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The Content Side of the ACPS Professional Learning Plan (PLP)

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Presentation on theme: "The Content Side of the ACPS Professional Learning Plan (PLP)"— Presentation transcript:

1 The Content Side of the ACPS Professional Learning Plan (PLP)
Curriculum Implementation Modules ( ): Session Ten: June Alexandria City Public Schools

2 Essential Questions for This Workshop
How can ACPS educators successfully address the “Content” component of the ACPS Learning Model (Tripod) as part of their Professional Learning Plan (PLP) development? How successful have you been this year when using strategies and processes from the nine curriculum implementation professional development modules?

3 Session Objectives By the end of this workshop, you should be able to:
Integrate the “Content” component of the ACPS Learning Model (Tripod) into your individual Professional Learning Plan (PLP). Collaborate with colleagues to identify potential study groups and action research projects to align your PLP content objective/target with student achievement data during the academic year.

4 Our Agenda at a Glance Warm-Up Activity: Participants Reflect on Module Nine and Their Analysis of Their Own Lesson Planning Process Presentation & Discussion: Revisiting the Content Component of the ACPS Professional Learning Plan (PLP) Participant Discussion and Analysis: What Questions Do We Have About Our Curriculum and Proposed Changes for the Coming Academic Year? Individual and Small Group Planning: Preliminary Work on Identifying Content Goals and Related Implementation Strategies Aligned with Student Achievement Targets for PLPs Closure: End-of-Session Reflection, Feedback, and Questions

5 Participant Debriefing
Think: How did you enhance or reinforce key elements of lesson planning as a result of last month’s PD module? (What were your success stories? What challenges did you face?) Pair: Compare your experiences with a partner. Share: Pairs share a “headline” (25 words or less) of their experiences.

6 The “Big Ideas” of Module Ten
The importance of understanding the key design principles and processes of the ACPS curriculum as part of the “Content” side of the ACPS Learning Model (Tripod) and the ACPS Professional Learning Plan (PLP). The need to synthesize and continually revisit the big ideas and processes of the nine professional development modules in which you participated during the academic year. Expanding your professional learning in key areas of the curriculum (i.e., “Content”) about which you would like to learn more and become more proficient.

7 Handout One: The Professional Learning Plan as a Framework for Transformation
Think: Review the key elements of the ACPS PLP in Handout One. Pair: With a partner, describe the interconnections among the seven elements presented in this diagram. Share: Be prepared to share your answers with the rest of the group.

8 Revisiting Key Elements of the ACPS Professional Learning Plan (PLP)
Objectives/Targets Sources for Objectives/Targets Student Population Baseline Data Action Plan for Your PLP Related ACPS Learning Model Focus Area (Content=your work with the ACPS curriculum implementation process) Relationship to the ACPS Performance Evaluation System (PEP) Expected Data Outcomes (Evidence of Student Learning)

9 The “Content” Components of the ACPS Professional Learning Plan (PLP)
How comfortable are you with the following? The three stages of ACPS unit and lesson design Using essential questions to promote student discourse The importance of balanced assessment Preparing students for success on transfer tasks (including holistic scoring using measurement topic rubrics) Using language acquisition strategies Inclusion and differentiation strategies and processes Ways to promote high levels of student engagement The Five ACPS College Preparation Competencies Aligning lesson planning with curriculum guide units

10 Small Group Reflections and Question Discussions: Handout Two
Form discussion groups of three to four members. Reflect on the nine focus areas from this year’s professional development curriculum implementation modules. Discuss questions you all may have about the new ACPS curriculum—and how to address it in your own PLPs. Be prepared to share one question you all share with the whole group at the conclusion of this discussion period.

11 Aligning Your “Content” PLP Focus with Student Achievement Data
As you reflect upon your professional development needs related to the “Content” side of the ACPS Learning Model (Tripod), consider: What is a specific, measurable, and focused area of student achievement related to your work with curriculum (i.e., your objective[s]/target[s])? What source(s) of data can help you frame your objective(s)/target(s)? Which specific student cohort/population will you study? What baseline data can you collect related to your objective(s)/target(s)? What initial steps can you identify for your action plan? How are your objective/target(s) and action plan related to “Content” (i.e., your growing understanding of the ACPS curriculum)? How are your objective(s)/target(s) related to the ACPS Performance Evaluation Program? What are the specific data outcomes (i.e., evidence of student learning) that will be monitored to determine your achievement of your content-based objective/target(s)?

12 Suggested PLP Content Area Planning Questions
How can I enhance my students’ performance related to unit transfer goals? How can I improve my students’ ability to respond to unit essential questions? How can I enhance my students’ mastery of unit declarative and/or procedural knowledge? How can I ensure that all my students achieve a “3” or “4” score on each transfer task measurement topic rubric? What can I do instructionally to improve my students’ performance on unit transfer tasks?

13 Aligning Your Content Work with Student Achievement Targets
A key element of your PLP “Content” component should be an objective/target related to some aspect of student achievement in response to the new ACPS curriculum. What specific group(s) of students might be a good focus area for monitoring improvement results? (e.g., at-promise, ELL, Special Education, TAG) What specific data sources might you use to monitor your students’ progress?

14 Reviewing the Content Component of Your Professional Learning Plan
Review the key elements of the “ACPS Professional Learning Plan Scoring Rubric.” As you evaluate your PLP to this point, how effectively does your “content” component align with the “4” score point? Share your PLP with another educator. How would they rate your PLP content component?

15 A Preview of Next Year… For next year, the following additions will be made to the ACPS Curriculum Blackboard website: Examples of outstanding teacher-designed lessons Student work samples aligned with measurement topic rubrics Enhanced emphasis upon technology and its role in the ACPS curriculum Publication of exemplar IB Primary Years and Middle Years unit designs Incorporation of ACPS educator input into revisions and enhancements of the three stages of unit design Publication of completed CTE, Advanced Placement, and elective curriculum guides (middle and high school) Publication of exemplary program lessons and student work products (e.g., Habits of Mind, Core Knowledge, STEM)

16 Closure Activity Ideally, you will use your knowledge and experiences with the modules this year as a springboard for your own professional learning and development. In preparation for next year, consider: (1) How comfortable are you with the new ACPS curriculum? (2) How will you address areas of need in which you require further hands-on experience or coaching?

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