Professional Development Reflection
The Teacher Incentive Fund grant requires the use of the Charlotte Danielson Framework for Teaching as the assessment tool for teachers. The first professional development session centered on understanding the first domain of Planning and Preparation. The elements studied were Demonstrating Knowledge of Content and Pedagogy, Demonstrating Knowledge of Students, and Setting Instructional Outcomes. The Elements were unpacked and teachers given the opportunity to determine what each of the elements would look like in their classroom and would not look like in their classroom. Teachers were then given the opportunity to plan for the "Big Ideas" in a content area as well as the key components. A process was provided to help frame the continuing professional development in this domain. This professional development went well today, I will be anxious to see the follow-up to the
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Professional Development Reflection
The focus for the professional development today was the final three components of the the Planning and Preparation domain. There was discussion around what it looks like and does not look like. The importance of assessment being authentic and measuring the outcomes was noted to be a critical component of that domain. Teachers then created a common assessment around math that will assess the "Big Ideas" in a specific content area.
It is very beneficial for me to hear the conversation around the Planning and Preparation Domain, and to hear what teachers understand and think they understand. It gives me the opportunity to think of questions that I might ask during the pre-observation conference
It is very beneficial for me to hear the conversation around the Planning and Preparation Domain, and to hear what teachers understand and think they understand. It gives me the opportunity to think of questions that I might ask during the pre-observation conference
Professional Development Reflection Sept. 21,2011
There continues to be a challenge with teachers beginning with the end in mind. There could be a couple of reasons for this, the unfamiliarity with the curriculum, the structure in which they have had to live under due to pacing guides and benchmark assessments. In an effort to make the connections across content areas, teachers are going to have to become more familiar with the curriculum. The document that was created should be a living document, so as the curricular connections become evident, further connections can be made and the document edited.