John Busher Assistant Superintendent of Instruction Botetourt County Public Schools

1. Promising Practice: Spotlight on Title II, Part A,Botetourt Learning Lab for Professional Development John Busher Assistant Superintendent of Instruction Botetourt County Public Schools

2. Promising Practices: Spotlight on Title II, Part A, Botetourt Learning Lab for Professional Development This session will provide an overview of how Botetourt County Public Schools has utilized Title II, Part A, funds to support the development of a professional development “Learning Lab” focusing on improving teacher instructional capacities in content knowledge and classroom practices for reading and mathematics.

3. What is the Botetourt Learning Lab (BLL)? • A classroom • Job-embedded • Instructional-focus • Collaborative • Project based • Ongoing

4. What are our instructional practices PK-12 and how do we support them? • Subject, grade level, specialty areas? • Something new each year? • Professional development: is it sporadic or consistent? • New teachers, veteran teachers? • Supported or unsupported? • Budget: Cost and reoccurring costs?

5. What is Botetourt County Public School’s pedagogy? • A collection of elements that represent the fundamental instructional standards of our division • Insurance that there is a constant relationship between what instructional elements are prevalent in classrooms and when, where, and how the elements are used • Guidance for support of teacher professional development • Standards for the purpose of teacher hiring • Guidance for the assessment of teacher performance • Support for Comprehensive School Improvement Planning (CSIP) development • Identification and protection of the act and art of teaching the students of Botetourt County

6. What is “Professional Core Knowledge?” • Key instructional elements that are utilized by Botetourt County instructional staff to support student learning • A collection of instructional strategies, programs, practices and structures which are considered critical to the effective educational program of Botetourt County Public Schools • Five domains: Instructional Management, Procedural Knowledge, Instructional Strategies, Assessment, and Division Essentials • A narrative explanation of the element, division expectations and administration in relation to the element, and a list of resources for additional information

7. Botetourt County Professional Core Knowledge is about... The professional knowledge and skills that school divisions expects all instructional staff to develop in order to instruct ________ assists in guides guides Curriculum Professional Development guides guides guides Instructional Resources Assessment Instructional Practices

9. How will the Professional Core Knowledge be used in • the Botetourt County Public Schools? • Elements identified within the Professional Core Knowledge Domains are to be reviewed by all instructional staff. • Elements are to be implemented, when and where appropriate, according to division expectations. • Ongoing evaluation of the use and impact of the elements on student learning is to take place. • It is the responsibility of all instructional personnel to participate in the review and reflection of the documents that articulate BCPS pedagogy.

10. Taking Stock is Three Things • Camera • Snap shot in time • Mirror • Reflection • Road Map • Guides where you are going

11. Study and Reflection! • The value of the process is in the discussion and conversation surrounding the elements. • Has the review process afforded the opportunity to have enough rich discussion that we feel we are getting valid information from staff?

12. Study and reflection involves all staff! • Classroom teachers • Guidance counselors • Library/media specialists • Itinerates • Encore teachers • Yes, this means coaches too!

13. Reflection Occurs in Stages • Individual (hard copy and blind survey) • Grade level, department, team, etc. • Faculty • Division

15. Review Process • Principal: Introduce domains and elements according to schedule. • Individuals: Review scheduled elements. • Read element narrative. • Answer self-reflection questions. • Respond to online survey. • Faculty: Share responses horizontally/vertically • Principal: Develop school profile of the area of review and share with CO/Principal study group • Central Office: Develop division profile. • Central Office and Principals: Use data for future CSIP planning.

16. Teachers will: • Read the definition, division expectations, and review the resources. • Complete the self-reflection form and then share responses with other teachers in the same grade and/or subject. • Share responses with other grade levels to determine scope and sequence of use. • Principals will: • Facilitate the exploration and reflection process by the staff • Review information collected and develop a profile reflecting the level of staff expertise • Use this profile information to assist in the development of the annual CSIP and building level professional development.

17. Reflection Questions • Are the narrative descriptions of the element clear to me? • Are the division expectations for the use or implementation of the element clear to me? • Do I use this element in my instruction or in the management of my classroom? If so, when and how do I use it? How often do I use it? • How useful is this element in the context of my course or classroom? • How was I taught/trained to use this element? • What supports would I need to improve my capacity to use this element according to division expectations?

18. __________________________________________________School Profile Worksheet

19. Introduction a Year Long Process • Studied in increments • Reflected upon in increments • Reflections submitted by domains through a blind survey • Studied in principal groups through monthly meetings • Culminates in an individual, school, and division profile

20. Your leadership is the single most powerful force within the school building.