D022 Task 2
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School
Western Governors University *
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Course
D022
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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12
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ANM1 Task 2: Professional Development Plans
Rachel Terry D022
Task 2
ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
School Professional Development Plan (PDP) Instructions: Complete parts I–V by typing your responses directly into each table.
Part I: Professional Development (PD) Areas and Rationales
No.
Target Area for Professional Development
Rationale for Target Area Selection
PD-1
Math curriculum-whole school PD
The whole school has decreased in scoring at or above a level
3
PD-2
Student engagement Teachers indicate a decline in student engagement
PD-3
Nontraditional ED students (ELL, SPED) These particular subgroups have decreased in scoring at or above a level 3
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ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
Part II: Professional Learning Goals and Activities
No.
Professional Learning Goal
Professional Learning Activity
(Program/Strategy/Activity)
PD-1
Staff will implement 1-2 newly learned programs/strategies/activities from PD to increase math scores across all grade levels.
1.
Workshop: Interactive Math Games and Activities
Objective: To introduce teachers to engaging math games and activities that align with the elementary school curriculum and promote active learning.
Activity: Divide teachers into groups and rotate them through different stations, each focused on a specific math concept. At each station, teachers participate in hands-on math games and activities that they can later incorporate into their classrooms. Facilitators provide explanations, demonstrations, and facilitate discussions about how these activities support learning outcomes.
Follow-up: Teachers are encouraged to implement the games and activities they learned in their classrooms and share their
experiences and outcomes during follow-
up sessions.
2.
Curriculum Mapping and Integration Workshop
Objective: To help teachers understand how math concepts are interconnected throughout the curriculum and how to PAGE 3
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ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
integrate math into other subjects.
Activity: Facilitators guide teachers through a curriculum mapping exercise. Teachers collaboratively identify key math concepts and skills for each grade level, and then discuss how these concepts can be integrated into other subjects such as science, language arts, and social studies. This encourages cross-disciplinary teaching and helps students see the practical applications of math.
Follow-up: Teachers could be asked to design integrated lesson plans and share them with the group, fostering a culture of collaboration.
3.
Data-Driven Instruction and Differentiation Strategies
Objective: To empower teachers with strategies for using student data to inform their instruction and differentiate their math lessons.
Activity: Begin with a presentation on the importance of data-driven instruction and differentiation. Provide examples of different types of student data (e.g., formative assessments, standardized test scores) and demonstrate how to analyze the data to identify areas of strength and areas needing improvement. Teachers then engage in small group discussions to brainstorm differentiated instruction PAGE 4
ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
strategies that cater to various learning styles and levels within their classrooms.
Follow-up: Teachers apply the differentiation strategies in their classrooms and gather evidence of their effectiveness. Follow-up sessions can be used to discuss the results, share successes, and troubleshoot challenges.
PD-2
Staff will implement 1-2 newly learned programs/strategies/activities from PD
1.
Interactive Teaching Strategies Showcase:
Objective: To introduce teachers to a variety of interactive teaching strategies that enhance student engagement.
Activity: Divide teachers into small groups and assign each group a specific interactive teaching strategy, such as cooperative learning, project-
based learning, gamification, or hands-on activities. Each group prepares a brief presentation showcasing how the strategy works, its benefits for student engagement, and examples of how it can be applied in different subjects. After the presentations, facilitate a discussion where teachers share their insights and ideas for integrating these strategies into their own classrooms.
Follow-up: Encourage teachers to try out the strategies they learned and reflect on their experiences during follow-up sessions.
2.
Classroom Environment Design Workshop:
Objective: To help teachers create a classroom environment that fosters engagement and active PAGE 5
ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
participation.
Activity: Begin with a presentation on the importance of classroom environment in promoting student engagement. Then, guide teachers through a hands-on activity where they design and arrange their classroom space to facilitate collaboration, movement, and interaction. Discuss how the layout, seating, and display of materials can impact student engagement. Encourage teachers to share their designs and rationale with the group.
Follow-up: Teachers could provide updates on how their classroom environment changes have influenced student engagement and share any challenges or successes they've encountered.
3.
Student-Centered Lesson Design Workshop:
Objective: To empower teachers to design lessons
that prioritize student interests, needs, and active
participation.
Activity: Facilitate a workshop on student-
centered lesson design. Provide examples of how to incorporate choice, inquiry-based learning, and real-world relevance into lessons. Break teachers into pairs or small groups and have them collaborate to redesign an existing lesson plan using student-centered principles. They should consider ways to make the content more relatable, engaging, and customizable for diverse learners.
Follow-up: Teachers share their revised lesson plans with the group and discuss the strategies they incorporated. Encourage ongoing conversations about the impact of student-
centered approaches on engagement and PAGE 6
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learning outcomes.
PD-3
Staff will implement 1-2 newly learned programs/strategies/activities from PD
1.
Inclusive Classroom Strategies Workshop:
Objective: To equip teachers with strategies for creating an inclusive classroom environment that supports the academic success of ELL and SPED students.
Activity: Begin with a presentation on the importance of inclusion and the specific needs of ELL and SPED students. Then, facilitate interactive discussions and case studies that highlight effective teaching strategies, such as differentiated instruction, visual aids, scaffolding, and assistive technologies. Break teachers into small groups to brainstorm ways to adapt their existing lesson plans to better accommodate diverse learners.
Follow-up: Encourage teachers to implement the strategies they learned and provide a platform for
sharing successes, challenges, and collaborative problem-solving during follow-up sessions.
2.
Collaborative Co-Teaching Model Exploration:
Objective: To introduce teachers to the co-
teaching model as a means to effectively support ELL and SPED students in mainstream classrooms.
Activity: Provide an overview of the co-teaching model and its different approaches (e.g., one teach, one support; station teaching; parallel teaching). Share real-life success stories and videos showcasing co-teaching in action. Then, PAGE 7
ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
have teachers participate in simulated co-
teaching scenarios where they take on the roles of both general education and special education teachers, collaboratively planning and delivering lessons that address diverse needs.
Follow-up: Encourage teachers to try out co-
teaching in their classrooms, reflect on the experience, and discuss the outcomes during follow-up sessions.
3.
Culturally Responsive Instruction Workshop:
Objective: To help teachers develop cultural competence and create a supportive classroom environment for ELL students from diverse backgrounds.
Activity: Begin with a presentation on the significance of cultural responsiveness in teaching
ELL and SPED students. Facilitate discussions and case studies that explore how cultural backgrounds and experiences can impact learning. Provide strategies for fostering a culturally inclusive classroom, such as integrating diverse perspectives into the curriculum and recognizing the strengths that multilingual students bring. Encourage teachers to share their own experiences and insights.
Follow-up: Teachers can collaborate to develop and share culturally responsive lesson plans, reflecting on the ways in which these strategies enhance student engagement and academic success.
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ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
Part III: Time and Resources
No.
Time Allocation
Key Resources/Supports
Other Implementation
Considerations
PD-1
Bi-weekly math PD’s after school
Off weeks for math PLC’s during prep
Bi-weekly teacher & math coach meetings during lunch
Collaborating with teachers from others schools in the district
Outside the district PD’s
PD-2
Bi-weekly committee meetings (school culture) after school
Open forum sessions for student feedback
Behavior support team
Calm classroom
PBIS celebrations
Outside the district PD’s
PD-3
Bi-weekly math PD’s after school
Off weeks for math PLC’s during prep
Bi-weekly teacher & math coach meetings during lunch
Tracking students testing out
of ELL programing
Comparing growth and achievement to traditional ED
students
Outside the district PD’s
Part IV: Determining Goal Progress and Attainment
No.
Method for Determining Goal Progress
Method for Determining Goal Attainment
PD-1
Coaches, department heads, and administration monitor coaching cycles of classrooms to ensure informal observations are being conducted to ensure Running records for math scores given to all grades every 2 weeks.
PAGE 9
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ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
programs/strategies/activities from PD are being implemented into daily lesson plans. Follow-up meetings with staff to discuss barriers or assistance needed for implementation.
PD-2
Monthly surveys from students, staff and families to
gauge student engagement Monthly surveys from students, staff, and families to gauge student engagement PD-3
Coaches, department heads, and administration monitor coaching cycles of classrooms to ensure informal observations are being conducted to ensure programs/strategies/activities from PD are being implemented into daily lesson plans. Follow-
up meetings with staff to discuss barriers or assistance needed for implementation.
Running records for math scores dissected by our diverse learner instructors given to all diverse learners in all grades every 2 weeks.
Part V: Application of Adult Learning Theory
Explain how you applied adult learning theory to develop your plan.
1. Self-Concept
As we grow older, we shift from being dependent to being more independent. Therefore, how we prefer to learn changes from being instructor-led to a more self-directed approach.
2. Adult Learner Experience
Adults have lots of experience from which they draw knowledge and references. We can take from these experiences and learn
from them.
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ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
3. Readiness to Learn
Adults want or are ready to learn when there is a reason, such as when it’s directed towards growth and development related to their work.
4. Orientation of Learning
As adults, we want what we are learning to be actually applicable to our everyday lives, instead of being general learning about a subject. We want to learn practical skills that help us solve problems and work better.
5. Motivation to Learn
As children, we learn because of external factors, like parents and teachers. However, as adults we want to learn for our own reasons, for example, to progress in work or to boost self-esteem.
Therefore, we made sure to keep the following in mind when presenting our PD at school:
1. Analyze learning with the theory in mind
2. Collaborate on the learning being provided
3. Enable self-directed learning
4. Use real-world learning examples
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ANM1 Task 2: Professional Development Plans
School Professional Development Plan (PDP)
5. Let your learners figure it out themselves
6. Experimentation is key
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