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A Call for Collaboration

A Call for Collaboration. Introduction. Staff development that has as its goal, high levels of learning, entail a form of professional learning that is relatively different from the workshop-driven approach. It requires ongoing teams that assemble on a regular basis

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A Call for Collaboration

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  1. A Call forCollaboration

  2. Introduction Staff development that has as its goal, high levels of learning, entail a form of professional learning that is relatively different from the workshop-driven approach. It requires ongoing teams that assemble on a regular basis for the purposes of peer-to-peer learning, joint-lesson planning, and cooperative problem solving.

  3. Consortium Purpose To establish professional learning Communities (PLCS) among educators within the Department of Juvenile Justice (DJJ). To work collaboratively to identify and implement best practices for improving academic achievement.

  4. Consortium Mission To build a multiparty effort statewide to achieve continuous, systemic and sustainable improvements In our education system.

  5. Consortium Vision To achieve the mission: Members work collaboratively in examining the Georgia Performance Standards (GPS) guidelines. Members work collaboratively to master and develop whole-group unit lessons built around Curriculum Activity Packets (CAPs) and the Georgia Performance Standards.

  6. Consortium VisionConti. Additionally, the consortium jointly analyzes student test data in order to: Develop strategies to eradicate common academic deficits among studentsand align curriculum Create a coherent learning pathway across grade levels Attend workshops or courses Invite consultants in area of curriculum expertise

  7. Consortium Goals &Objectives Utilize student achievement data to: Inform and shape whole-group instruction Assess student growth over time Create direction for professional development opportunities Engage students in the learning process Form focus groups comprised of DJJ Consortium members

  8. Consortium Goals & Objectives Conti. Develop unit lesson plans Develop strategies to advance achievement by: strengthening instruction, using more effective assessment tools, learning about new curricula materials and techniques, and identifying and addressing topics or areas where students demonstrate weaknesses Increase standardized test scores

  9. Classroom Essentials • Georgia Performance Standards • Enduring Understandings and Essential Questions • Instructional Rotation Matrix • Curriculum Map • Direct Instruction Lesson Plan • Teacher Observation Instrument

  10. Georgia Performance Standards • They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.” The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information.

  11. Enduring Understandings & Essential Questions • An Enduring Understanding is a big idea that resides at the heart of an academic discipline and has lasting value outside the classroom. • An Essential Question gets to the heart of an Enduring Understanding. It frames a unit of study by providing focus, a course theme, focus and show students connections with big ideas. In addition, it is an initiators of creative and critical thinking.

  12. Instructional Rotation matrix • The Instructional Rotation Matrix has been designed to assist teachers in providing a balanced approach to utilizing the Units of Instruction across all grade levels on a rotating schedule.

  13. Curriculum Map • Offers a sequence for delivering content based on The Georgia Department of Juvenile Justice Curriculum Activity Packets (CAPs), textbooks, and The Georgia Performance Standards.

  14. Direct Instruction Lesson Plan • Serves as a tool for teachers to plan detailed lessons to use in the presentation and assessment of content and skills development of students.

  15. Teacher Observation Instrument

  16. Planning CAPs/Materials have been prepared in advance Lesson reflects evidence of planning (Lesson Plans) Standards are clear (posted, stated, etc) Teaching objective is clear and visible Checked with students for understanding of assignment • Essential Question Displayed • Instructional Matrix • Using Equipment • Lesson Plans

  17. Instruction High expectations are evident Students are actively engaged in the lesson Instructional strategies are varied and appropriate ( SST, RTI,SPED) Instruction promotes higher order thinking and / or problem solving Meaningful feedback is provided • The “Big Five” Implemented • Introduce • Explain • Review • Monitor • Prepare

  18. Environment Classroom is neat and inviting The classroom arrangement is conducive to learning Bulletin boards are attractive and current Rules Posted Student work is displayed (examples of A, B, and C work) Teacher behavior is positive and encouraging • What you have done before the Observation • Classroom Appearance

  19. Classroom Management AEPM procedures are followed Attendance taken/missing students located Noise level is monitored No loss of instructional time  Teacher is standing, monitoring classroom activity Minor disruptions are handled effectively, and without distractions to the instructional process Student grades noted on JTS • How are you managing your classroom? • Praising • Encouraging • Redirecting

  20. The Consortium Project“A Community of Teachers and Learners” The Georgia Department of Juvenile Justice Department of Education A Community of Teachers and Learners

  21. K A F A Art Art for Kids Emanuel Project • Mural Project • (6 YDCs) • 3 sites completed • Muscogee YDC • Sumter YDC • Macon YDC • 4th site (Eastman YDC) Curriculum Project (ALL SITES) (28) RYDCs and YDCs Vocational Project (6 YDCs) Long Term Facilities Art Therapy Project (6 YDCs)

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