D022 Task 2 Attempt 2

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Western Governors University *

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D022

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Mathematics

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Apr 3, 2024

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D022 People and Talent in Educational Leadership : Task 2 Kyle Clinedinst Student ID-001029234 Western Governors University February 26, 2024

A: School Professional Development Plan (PDP) Part I: Professional Development (PD) Areas and Rationales No. Target Area for Professional Development Rationale for Target Area Selection PD-1 Math Curriculum and Instruction (Schoolwide) As a result of the “Various Stakeholder Survey” teachers have indicated that they are not comfortable teaching new math curriculum. Last year’s math proficiency scores dropped 4% schoolwide. Also, last year, students at Ridgeland Elementary School were below district proficiency level by 11% and below state proficiency by 6% in math. PD-2 Student Engagement and Differentiated Instruction Teachers indicate a decline in student engagement as well as an increase in nonviolent student discipline referrals. Students are bored in class leading to disciplinary issues. As part of our belief statements, “We believe that it is the responsibility of everyone in the learning community to respond to learning differences and individual needs by providing differentiated teaching.” When students are actively engaged, they are more successful and willing to stay on task. PD-3 School Safety and Security According to the “Various Stakeholder Survey”, parents, students, and staff indicate building safety and security as a concern. As part of our belief statements, “We believe our school needs to provide a sage, healthy, ecologically friendly, welcoming, and clean environment.” The first step to student success is a safe environment built on relationships where students feel comfortable taking and learning from academic risks. Part II: Professional Learning Goals and Activities No. Professional Learning Goal Professional Learning Activity (Program/Strategy/Activity)

PD-1 Teachers will be familiar with and comfortable instructing the new math curriculum to improve math proficiency. Teachers will be given curriculum professional development and training during the back-to-school meetings before students return to the classroom. “Students learn more from teachers who have worked with a new curriculum before they teach it.” ( Seyfarth, 2007) Teachers will observe colleagues or other confident teachers instructing using the math curriculum. PLCs will be utilized to discuss, preview, and evaluate the math curriculum and share best practices. Teachers will be given a say in which aspects of the math curriculum they want to learn to promote andragogy. PD-2 Teachers will implement researched differentiation strategies at least once a week. Teachers will share the best differentiation strategies as part of PLCs. Teachers will be given an option of what differentiation strategies they would like to learn. PD will be used to learn and incorporate the “Buffington Strategy Ring” which lists over 75 researched-based differentiation lessons that can be incorporated into all academic areas. Training will take place once a month. Each training will focus on 4-5 differentiation strategies. Teachers will be shown an overview, and then work as the students for each of the strategies. PD-3 Staff, students, and parents indicate on the “Stakeholder Survey” that they are satisfied with school safety and security. A survey will be taken every nine weeks. Students indicate via the survey that they feel respected and valued by their teachers. Teachers will be trained using “ALICE” to be prepared for safety situations. Teachers will train students and letters informing parents will be sent home at the beginning of the school year. Staff will incorporate team and relationship-building activities into the classroom. SEL classes will be taught as part of the curriculum at least once a week. “Second-Step” is an example of an SEL program that can be implemented. Part III: Time and Resources No. Time Allocation Key Resources/Supports Other Implementation Considerations PD-1 PD and training will take place before the school year to ensure the teachers are comfortable instructing lessons. At my school district, a PD is always dedicated every nine weeks. As part of the one-day PD, ½ the day will be dedicated to PD with the new math curriculum. Curriculum coaches to lead in-person training. Current teachers who are comfortable in using the curriculum. Assigning a Math Curriculum team to help organize teacher's needs. The administration will evaluate these needs and provide support. PD-2 In compliance with collective bargaining agreements, every school in my school district holds hour-long meetings once a month. The differentiation ring will be taught as part of these meetings. The differentiation ring will be laminated and copied for all teachers. Teachers with experience teaching these strategies and showing others how to incorporate these into Teachers can observe others teach these lessons in the classroom. Other best practices will be shared and observed.

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different academic areas. I have taught using these strategies for years and will lead the first meeting. PD-3 Safety is the number one priority. ALICE training will be held before the school year as a PD. ALICE training will take place with staff and students at least once a nine weeks. Teachers will teach SEL programs and lessons at least once a week. The school counselor will have monthly check-ins with each class and provide additional SEL lessons and strategies. ALICE training in cooperation and partnership with local law enforcement. A SEL program such as “Second Step” and training with the program. A school counselor or psychologist. Security latches will be installed on every door. Each class will have an evacuation protocol and meeting spot that will be practiced at the beginning of the year. Relationship best practices will be shared and implemented in all classrooms. Part IV: Determining Goal Progress and Attainment No. Method for Determining Goal Progress Method for Determining Goal Attainment PD-1 Classroom observations, (at least once a month.) Student progress monitoring, using a variety of assessments. These include district progress monitoring, classroom assessments, and state assessments. Survey teachers to determine their comfort level. Monitor student state proficiency levels. PD-2 Classroom observations, (at least once a month.) Survey students asking differentiated related questions. EX- How often do you work with classmates? Never, Often, Often. Student engagement increases. Documentation of what differentiation strategies were used and the effectiveness of these strategies. Decline in non-violent student discipline referrals. PD-3 Survey students, parents, and staff asking about school safety and environment. Teachers document when they practice ALICE training. ALICE drills will be conducted quarterly. All stakeholders indicate improvement in building safety and the school environment via the “Stakeholders Survey” which will be given once every nine weeks. Part V: Application of Adult Learning Theory Explain how you applied adult learning theory to develop your plan. All of the Adult Learning Theory aspects are applied to this plan. First, andragogy is applied during PLCs when teachers are given the opportunity to choose ( self-concept) which strategies they would like to learn. Next, all activities are problem-centered based on stakeholder surveys and school report cards. Also, teachers have the option of watching others teach lessons and strategies given them in-person experience .

Self-directed learning is applied by allowing teachers to take the initiative. Teachers can observe others using the math curriculum or differentiated strategies and are given the opportunity to demonstrate and share best practices with their peers. Transformational learning is applied by bringing in trained professionals and community support. This allows the stakeholders “new perspectives in order to get a new understanding of things as they change.” (WGU, 2022) School Principal Professional Growth Plan (PGP) Part I: Professional Growth (PG) Areas and Rationales No. Target Area for Professional Growth Rationale for Target Area Selection PG-1 Math Curriculum and Instruction Teachers indicated that they needed help with the new math curriculum. They are uncomfortable teaching from the curriculum. State math assessments indicated a 4% drop schoolwide in proficiency. School proficiency is 6% lower than the state average and 11% lower than the district average. PG-2 Increase Student Engagement Teachers indicated a decline in student engagement, possibly leading to an increase in nonviolent student discipline referrals. School attendance is 1% lower than the district average and 3% lower than the state average. Part II: Professional Growth Goals and Activities No. SMART Professional Growth Goal Professional Growth Activity (Program/Opportunity/Activity) PG-1 School-wide math proficiency will increase by 5% on the state assessment by the end of the current school year. Professional development opportunities led by curriculum professionals to help teachers learn the program.

MTSS system will be used to progress monitor students and drive instruction. An MTSS team made up of classroom teachers, school administration, and other stakeholders will meet every six weeks to check students' progress. Tier 1,2, and 3 lessons will be implemented for students who need multi-tiered instruction. Individual grade levels will have common pre and post-assessments to help drive instruction. PG-2 Each month, teachers will implement one new differentiation strategy learned at the PLC meetings. PLC meetings will be used to incorporate the “Buffington Strategy Ring” which lists over 75 researched-based differentiation lessons that can be incorporated into all academic areas. Training will take place once a month. Each training will focus on 4-5 differentiation strategies. Teachers will be shown an overview, and then work as the students for each of the strategies. Teachers will share the best differentiation strategies as part of PLCs. Teachers will be given an option of what differentiation strategies they would like to learn. Part III: Documenting Goal Progress and Attainment No. Method for Documenting Goal Progress Method for Documenting Goal Attainment PG-1 Individual grade levels will evaluate assessments after each math unit to find areas of strength and difficulty. State, district, and grade-level assessments will be monitored every 6 weeks as part of the MTSS process. The end-of-the-year state assessments will be analyzed school-wide. The school proficiency average should be 49% or higher. PG-2 Teachers will document the differentiation strategies they use (at least 1 a month) and a quick note of how successful the lesson was Student behavior referrals will decline by 3% every six weeks.

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for their class. School attendance and behavior referral data will be analyzed every 6 weeks. Students will be given the “Stakeholders Survey” every nine weeks to assess the classroom environment. Student attendance will increase to at least 93%. Students indicate a more meaningful and engaging classroom environment as part of the “Stakeholders Survey.” Sources Buffington, B. B. (2007). Strategy Ring . Knox County ESC. Seyfarth, J. T. (2007). Human Resource Leadership for Effective Schools (5th ed.). Pearson Learning Solutions. https://wgu.vitalsource.com/books/9781269533409 “What Is the Transformative Learning Theory.” Western Governors University , 25 Oct. 2022, www.wgu.edu/blog/what-transformative-learning-theory2007.html.

D022 Task 2 Attempt 2

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