting content in a number of different ways, differentiating the ways that students demonstrate their learning, and using a variety of strategies to engage students.


Appendix A: Good Spirit School Division UbD Unit Plan

Good Spirit School Division UbD Unit Plan Teacher: Grade: Unit Title: Time Frame:

STAGE ONE: IDENTIFY THE DESIRED RESULTS Outcomes Addressed in the Unit

SK curriculum outcomes can be copied and pasted, focuses highlighted.


Enduring UnderstandingsWhat do you want students to understand and be able to use several

years from now? What are the BIG ideas?

Essential Questions Open‐ended questions that stimulate thought and inquiry linked to the

content of the enduring understandings.

Knowledge and Skills (Students will know and do…)

What key knowledge and skills will students acquire as a result of this unit? (These may be indicators from the curriculum)

Knowledge (Students will know…) What key knowledge will students acquire as a result of this unit?

Skills (Students will know how to…) What key skills will students acquire as a result of this unit?


STAGE TWO: DESIGN ASSESSMENT EVIDENCEPre‐Assessments

Pre‐assessments are used to determine what students know and their readiness level to inform instruction.

Formative Assessments Through what multiple sources of evidence will students demonstrate their understanding on a continual basis?

These help guide instruction and provide feedback to students.

Summative Assessments/Performance Tasks Assessments of what students know and can do aligned to the outcomes. They are a snapshot in time used for reporting and evaluating.

Outcomes


STAGE THREE: CREATE THE LEARNING PLANContextual Big Ideas (ELA only)

What BIG ideas do you want students to gain from the context? (This is found in the SK curriculum)

Contextual Questions for Deeper Understanding (ELA only) Are questions that are thought provoking, probe a matter of considerable

importance, and require movement beyond present understanding and studying. They often lead to other questions posed by students.

(These can be found in the SK curriculum)

Instructional PlanThe Instructional Plan should include a sequence of lessons, teaching strategies, and information on First Nation, Inuit and Metis Content

integration and technology integration.

Key Resources


Appendix B: Indicators of Responsive Teaching

The following indicators are descriptions of effective responsive teaching practices that focus on student learning. They are not intended to be an inclusive list but rather used as a guide to assist teachers with identifying areas of strength and targets for potential growth. Growth Mindset Teachers need to have a growth mindset when dealing with students in today’s classrooms. A belief that all students can learn and that talents and skills can be developed is essential for student success. Teachers demonstrate a growth mindset when they:

Believe that all the students in their classrooms can succeed. Never give up on a student. Recognize and foster each student’s sense of self‐worth and dignity. Take responsibility for the education of all the students in their classrooms. Recognize and encourage the potential of each student. Celebrate success.

B. Creation of a Supportive Learning Environment With the diverse needs of students in today’s classrooms, it is important to create a supportive learning environment in which all students feel comfortable and are willing to take risks in their learning. Teachers provide a supportive learning environment when they:

Seek to discover the interests, learning styles, and readiness levels of all the students in their classrooms. Take into account individual student needs and learning preferences when planning instruction. Have a clean, focused teaching wall. Create an uncluttered classroom environment that has minimal distractions. Provide accommodations to students so they can access the curriculum (fidgets, slant boards, alternate seating, etc.). Utilize school‐based RTI (Response to Intervention) teams to support student learning.


Implement school‐based interventions and collect data as outlined by RTI teams. Take an active role in the IIP planning process for tier three students. Are aware of goals and assist with interventions set by support services personnel (Educational Psychologists, School

Counselors, Speech and Language Pathologists, Occupational Therapists, etc.). Establish routines and procedures to ensure students are aware of expectations and cause minimal distractions during

instruction. Involve students in the development of rules and expectations. Deal with misbehaviors privately and do not call attention to them in class. Recognize the important role that culture plays in a student’s mastery of curriculum outcomes. Meet students where they are at and build on their background knowledge and experiences. Maintain open communication with parents and caregivers. Model the respect they expect from their students.

C. Planning for Implementation of Curriculum Outcomes The planning of curriculum outcomes should be based on the students and their learning needs. Effective planning occurs when teachers:

Have a clear understanding of curriculum outcomes by using the Understanding by Design (UbD) framework to unpack outcomes and plan learning opportunities.

Are able to identify big ideas, essential questions, and what students need to know, understand, and do (KUDs) for each curriculum outcome.

Make students aware of curriculum outcomes, big ideas and KUDs in language appropriate for the age and ability levels of their students.

Plan all instruction around curriculum outcomes. Integrate curriculum outcomes whenever possible to assist with meeting all grade‐specific outcomes by the end of the school

year. Demonstrate a thorough knowledge of content.


D. Use of Response Teaching Strategies for Instruction Teachers need to use responsive teaching strategies in their instruction. These strategies take into account student readiness levels and are planned around the continual assessment of student need. Teachers who use responsive teaching strategies will:

Create learning opportunities that promote student learning of the entire class. Plan instruction that is engaging to students and requires their active participation. Activate the prior knowledge of students before beginning instruction. Provide different pathways for students to acquire new learning. Ensure there is a balance between teacher choice and student choice during instruction. Give students a choice in how they discover and construct knowledge. Incorporate flexible groupings based on students’ interest, readiness levels, and learning preferences throughout the day

and/or throughout a unit of study. Encourage students to practice learning in a “social” context with a partner or small group. Provide anchor activities that target curriculum outcomes and student needs. Tier instruction on a regular basis to meet the readiness levels of all students in a classroom. Use inquiry as a regular part of instruction. Ask higher‐level thinking questions to get students to think critically and creatively. Scaffold instruction to create an environment of success. Integrate technology into instruction. Promote problem‐solving abilities of students.

E. Assessment of Student Learning The ongoing assessment of student learning plays a key role in a responsive teaching classroom. Teachers need to be continually aware of what their students need to move forward with their learning. To demonstrate the important role that assessment plays in instruction, teachers will:

Continually assess student learning using pre‐assessment and formative assessment measures. Show evidence that assessment information is being used to plan instruction. Use assessment data to determine the readiness levels of students.


Develop the practice of providing descriptive feedback to students on formative assessment measures that does not include a mark or grade.

Offer students a choice in how they demonstrate their learning. Design summative assessment tasks that cover the depth and breadth of curriculum outcomes. Triangulate data when summatively assessing student learning of outcomes. Collect evidence of student learning throughout instruction to support findings of summative assessment measures. Involve students in the assessment process through co‐constructing criteria, self‐assessment, peer assessment, goal‐setting,

and collecting evidence of learning. F. Interpersonal Relations And Communication Skills Interpersonal and communication skills are an important part of being a professional and working with others on an educational team. Teachers demonstrate these competencies when they:

Foster positive relationships with students, parents, and staff. Actively listen and seek to understand what others are saying. Convey empathy for others when dealing with sensitive issues that arise. Demonstrate a willingness to take part in school‐related activities. Take an active, positive role in promoting school and division‐based initiatives. Encourage open communication. Communicate effectively with students, parents, staff, and community members both in person and in print. Collaborate with others to solve problems. Receive requests and questions with an open mind. Recognize and provide positive feedback to others for a job well done. Offer constructive feedback when appropriate.


G. Professionalism (Qualities, Attitudes, And Responsibilities) Teachers need to exhibit professionalism when dealing with students, parents, staff, and other community members. They demonstrate their professionalism when they: Demonstrate a Strong Commitment to Professional Growth

Assess own teaching abilities and look for ways to improve. Continually seek professional development to remain current with research and best practices (attend workshops, read

professional literature, take on‐line courses and webinars, participate in blog discussions, etc.). Implement research‐based best practices into instruction. Discuss and share ideas with colleagues. Respond constructively to feedback provided.

Demonstrate Professional Attitudes and Beliefs

Commit to helping all students in their classroom succeed. Are flexible and adjust to changes. Respond constructively to issues and challenges that arise. Show enthusiasm for their chosen profession both in school and out.

Accept Their Professional Responsibilities

Support the mission statements and philosophies of the school and school division. Follow the policies provided by the school division. Work as part of a team for the betterment of all students and staff. Handle confidential material in a discreet manner. Meet assigned tasks and deadlines (report cards, cumulative folders, attendance reports, etc.).

Make a positive contribution to staff morale.