Chapter 5- Continuous improvement

Question 1

School community professional development

Answer 1

Purpose of the professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum and prepare students for continuing education in the workforce.

Developed by American Federation of teachers (AFT) and the national staff development Council (NSDC)

Question 2

The national staff development Council standards for staff development

Answer 2

Planning
learning
implementing
evaluating

Question 3

Planning

Answer 3

Consist of the individual needs assessment, administrative review, and the IPDP standards

Begins with an individual needs assessment

Question 4

Disaggregated classroom data

Answer 4

Data from the teachers students that are broken down by sub groups according to student characteristics

May be by racial/ethnic group, ELL or ESE, by gender, etc.

Question 5

Administrative review

Answer 5

Teacher meets with principal to determine any additional professional learning needs based on school level priorities or identified through the teacher appraisal process

Question 6

IPDP Standard

Answer 6

Requires a teacher to develop an individual professional development plan

Must show the relationship of the professional learning to performance data of the teachers students, contain clearly define professional learning objectives that delineate measurable student performance improvement expected as a result of the professional learning for those students assigned to the teacher, specify changes in teacher practices resulting from professional learning, and include a plan for evaluating effectiveness of professional learning toward improvement achievement of students assigned to the teachers

Question 7

Learning

Answer 7

Learning communities, content focused, learning strategies, sustained professional learning, use of technology, time resources, and coordinated records standards

Question 8

Learning communities

Answer 8

A standard that requires the teacher to participate in professional learning communities

Question 9

Professional learning community (PLC)

Answer 9

A formal, organized group of faculty who share common student achievement goals and meet on a regular basis during the school day to identify practical ways to improve learning and teaching practices.

Question 10

Lesson study group (LSG)

Answer 10

a PLC that meets regularly to strengthen lesson planning through a highly structured process, the lesson study cycle (scheduling and planning) with the goal of improving instructional effectiveness in maximizing student learning.

Question 11

Content focused

Answer 11

Standard that requires the professional learning that a teacher receives is research and or evidence-based and directly related to the needs of the teacher in terms of the grade level and subject taught

Analysis of students human data, I’m going formal and informal assessments a student achievement, identification and use of enhance and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content area, etc

Question 12

Learning strategies

Answer 12

This standard requires facilitators of the professional learning that teachers receive to use and model effective research and or evidence-based instruction.

Question 13

Sustained professional learning

Answer 13

This standard requires rigor and intensity in the professional learning in which teachers participate.

Question 14

Use of technology

Answer 14

This down requires that various forms of technology be used to present professional learning activities to teachers, and moreover, that the technology use supports in enhances teachers professional learning.

Question 15

Time resources

Answer 15

This standard requires that the teachers workday include sufficient time to implement plan professional learning.

At minimum teachers should have 30 hours per year during the school day designated for professional learning Andy required to attend professional learning sessions on those days.

Question 16

Coordinated records

Answer 16

An important standard of affective professional learning. Teachers need to be able to easily access the information in district maintain records of their professional learning activity, including the in-service point awarded for the successful completion of the professional learning so that they can make informed decisions with regard to their professional learning needs.

Recertification
1 hour = 1 in service point, 1 college credit= 20 in service points

Question 17

Implementing

Answer 17

The implementation of learning, coaching and mentoring, and web-based resources and assistance standards

Question 18

Implementation of learning

Answer 18

Requires teachers to transfer the knowledge and skills acquired and professional learning to their classroom practices with students.

Question 19

Coaching and mentoring

Answer 19

This standard requires that professional learning facilitators or other qualified personnel provide follow-up support and assistance to teacher participants through coaching and mentoring.

Question 20

Web-based Resources and assistance

Answer 20

This standard requires districts to provide teachers with web-based resources and assistance to support implementation of professional learning.

Question 21

Evaluating

Answer 21

This trend consist of implementing the plan, changes in educator practice, changes in students, evaluation methods, and use of results standards

Question 22

Implementing the plan

Answer 22

This standard requires the teacher to provide convincing evidence of participation in a meeting with the principal to conduct an evaluation of the degree to which the IPDP was implemented as written.

Question 23

Changes in educator practice

Answer 23

This standard requires the teacher to provide convincing evidence of reviewing the impact of professional learning on the teachers practice and professional growth

Gathering work samples or videos of lesson presentations

Question 24

Changes in students

Answer 24

This standard requires teachers to provide convincing evidence that professional learning had a positive impact on student achievement gains as measured by classroom assessment data.

Question 25

Evaluation methods

Answer 25

This standard requires the teacher to assess the impact of professional learning by using data collected through standardize achievement measures and other valid and reliable measures of student achievement and behavior.

Standardized tests, portfolios of student work, teacher made tests, etc

Question 26

Use of results

Answer 26

This standard requires the teacher to provide convincing evidence that the results from the IPDP evaluation is consistently used as a part of continuous professional improvement to develop the next years IPDP and to revise professional learning goals.

Question 27

The Florida educator accomplished practices

FEAPs

Answer 27

Established in 1998, the standards formed the foundation for the states teacher preparation programs, educator certification requirements, and school district instructional personnel appraisal systems.

Question 28

FEAP foundational principles (6)

Answer 28

Instructional design and lesson planning

The learning environment

Instructional delivery and facilitation

Assessment

Continuous professional improvement

Professional responsibility and ethical conduct

Question 29

Teacher appraisal system

Answer 29

Differentiate among four levels of performance:

Highly Effective

Effective

Needs improvement or, for instructional personnel in the first three years of employment or in the first year of a new teaching assignment, developing

Unsatisfactory

Question 30

The performance evaluation criteria for classroom teachers (3)

Teacher appraisal

Answer 30

Student performance

Instructional practice

Professional responsibilities

Question 31

Student growth in learning

Answer 31

Adopted by the state board of education based on state wide assessment results. Takes into account each students prior academic performance, grade level, and subject.

Question 32

Family and school partnership for student achievement act

Answer 32

Enhances the involvement of parents in their children’s educational progress

Question 33

IEP team

Answer 33

The group of individuals who make decisions about the services and accommodations or modifications provided to a student with a disability

Includes parent, one Teacher, at least one special education teacher, a representative of the school, an individual who can interpret evaluation results, the student, etc

Must meet at least once a year and include a discussion of the least restrictive environment appropriate for the student

Question 34

EP Team

Answer 34

The group of individuals who make decisions about the ESE services provided to students identified as gifted

The EP team must meet at least once every three years for students in kindergarten through eighth grade and at least once every four years for students in grades 9-12

Question 35

504 plan

Answer 35

Design to ensure that students with physical or mental disabilities that substantially limit a major life activity are provided with the same opportunity as other students without disabilities to learn at school.

Question 36

CST

Answer 36

This process facilitated the identification of struggling students and the determination of appropriate RyI interventions and or referrals for a valuations.

Question 37

Inter-disciplinary team

Answer 37

Consist of two or more teachers from different subject areas who collaboratively plan for the students stay commonly instruct. Members provide an expanded pool of ideas and solutions to problems, plan collaboratively and coordinate instructional activities, discuss and decide on your long curriculum objectives, goals, and timelines

Question 38

SAC

School advisory council

Answer 38

A state mandated advisory group composed of the principal, teachers, educational support staff, parents, and business and other community members, who are representative of the ethnic, racial, and economic community served by the school.

Primary duty is to prepare and evaluate the school improvement plan (SIP)

Question 39

School improvement plan (SIP)

Answer 39

A written plan by SAC their addresses school goals. This helps schools focus on setting measurable and attainable objectives consistent with the states education priorities. Budget

Question 40

SBM Team

School based management

Answer 40

Principal, teachers, parents, and other community members come together to the centralized authority and give more power to individual schools. Decisions are made regarding school budget, hiring and job responsibilities of the faculty and staff, and curricular programs is placed at the school level rather than district level.