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Gifted Cluster Teacher Meeting

Gifted Cluster Teacher Meeting. Agenda September 14 &17, 2012 I Roles: Gifted Resource Teacher Cluster Teachers II Collaboration III Training Schedule DDIPP PBL I V What’s New? What’s Not New? V Resources VI Exit Ticket. Goals for Today’s Session:.

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Gifted Cluster Teacher Meeting

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  1. Gifted Cluster Teacher Meeting Agenda September 14 &17, 2012 IRoles: Gifted Resource Teacher Cluster Teachers II Collaboration III Training Schedule DDIPP PBL IV What’s New? What’s Not New? V Resources VI Exit Ticket

  2. Goals for Today’s Session: • To understand the roles of the gifted resource teacher and cluster teacher • To define key elements necessary for effective collaboration between the GRT and cluster teacher • To plan for collaboration 2010 Office of Gifted Education

  3. Strategic Objective 1: All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self-directed and inquisitive learners. 2010 Office of Gifted Education

  4. What is the role of the GRT? • The role and responsibilities of the middle school gifted resource teacher are varied depending on the school population and individual student needs. This program necessitates that the gifted resource teacher provides a variety of high-quality services to meet the cognitive and affective needs of gifted students. 2010 Office of Gifted Education

  5. Responsibilities of the GRT: • Collaborate with cluster teachers to develop appropriate differentiated curriculum; • Support cluster teachers implementation of appropriately differentiated curriculum and instruction; • Meet with identified students for instruction on a regular basis using a variety of formats; • Provide staff development opportunities on various aspects of the gifted program designed to improve the quality of curriculum and instruction; • Maintain current knowledge of issues and practices in gifted education by participating in continuous staff development activities; and • Communicate with school administrators to provide continuous program information. 2010 Office of Gifted Education

  6. What is the role of the cluster teacher? Working collaboratively with the GRT, the cluster teacher will: • Collaborate with the gifted resource teacher on a regular basis to plan differentiated units and activities that extend the general education curriculum to provide appropriate rigor and challenge for gifted students; • Use a variety of instructional strategies, including curriculum compacting, to differentiate the delivery of appropriate curriculum and instruction; • Collaboratively teach lessons with the gifted resource teacher; • Provide student assessments and evaluations with a focus on maximum growth and individual success; • Work collaboratively with the gifted resource teacher to develop rubrics that specify and evaluate the performance related to process as well as product; • Provide flexible grouping opportunities for all students in the cluster classroom; • Continue projects and lessons initiated by the gifted resource teacher, and • Be knowledgeable about gifted characteristics and actively participate in the referral process. 2010 Office of Gifted Education

  7. Collaboration • The gifted resource teacher works collaboratively with the cluster teachers (planning, co- teaching, coaching, debriefing lessons, and providing feedback) to implement the model. 2010 Office of Gifted Education

  8. Characteristics of Effective Collaboration • Be on time • Have an agenda • Stay on task • Have assigned tasks to complete for the next meeting, lesson, or unit • Make a plan for co-teaching • Discuss how the cluster teacher could continue projects and lessons initiated by the gifted resource teacher • Debrief following the lesson or unit 2010 Office of Gifted Education

  9. Characteristics of Effective and High Quality Co-Teaching • both teachers share an equal role in teaching the class based on decisions made in collaborative planning • both teachers support each other • students are not pulled out by one teacher – both teachers work with all students in the cluster class 2010 Office of Gifted Education

  10. Gifted Cluster Collaborative Planning Week of___________ Cluster Teacher_________ GRT_________________ Unit/Lesson:____________ Time Frame:__________ VBO’s/SOL’s:_______________________________ ________________________________________ Preassessment:_____________________________ Unit/Lesson Differentiated by: Readiness Interest Learning Profile Notes: Agenda for next collaboration session Ongoing Assessment/Evaluation: Co-teaching/planning Responsibilities What Who ___________________________________________ _____________________ ___________________________________________ _____________________ ___________________________________________ _____________________ ___________________________________________ _____________________ 2010 Office of Gifted Education

  11. Effective Collaborative Planning: Criteria and Indicators What evidence did you see in the following areas that indicated the criteria was addressed? • Joint Ownership • Area of Concentration for Collaborative Session • Short, Medium, and Long Term Planning • Assessment • Curriculum • Communication Effective Collaborative Planning: Criteria and Indicators document is located in Gifted SharePoint under “Handouts” 2010 Office of Gifted Education

  12. GRT + CT + clustered students = Some points to ponder: 1. What are the connections between the needs of gifted students and the responsibilities of the GRT and the cluster teacher? 2. In what ways does the collaborative nature of the gifted cluster resource program benefit the intellectual and affective needs of the gifted students? 2010 Office of Gifted Education

  13. Directions: 1. Read your question, think, and decide how you will answer it. 1 minute 2. Turnto the person nearest to you with the other question (other colored card). Each person shares response. 2 minutes when timer announces… 3. The pair joins another pair. Those with Question # 1 share their partner’s answers and those with #2 share their partners’ answers. 3 minutes when buzzer sounds… 4. The group chooses their favorite answers and shares out. 2 minutes 2010 Office of Gifted Education

  14. Gifted Cluster Teacher Training Sessions PLP Course Using Data to Respond to Student Needs: Part 2 (Data-Driven Improvement Planning Process) Sessions to be offered throughout the year and completed before April 15, 2013. Cluster teachers are required to attend at least one of the sessions as part of their responsibilities. Problem-based Learning: Next Steps to be offered twice each semester. Cluster teachers are required to attend one of the sessions as part of their responsibilities. Training on Assessments, Models and Strategies, Underachievement, Habits of Mind, etc. as needed. 2010 Office of Gifted Education

  15. What’s New? 1. Gifted List--confidential Wiki—instead of monthly reports 3. Training Sessions 4. Resources What’s Not New? 1. Gifted Underachievement Report Benchmarks 3. DDIPP 2010 Office of Gifted Education

  16. Resources • Grammar and Vocabulary • models • Folger’s Shakespeare • materials • William and Mary Units • Science Exemplars • Math Exemplars • Parallel Curriculum Units • Gifted Units • And more… 2010 Office of Gifted Education

  17. Exit Ticket: Your Name_________________ Next Steps: Make a date for a 50 minute collaboration session during the month of September What are your needs?_____________________________ What resources would you like to use?___________________________________________ With which lesson/unit may I help you?____________________________________________________________ Meeting date: __________________ Meeting time: Before school @ 8:00_____ or Planning @______________

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