Instructional Initiatives
1. Develop technologically embedded lessons to achieve student outcomes
2. Utilize assessments to make informed instructional decisions
3. Support SIT plan strategic actions in order to meet with desired levels of success
Vision
Develop professional learning networks that lead to effective teaching practices, supportive leadership, and ultimately improved student results. Align professional learning with the goal of inspiration learning for successful, college and career ready students.
Core Beliefs
Based upon the Standards for Professional learning (www.learningforward.org)
- Learning Communities: Professional learning that increases educator
effectiveness and results for all students occurs within learning communities
committed to continuous improvement, collective responsibility, and goal
alignment. - Resources: Professional learning that increases educator
effectiveness and results for all students requires prioritizing, monitoring,
and coordinating resources for educator learning. - Learning Designs: Professional learning that increases educator
effectiveness and results for all students integrates theories, research, and
models of human learning to achieve its intended outcomes. - Outcomes: Professional learning that increases educator
effectiveness and results for all students aligns its outcomes with educator
performance and student curriculum standards. - Leadership: Professional learning that increases educator
effectiveness and results for all students requires skillful leaders who develop
capacity, advocate, and create support systems for professional
learning. - Data: Professional learning that increases educator effectiveness and
results for all students uses a variety of sources and types of student,
educator, and system data to plan, assess, and evaluate professional
learning. - Implementation: Professional learning that increases educator
effectiveness and results for all students applies research on change and
sustains support for implementation of professional learning for long-term
change.
http://learningforward.org/standards-for-professional-learning
1. Each staff member is to develop and maintain an appropriate Individual Learning Plan. The plan will be developed in conjunction with the initial SLO conference for the year with the administrator. An exemplar ILP can be found under the "resources" page.
2. Each staff member will meet with the administrative liaison to the department and conference about progress towards the ILP throughout the year. These will also coincide with SLO conferences.
3. Based on the 3 Instructional Initiatives for South Carroll High School, staff members are to select 2 areas on which to focus for the 2014-2015 school year. A staff member with demonstrated need may develop their own focus topic to substitute for 1 instructional focus area with administrative approval.
4. For each focus area, staff members are to choose at least 4 different types of activities from the Professional Learning menu that will support growth/learning in the selected focus area. Click on the tab labeled "PL Menu" at the top of the page. If a staff member has a suggestion for an activity not listed on the PL menu which will support their chosen instructional focus, administrative approval must be given.
5. Each staff member will submit a total of 3 reflection pieces (1 at the completion of each focus area) incorporating how the selected activities affected your professional learning goals and student achievement. The reflections are to answer guiding questions. The reflection forms are located under the PL Menu drop down under "reflection forms." The final reflection form will be submitted at the end of the year summarizing the overall experience and goals for the upcoming school year.
6. Upon completing a reflection, submit it to the administrative liaison to your department. He or she will maintain Domain IV Professional Practice Portfolio for each staff member that will be used as supporting evaluative data. It would be ideal to complete the reflection immediately following the completion of work on the individual focus area.