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All Roads Lead to OZ: Teacher Development and School Reform Presented by: Dr. Rebekah McCloud

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Presentation on theme: "All Roads Lead to OZ: Teacher Development and School Reform Presented by: Dr. Rebekah McCloud"— Presentation transcript:

1 All Roads Lead to OZ: Teacher Development and School Reform Presented by: Dr. Rebekah McCloud

2 Nap Ford Community School What: Public Charter School (Orange County); PK-5 Size: 157 students, 25 staff members, 7 classroom teachers

3 School Goals By June 2007, we will develop and implement an ongoing assessment process. By June 2007, we will develop a curriculum matrix for our core curriculum cluster. By June 2007, we will implement with fidelity a school-wide 40 Developmental Assets Program. The four themes of learning will be as follows: Citizenship, Goal Setting, Human Development, and Entrepreneurship. By June 2007, we will implement the CHAMPs Program (Conversation, Help, Activity, Movement, and Participation) school-wide as a part of our behavior management program.

4 Principal’s Vision From Good to Great… Oh, the Places We’ll Go!

5 Teacher Goals Teachers will improve their performance by: Assessing (systematically) students abilities, needs, and knowledge Using diagnostic information to inform their practice Utilizing scientifically-based research to develop instruction Developing quality robust (rich and dense) instruction Providing interventions and strategies to decrease the “gap” in learning Being involved in scientifically-based professional development Being involved in a mentoring program

6 Academic Goals Students will focus their efforts on improving their: Math: computation, number sense  Goal 1: Develop learners who have an operational knowledge of mathematics (including automaticity with addition, subtraction, multiplication, and division facts).  Goal 2: increase student knowledge of number sense. Reading: vocabulary, spelling, writing  Goal 1: develop fluent, on grade level readers  Goal 2: Increase student performance on comprehension and compare/contrast skills Writing: grammar and punctuation, fluency  Goal 1: Develop fluent and reflective writers  Goal 2: Increase student knowledge and command of the mechanics of writing

7 Big Hairy Audacious Goals Every student will leave Nap Ford Community School at or above grade level. Every student will leave Nap Ford Community School as a self-directed individual. Every student (grades 3-5) will achieve at a level 4 or above on the Florida Comprehensive Achievement Test (FCAT).

8 Departmentalization What is it?  Research supports the idea that teachers give their best performance when they teach in the area of their strength (based on their academic knowledge and/or training). Why was it done?  To positively impact student performance is dramatically.  To allow teachers to give their best and for students to receive the best teachers have to offer.

9 Departmentalization How it was done:  Teachers were teamed one taught math, science, health/wellness the other taught reading, language arts/writing, and social studies. Teams were divided by grades  Kindergarten team ( two teachers)  Second/third grade team  Fourth/fifth grade team  PK and First grade were a stand alone classes

10 Departmentalization Outcomes: Survey Results  Overall, departmentalization worked at Nap Ford Community School (67% agreed)  Departmentalization worked for you. (67% agreed)  You would be willing to do departmentalization again. (67% agreed)  Your students liked working with two teachers. (67% agreed)  Student academic performance was enhanced because of departmentalization. (67% agreed)  Parents understood departmentalization. (100% agreed)  Parents liked departmentalization. (67% agreed)  You liked teaching two groups of students. 100% agreed)

11 Departmentalization What teachers said:  What did you like most about departmentalization? Coordinated discipline, planning with a partner Be able to teach what I specialize in and at my strengths. I liked having two different groups of students and I liked being able to teach math twice a day.

12 Curriculum Support & Professional Development What is it?  Planned professional development provided by the Principal, CRT, Reading Coach, Reading Specialists, Mentor  Ad hoc support (in and out of the classroom)  Modeling, co-teaching Why was it done?  To provide teachers with up-to-date, cutting-edge instruction; to model techniques, to provide a dialogue, to provide practice.

13 Curriculum Support & Professional Development How was it done?  Three Wednesdays a month there was a schedule workshop. Whole group Subject matter Grade level

14 Curriculum Support & Professional Development Outcomes: Survey Results  You received curriculum support from the principal. (67% agreed)  You received curriculum support from the CRT. (67% agreed)  You received curriculum support form the reading coach. (67% agreed)  You received curriculum support from your mentor. (67% agreed)

15 Curriculum Support & Professional Development What teachers said:  What did you like most about the curriculum support you received? Always being able to ask any questions I had. How to utilize the manipulatives aligned with the curriculum. I was able to implement some of the strategies and they worked well.

16 Curriculum Prioritization What is it? Prioritizing what it taught and then developing a plan (mapping) for the curriculum Why it was done?  Curriculum was being implemented in a hodge-podge, hit or miss type of fashion.  Many of the teachers, most new to the profession, do not know (with specificity) what they are to teach and/or how.  Our school is resource-rich, yet I believe teachers are overwhelmed by the sheer number of resources and not having an understanding of how to utilize the resources.  There was a great deal of overlap in what is being taught.  There was no integration between and among the curricula.

17 Curriculum Prioritization How was it done?  I introduced the faculty to the idea of mapping the curriculum. Notion was discussed several times Had been a goal for the previous four years. At some point it had been addressed by the previous administration, but it was not completed.  Registered team for the Prioritizing, Mapping, and Monitoring the Curriculum workshop  After attending the workshop, meeting with the faculty  Teachers looked at a benchmark and come up with an essential question  Scheduled four meetings: one each Wednesday in April. At the end of the process, the expectation was that teachers would produced a draft document as the team would be attending another workshop in May.

18 Curriculum Prioritization Outcomes:  Team identified essential, important, condensed for most of the standards and benchmarks.  Essential questions in the process of being written for each benchmark.  teachers had to learn to read and decode the benchmarks.  Meaningful questions surfaced; rich discussions  Several teachers made changes to what and how they teach

19 The Overall Experience: Teachers What did you like most about your experience at NFCS during the school year?  I loved the staff I worked with. I loved the students. And I loved that everyone had confidence in my abilities as a teacher.  I truly felt a part of a family. I loved my staff morale and the parents I worked closely with were supportive and encouraging.  My Principal was an excellent leader and role model. She set high expectations and contributed heavily to my first year experience.  I felt needed at Nap Ford and appreciated by so many ends of the spectrum.  The departmentalization and the ability to talk with the principal whenever I needed help.

20 The Overall Experience: Teachers What did you learn during the school year?  I learned a lot! I learned a lot about classroom management, for which I am very grateful.  I learned how to have patience and how to assert myself when necessary.  How to effectively educate children.  Set a solid foundation during the first few weeks of school and then build on it.

21 The Overall Experience: Teachers What did you like least about your experience at NFCS during the school year?  The inconsistencies and having to be the one to answer to parents about some of the inconsistencies that were out of my control.  I had a difficult time dealing with all the changes that were taking place.  Adjusting to a lot of changes and adapting to school wide behavior issues.  The miscommunication and lack of follow through.

22 The Overall Experience: The Principal There are a few changes I would make.  I would start the change process in a more explicit manner and earlier on. Because I was philosophical/theoretical, even textbook in my approach, we lost valuable time.  I was too myopic to realize that I was speaking mumbo jumbo, academic jargon; and the teachers were too polite to say so!

23 The Overall Experience: The Principal I would start earlier helping teachers to know what questions to ask.  I’d follow up with my good teacher question, “So, what questions do you have?”  Most of the time there were no questions and I always felt things were as clear as mud. Sadly, my attempts to bring clarity further muddied the waters. Each time I approached the topic I talked for a longer period of time and then asked the same question. I always got the same response (plus a few yawns and glances at the clock grew more frequent).

24 The Overall Experience: The Principal What did I learn about my role as the school’s instructional leader?  To be more patient and less assumptive in my approach. “New teacher” does not equal ready to hit the ground running. Teacher preparation may not be enough I must be willing to start with the basics. It’s so noted and counted done.

25 The Overall Experience: The Principal What did I learn about my role as the school’s instructional leader?  Starting at the beginning is the biggest lesson I’ll take away from this experience.  My job is to meet my teachers where they are and take them as far as I can.  Boy, the more I do this leader stuff, the more it resembles teaching!


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