At the end of the year last year, our school’s professional development had to be planned for the following year. Books had to be ordered while pockets of money were available. Dates for
PLC’s had to be booked so that subs could be scheduled. Program descriptions and agendas had to be written and submitted so that teachers could earn CEU’s. But in order to do all of this, data had to be examined and synthesized. Lots of data. There were piles of student achievement data and assessment data. Many staff members were involved in examining these numbers and searching for trends, successes, and concerns. I didn’t hate this process. As a matter of fact, I enjoyed the hunt for tendencies and leanings that might translate into instructional ideas.
Because I believed that instructional practices directly impacted student achievement, I also sought the answers to several of my own questions. How did teachers interact with each other and with their principal? Did teachers find the current professional development opportunities useful? What were the priorities of administrators and parents? What instructional practices were teachers using? Listening and watching throughout the school year provided the answers to most of my questions. So now, we are starting a new year and our school is about to launch a menu of professional development sessions based on student data, the school improvement plan, and teacher feedback. Next week, I will post about the details of this collaborative endeavor and how our staff responded.
What is happening with PLC's at your school this year?
|Drafts of math and literacy session descriptions and a registration |
form for our teachers to fill out and turn in. Geez, I hope this
goes over well!