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Differentiated Staff Development: Real Change for Learning

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Differentiated Staff Development: Real Change for Learning Julie Martinez & Tisha Uphoff Jefferson Elementary School Lindsay Unified School District – PowerPoint PPT presentation

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Title: Differentiated Staff Development: Real Change for Learning


1
Differentiated Staff Development Real Change for
Learning
  • Julie Martinez Tisha Uphoff
  • Jefferson Elementary School
  • Lindsay Unified School District

2
Welcome!
  • Please complete The Stages of Implementation
    Survey at your table.
  • We will refer to this survey later in the
    presentation.

3
Todays Agenda
Welcome and Introduction
Research on Adult Learners
Overview of Jeffersons Differentiated Staff
Development
Step-by-Step Analysis of Differentiated Staff
Development Model
Discussion
Debrief
4
Research on Adult Learners
Implications for Trainers
Findings
Survey staff on needs, challenges and goals
Learning is goal-oriented
Provide opportunities for immediate
implementation of newly acquired knowledge
Information is applicable and useful
Projects are engaging and reflect their interest
Adults learn best when
Tailor staff development to the varying needs of
staff (differentiation)
Life experiences and knowledge is considered
Provide on-going support and feedback
Varying levels of education and confidence are
considered
Supply materials and resources for TM
implementation and development
5
Differentiated Staff Development

New Staff Training
Goal Setting For Year
Staff Survey On Level Of Implementation Use Of
TM
2007-2008 School Year
Staff Grouping According To Level Of
Implementation
Monthly Differentiated Staff Development
6
New Staff Training
New Staff Training
Grade Level Site/Dept TM Exp. Support
K 2nd 5th 6th Reading Resource Counselor Outreach Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Jefferson Some None Some None None None None Initial Training Mentor Teacher in the same or neighboring grade level Ongoing one-on-one follow-up collaboration
7
New Staff Training
New Staff Training
Grade Level Site/Dept TM Exp. Support

8
Differentiated Staff Development

New Staff Training
Goal Setting For Year
Staff Survey On Level Of Implementation Use Of
TM
2007-2008 School Year
Staff Grouping According To Level Of
Implementation
Monthly Differentiated Staff Development
9
Goal Setting For Year
  • Learning Goals
  • 1. Develop students Thinking Fluency
  • 2. Use Academic Vocabulary to indicate the
    Cognitive
  • Thought Process instead of map name
  • 3. Develop Metacognitive Skills using the
    Frame
  • of Reference and the Frame of
    Understanding for each map
  • Action Plan
  • 1. Rejuice staff on Cognitive Thought
    Process for each map and
  • Frame of Reference
  • 2. Provide Differentiated Staff Development
  • 3. Establish frequent two-way feedback

10
Goal Setting For Year
Learning Goals 1. 2. 3. Action
Plan 1. 2. 3.
11
Differentiated Staff Development

New Staff Training
Goal Setting For Year
Staff Survey On Level Of Implementation Use Of
TM
2007-2008 School Year
Staff Grouping According To Level Of
Implementation
Monthly Differentiated Staff Development
12
Staff Survey On Level Of Implementation Use Of
TM
13
Staff Survey On Level Of Implementation Use Of
TM
Level of Implementation Year of
Implementation 3rd Estimate of
Implementation Level Refer
to your Stages of Implementation Survey taken
earlier
Knowledge Skills 4
Horizontal Transfer 15
Vertical Transfer 10
Executive Control 4
Use a numeral figure, percent, or fraction
to estimate how many staff members are in
each level.
14
Staff Survey On Level Of Implementation Use Of
TM
  • Level of Implementation
  • Year of Implementation
  • Estimate of Implementation Level
  • Refer to your Stages of Implementation Survey
    taken earlier

Knowledge Skills
Horizontal Transfer
Vertical Transfer
Executive Control
Use a numeral figure, percent, or fraction
to estimate how many staff members are in
each level.
15
Staff Survey On Level Of Implementation Use Of
TM
Level of Implementation Year of
Implementation 3rd Estimate of
Implementation Level Refer
to your Stages of Implementation Survey taken
earlier
Knowledge Skills 4
Horizontal Transfer 15
Vertical Transfer 10
Executive Control 4
Use a numeral figure, percent, or fraction
to estimate how many staff members are in
each level.
16
Modified Learning Goals and Action Plan
  • Learning Goals
  • 1. Move staff beyond Knowledge and Skills
    Levels
  • 2. Develop students Thinking Fluency
  • 3. Use Academic Vocabulary to indicate the
    Cognitive
  • Thought Process instead of map name
  • 4. Develop Metacognitive Skills using the
    Frame
  • of Reference and the Frame of
    Understanding for each map
  • Next Steps
  • 1. Rejuice staff on Cognitive Thought
    Process for each map and
  • Frame of Reference
  • 2. Provide Differentiated Staff Development
  • 3. Establish frequent two-way feedback

17
Modified Learning Goals and Action Plan
  • Learning Goals
  • 1.
  • 2.
  • 3.
  • Next Steps
  • 1.
  • 2.
  • 3.

18
Differentiated Staff Development

New Staff Training
Goal Setting For Year
Staff Survey On Level Of Implementation Use Of
TM
2007-2008 School Year
Staff Grouping According To Level Of
Implementation
Monthly Differentiated Staff Development
19
Staff Grouping According To Level Of
Implementation
Group Staff
Administrative Approval
Match Trainers To Groups
20
Differentiated Staff Development

New Staff Training
Goal Setting For Year
Staff Survey On Level Of Implementation Use Of
TM
2007-2008 School Year
Staff Grouping According To Level Of
Implementation
Monthly Differentiated Staff Development
21
Monthly Differentiated Staff Development
Session Preparation Trainee Goals
Interests Trainer Collaboration Communicate
Expectations To Trainees
Feedback System Formal Informal Trainers To
Trainees Trainees To Trainers
Ideas For Sessions Strengths deficiencies?
Value Of Differentiation Trainees Learned
More Disaster Strikes! Flexible Grouping
22
Ideas for Sessions
Knowledge Skills Make Take Cognitive
Domains Map Specific Activities
Vertical Transfer Map/Content Specific
Activities Frames Stacking Instead of
Transitioning Taking It Off The Map
Executive Control Frames Content Specific
Activities Taking It Off The Map Standard-Base
d Lesson/Unit Planning
Horizontal Transfer Gallery Walk Cognitive
Domains Content Specific Mapping Standards
Correlation
23
Tips for Success
  • Mistakes are inherent in the learning process.
  • Flexibility! Flexibility! Flexibility!
  • Learning varies by modality and time frame.
  • Peer collaboration enhances the learning process.
  • Adult Learners! (refer to Adult Learners Page)

24
Contact Information (soft copies or inquiries)
  • Julie Martinez jmartinez_at_lindsay.k12.ca.us
  • Tisha Uphoff
  • lsuphoff_at_lindsay.k12.ca.us
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