Dr. Angela Whitelaw
DEVELOPMENT with Educational Epiphany
Purpose The training will provide teachers and school leaders with professional learning opportunities designed to ensure that all students have consistent access to high- quality instruction aligned to the expectations of the TN State Standards for reading/English. It will ensure that school instructional leadership teams (ILTs) have the knowledge and skills necessary to provide teachers with meaningful, targeted feedback and coaching reflective of the expectations of the standards. District and school-based personnel will receive on-site professional development, feedback, and targeted coaching each month of the school year. Need Our students deserve to be taught by teachers who possess both expert-level knowledge of the content standards and expert-level ability to plan and deliver instruction aligned to the nuanced expectations of the standards, consistent with how students will be assessed on high stakes exams at the end of the school year and/or at the end of each core content area course. Our teachers and site-based leadership teams need access to high-quality professional learning opportunities to better support the complex needs of their students.
The Instructional Core
How were schools supported last year? • Educational Epiphany strategically provided site-based professional learning for nine (9) critical and focus schools in collaboration with the Assistant Superintendent of Schools, Instructional Leadership Directors (ILDs), and Principals. • Teachers and school leaders at each school received job embedded professional learning designed to improve their knowledge of the content and pedagogy (delivery of the content). • Each school received professional learning (by department and/or grade band) strategically scheduled throughout the school year with monthly conferencing with each site-based leadership team. • The Assistant Superintendent of Schools and ILDs participated in site-based professional learning provided by Educational Epiphany to ensure consistency of messaging and expectations. • The Assistant Superintendent of Schools and ILDs participated in strategically scheduled Calibration Learning Walks with site-based school leadership teams and Educational Epiphany.
Highlights: TVAAS Comparisons Spring 2017 – Spring 2018 5 4 3 2017 TVAAS Composite 2018 TVAAS Composite 2017 TVAAS Literacy 2 2018 TVAAS Literacy 1 0 Alcy Dunbar Evans Knight Scenic Hills Sheffield Vollentine Willow Winchester Road Oaks
Highlights: TNReady Comparisons Spring 2017 – Spring 2018 Winchester Willow Oaks Vollentine Sheffield 2018 TNReady Reading Scenic Hills 2017 TNReady Reading Knight Road Evans Dunbar Alcy 0.00% 5.00% 10.00% 15.00% 20.00% 25.00%
Educational Epiphany’s work is aligned with D2025 – Priorities • Priority #1: Strengthen Early Literacy • Priority #2: To Improve Post-Secondary Readiness • Priority #3: To Develop Teachers, Leaders & Central Office
Connection to the 2018-19 Academic Plan Key Initiatives High Quality Instruction How will we know? Dr. Dickey’s work will directly engage ILTs effectively (HQI): ELA (EL), Math to ensure HQI in every classroom and to reinforce the (Eureka), Science (McGraw NWEA and RTI growth Instructional Core. Hill) Alignment between teacher TEM scores and student performance scores Decrease T2 and T3 Dr. Dickey’s work will ensure Tier I cohorts instruction will reduce the number of RTI 2 students needing Tier 2 and 3 interventions. Alignment between student grades and student test scores Increase in teacher Dr. Dickey’s work will support teachers by providing Early Literacy content knowledge and high-impact and meaningful, site-based learning increase in foundational (Literacy Laureates and experiences. This will lead to students receiving skills enhanced foundational skills instruction. Senior Reading Advisors) Our ultimate goal for SCS is to accelerate student achievement and growth – one year’s growth is not enough!
Educational Epiphany Nationally Recognized • Provided high-impact services for similar clients in 17 states including small, midsized and large urban districts, state departments, and professional organizations • Proven model – Integrated Approach to Student Achievement • Promotes double-digit gains among all student groups in one school year • Published with Scholastics
Impact of Educational Epiphany’s Work A Maryland Public School
Impact of Educational Epiphany’s Work A Maryland Public School
Impact of Educational Epiphany’s Work Baltimore City Schools
Expected Outcomes • To improve teacher, school leader and those who support schools’ knowledge of the content. • To improve teacher capacity to plan and deliver standards-based instruction with attention to the imperative for each of the three tiers of instruction (Tier 1, Tier 2, and Tier 3). • To improve the capacity of school-based instructional leadership teams to build systems and structures which promote the effectiveness of professional learning communities/common planning time. • To improve school leader and district personnel capacity to provide meaningful, robust feedback relative to the alignment of daily instruction with the curricula and expectations of the standards. • To improve student outcomes on interim, end-of-grade, and end-of-course assessments. • To ensure that students enter the next grade in their normal progression having demonstrated mastery of the grade level content standards and beyond where possible. • Reduce need for costly reading intervention programming when students matriculate from elementary to the middle grades and from the middle grades to high school.
Other Considerations • Implementation timeline • September 2018 – January 2019 • Cost • $298,000 (total • Training • On-going, job-embedded professional development will be provided for teachers, instructional leadership teams, principals, and assistant principals • Communications plan • All 3-12 ELA teachers’ schools will be informed through their Instructional Leadership Directors and principals of the purpose, outcomes, dates, support and participation expectations
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