1. Strand C – In Depth

2. Competencies 8 and 9: The teacher demonstrates a willingness to examine and implement change, as appropriate. The teacher works productively with colleagues, parents and community members. Higher licensure levels demand higher competency levels.

3. Two Sections Section I – Examining and Implementing Change Section II – Collaboration The two sections represent different aspects of Professional Learning and should be documented separately.

4. Two Sections Do not have to be related to one another. These sections may describe either independent activities or those related in some way –For example, your consideration of change in Section 1 may be an outgrowth of a collaboration activity in Section 2

5. Section I – Examining and Implementing Change Primarily deals with Competency 8 Meant for you to tell the story of how you explored one or more ideas for improving your teaching.

6. Examining and Implementing Change Preparation –Identify an area in which you seek to improve your practice.

7. Examining and Implementing Change Data Collection –As you investigate this area over an extended period of time (weeks, months, semester, year) 1. Keep records of any reading, workshops, coursework, professional development, classroom observations, or other ways you sought information. 2. Keep a running record of what you have learned and insights you have gained as you gather information

8. Examining and Implementing Change Data Collection As you investigate this area over an extended period of time (weeks, months, semester, year) 3. Collect evidence of changes in your practice –Documents - Photographs –Student or parent testimony –Observer’s description –Short audio/video (3 min. max) –Student work –Public presentations –Other concrete representation of your practice

9. Examining and Implementing Change Data Collection Remember to save examples of instructional work, student work, parent communication, observation notes, etc., that provide evidence of how teaching has changed.

10. Examining and Implementing Change Documentation Guidelines for External Review Explain the area you wish to investigate and what prompted you to do it. Explain what you learned from one or more resources and what you learned from trying new ideas in your classroom. Explain how your practice changed and what your plans are for future growth in this or another area.

11. Examining and Implementing Change Documentation Guidelines for External Review To support your explanation, select up to 4 pieces of evidence that illustrate changes. Label and number your illustrations and refer to them in your explanation by name and number. Include them as illustrations. Provide a list of up to 10 resources that you consulted.

12. Considerations Choose an area in which you want to improve your practice and tell the story of how you accomplished or made progress towards this goal. Consider interests, evaluations, needs of students, and PDP Describe the steps taken to learn more about the selected aspect of teaching, including identifying resources that were used.

13. Considerations Describe the activities that have changed your teaching: –What did I do? –How did I change? –What effects did the change(s) have on students? Think about how to continue to improve practice in this or another area.

14. Section 2 - Collaboration Primarily deals with Competency 9 Helps reviewers understand how you collaborate with others in education to improve student learning.

15. Collaboration Preparation Select an area to share with reviewers: – collaboration with colleagues, –parents, –and/or community members You only have to choose one: colleagues, parents, and/or community members.

16. Collaboration Data Collection Collect any data and keep notes about your collaborative activities. Keep a running record of your interactions and their outcomes. Collect evidence that illustrates your productivity in this area: –Documents – Photographs –Student or parent testimony –Observer’s description –Short audio/video (3 min. max) –Student work –Public presentations –Other concrete representation of your practice

17. Collaboration Documentation Guidelines for External Review Explain one way you work with colleagues, parents, and/or community members. Include: –Your goals for this collaboration –How you interacted with others to achieve these goals –The outcomes for this collaboration

18. Collaboration Documentation Guidelines for External Review To illustrate your explanation, provide documents that offer concrete representation of your collaboration. Include up to 4 of the following: –Documents - Photographs –Student or parent testimony –Observer’s description –Short audio/video (3 min. max) –Student work –Public presentations –Other concrete representation of your practice

19. Collaboration Documentation Guidelines for External Review Label and number your illustrations so that you can refer to them in your description.

20. Considerations Tell the story of one collaborative activity with colleagues, parents or community members related to your work as a teacher. In selecting this collaborative activity, consider the groups worked with over time, or the roles that you have taken in the group(s) (participant, facilitator, presenter, leader, other)

21. Considerations In choosing the ONE collaborative activity to describe, consider the following questions: –What types of collaboration do I value or have had the opportunity to participate? Have any of these types of collaboration been more successful for me than others? How do I know? What is the evidence?

22. Considerations In choosing the ONE collaborative activity to describe, consider the following questions: –Did any one of these collaborative activities affect my work with students, parents or colleagues more substantively or successfully than other activities? –Do I have evidence of presentations, newsletters, performances, or other activities from any of these collaborations?

23. Tips Document activities related to the collaborative activity discussed in Section II: –Keep a file or log of professional activities related to this collaboration –Collect evidence of collaborative work with peers, parent, and/or community members involved in this collaborative activity –Maintain a journal of timely reflections

24. Tips Document activities related to the collaborative activity discussed in Section II: –Save email communications with colleagues, parents, and/or community members. –Make video or audio recordings of your activities. –Keep agenda, notes, and handouts of your presentations related to this collaboration –Document parent communications and involvement with your teaching, if relevant for this collaborative activity.

25. Do not exceed the limits for any section specified in the guidelines. External reviewers will consider material up to the specified limits: –Words –Minutes of audio or video –Resources Exceeding the limits for any section may jeopardize your score for Strand C.

26. Criteria for Success In order for your PDD to be rated as meeting the Strand C competencies, the Criteria for Success must be met (pg. 28 of Requirements and Guidelines). Failure to meet any of the Criteria for Success may result in a rating of “Does not Meet.”

27. Begin Strand C today Section I – begin thinking about an area that you would like to learn more about (can be tied to Strand A) –Identify an area in which you seek to improve your practice –Keep records of any reading, workshops, coursework, or other ways you sought information. –Keep a running record of what you have learned –Implement some of your learned practices into your classroom –Collect evidence of changes in your practice

28. Begin Strand C today Section II – For Hobbs teachers, your work during PLC is wonderful for this section. For other districts, focus on collaborating in one of the areas and begin. –Monitor your collaboration with colleagues, parents, and/or community members. –Collect data and keep notes about your collaborative activities and their outcomes. –Collect evidence that illustrates your productivity in this area. **Collaboration must deal with student learning and achievement.