Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Prepared For:
Jamie Hade
Special Projects Manager
Washington County Public Schools
Description:
Enclosed is a comprehensive proposal for Title IIA funding encompassing workshop
funding, substitute funding, and travel expenses.
Table of Contents
Summary of Proposal:
Table of Contents
.. 1
Executive Summary
. 2
Proposed Project(s):
Essential Curriculum and Transfer Tasks: Shifting Practice
3-4
Formative Assessment for Maryland Educators (FAME).
. 5-6
Multiage Learning Opportunities and FAME: Advanced Concepts and Integrated
Practice .. 7-8
Collaborative Coaching Encore
. 9-10
Travel:
State of Maryland International Reading Association Conference (SOMIRAC) .
11-12
National Council of Teachers of Mathematics Regional Conference
13-14
Common Ground Maryland
15-16
Total Proposal Costs
Cost Summary
...
17
Page | 1
Executive Summary
In the collection of articles that comprise the book On Common Ground, the authors
all agree that professional learning is one of the most important aspects of any successful
school. The authors, as a collective group, go on to conclude that the most successful
professional learning that raises student achievement occurs when educators:
1) Embrace learning rather than teaching as their schools mission
2) Work collaboratively to help all students learn
3) Use formative assessments and a focus on results to foster continuous
improvement
4) Assume individual responsibility in creating schools focused on continuous
improvement
All of the projects that are being submitted as part of this Title IIA grant for Potomac
Heights have been designed through these principles and aim to continue our forward
progress toward achieving a school that no longer is just a group of educators working
side-by-side, but a true professional learning community.
The professional learning experiences that comprise the entirety of this proposal are
clearly focused on student learning, collaboration, and achieving results. These
experiences are designed to bring the staff of Potomac Heights together to develop a
common language of learning that demands achievement and success from every
student, every day. Each project is part of a bigger picture for our students, our staff and
our school community.
The teachers at Potomac Heights are, without question, some of the most
dedicated, committed, focused, and compassionate educators that can be found in
Washington County Public Schools. They do not look at each of these projects as
something else to do. Instead, they are ready to embrace their role in each with
eagerness, enthusiasm, and a commitment to turn professional learning into professional
action. As the leaders in the building, Mr. Stark and I are fully prepared to nurture the
success that they will find through these projects, answer questions as they arise, and stay
firm in our resolve to create a culture of student success and professional excellence.
When considering professional development, sustainability and lasting impact are
two critical components that must be at the center of the conversation. Careful thought
was given as to how each of these projects could and will be part of something bigger than
the here and now. Each project was carefully designed to focus, to inspire, and to
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energize our teachers and students so that the resulting actions can have an immediate
yet lasting impact on teaching and learning at Potomac Heights.
At Potomac Heights our central purpose is to ensure that achievement and success
occurs for every student, every day. Our students deserve nothing less than this. The
professional learning outlined in this proposal ensures that we will continue to take
significant steps forward in our endless pursuit to fulfil our purpose and become a school
that realizes the vision of Building a Community that Inspires Curiosity, Creativity, and
Achievement.
#1
#2
#3
#4
September 2015
November 2015
January 2016
March 2016
AMT Alignment:
In order to effectively identify areas of strength and concern in both teaching and
learning, teachers will need to determine if the learning gap is occurring at the acquisition,
meaning, or transfer level. This model will be utilized continually as a reflective tool for
teachers to process/analyze student work. Through this process teachers will develop
cohesive and comprehensive action plans that directly address the gaps in student
learning/achievement.
Page | 3
Cross-Curricular Connections:
Transfer of knowledge, skills and processes does not occur in content-based silos.
The scope of the Essential Curriculum and Transfer Tasks is far-reaching and built upon the
principles of interdisciplinary and transdisciplinary teaching and learning. In order for
students to master the Priority Standards and demonstrate success on the Transfer Tasks,
students are going to have to have opportunities to broadly apply the knowledge, skills,
and processes they are learning across a wide variety of disciplines and contexts. At the
core of these vertical conversations will be the thoughtful planning of cross-curricular
learning experiences that provide students with multiple opportunities to acquire, make
meaning of, and transfer the knowledge, skills, and processes outlined in each Priority
Standard.
WCPS Digital Learning Plan Alignment:
The WCPS Digital Learning Plan outlines three desired outcomes: Teaching &
Learning, Equity, and Professional Development. The Teaching & Learning outcome states
that schools will, Provide all students with the skills and understandings necessary to
ensure their success in a globally connected and integrated society, and to engage them
in authentic experiences focused on exploration, discovery, collaboration, and creation.
The goal of the Essential Curriculum and Transfer Tasks: Shifting Practice project is
perfectly aligned to this desired outcome since both aim to provide authentic learning
experiences for students that are based in exploration, discovery, collaboration and
transfer.
The Professional Development desired outcome states that schools will, Provide
relevant and timely professional development by engaging faculty in a cycle of inquiry
that promotes learning, reflection, innovation, and sharing. The Essential Curriculum and
Transfer Tasks: Shifting Practice projects foundation is in collaborative conversation that
promotes reflection, innovation and sharing. The best way for our school to grow
professionally is to grow together toward common goals. The structure of this project will
allow us to begin to learn together under a common/shared process that can be continued
as Potomac Heights enters into its role in the WCPS Digital Learning Plan.
Project Management/Follow-Up:
Prior to each meeting the principal and lead teacher will develop learning goals and
success criteria for the professional learning session. An agenda of specific outcomes and
activities will then be created by the principal and lead teacher. This agenda will be sent
to staff one week prior to the meeting to allow time for questions and revisions. Meeting
minutes/notes will be kept by the principal and/or lead teacher. These minutes/notes will
be sent to all staff members within three days after each meeting and the staff will be
encouraged to submit clarifications and/or revisions. After each meeting, each staff
member will be required to submit a change of practice reflection/action plan. This
reflection will guide follow up coaching conversations and CFIP agendas. Changes in
practice will be looked for during classroom walkthroughs by the principal and lead
teacher as well as during formal observations by the principal.
Page | 4
Project Cost:
Title of
Project
Number
of
Participan
ts
Activity
Type
Session
Hours
Cost
per
Hour
Number
of
Sessions
Total
Cost
Essential
Curriculum
and Transfer
Tasks:
Shifting
Practice
18
After School
Workshop
$25.00
$3,600.
00
AMT Alignment:
The Council of Chief School State Officers (CCSSO) defines formative assessment as,
Formative assessment is the process used by teachers and students during instruction
that provides feedback to adjust ongoing teaching and learning to improve students
achievement of intended instructional outcomes. Put more simply, formative assessment
is, assessment FOR learning. Using either of these definitions, formative assessment, by
its very nature, is the critical process that moves students through the learning continuum
by identifying the gaps between what students know/can do and the expected outcome for
learning. The AMT continuum describes the overall movement of learning from a lower
level of acquisition to a high level of transfer. Formative assessment is the vehicle through
which this movement can occur.
Cross-Curricular Connections:
The beauty of the formative assessment process (see illustrations on next page) is
that it is applicable within every content area and across every grade level. Formative
assessment is about high-impact pedagogical practices that can be applied by every
teacher in every classroom.
Learning Goals
Success Criteria
Descriptive
Feedback
Self & Peer
Assessment
Collaboration
Where am I
going?
Where am I now?
How do I close the
gap?
Page | 6
Project Management/Follow-Up:
Each participating teacher will be required to complete the five online modules at
their own self-directed pace. Each modules completion is accounted for through the
MSDE Blackboard system. The participants will be given approximately one month to
complete each module. Following each modules completion, a Community of Practice
meeting will be scheduled and participants will be asked to discuss the modules content
as well as bring evidence of changes in practice. These artifacts will be collected as part
of the accountability component for FAME. Teachers in grades 3-5 will serve as coaches
for the participating teachers. Their role will be to share their own experiences relating to
formative assessment and encourage continued growth through changes in practice.
Project Cost:
Title of
Project
Number of
Participants
Activity
Type
Session
Hours
Cost
per
Hour
Number
of
Sessions
Total
Cost
FAME
10
After School
Workshop
$25.00
$2,500.
00
August 2015
September 2015
October 2015
December 2015
January 2016
February 2016
March 2016
agenda of specific outcomes and activities will then be created collaboratively by the
group. Meeting minutes/notes will be kept by the principal and/or lead teacher. These
minutes/notes will be sent to the participating teachers immediately following the
meetings. After each meeting, each staff member will be required to access the PLACE
website and write a blog entry that discusses their changes in practice and the impact
these changes have had on student learning. These blog entries will guide follow up
coaching conversations and CFIP agendas. Changes in practice will be looked for during
classroom walkthroughs by the principal and lead teacher as well as during formal
observations by the principal.
Project Cost:
Title of
Project
Multiage
Learning
Opportunit
ies and
FAME:
Advanced
Concepts
and
Integrated
Practice
Number
of
Participa
nts
Activity Type
Sessio
n
Hours
Cost per
Session/
Individu
al
Number
of
Sessions
Total
Cost
After School
Workshop
$25.00
$900.00
All Day PD
7.5
$119.00
$1,190.
00
Total
Cost
$2,090.
00
conversations will be Integrating the Arts, Movement and Research across the Essential
Curriculum.
Project Dates:
These collaborative coaching experiences will occur during the school day and will
require substitutes. These experiences will be planned using the following timeline:
AMT Alignment:
The Essential Curriculum is deeply rooted in the AMT model. The very cornerstone
of the visual arts, movement, and media integration is transfer. Transfer is always the end
result in an art, physical education, or media integration classroom. Encore can and
should play a critical role in students having new and novel situations for which they can
make meaning of and transfer knowledge and skills that are being taught in individual
grade level classrooms. What might not make sense to a student in a grade level
classroom setting can often come alive in an Encore classroom because of the unique
perspective each Encore content and teacher brings to the teaching and learning process.
Cross-Curricular Connections:
The focus of the 2015-16 collaborative coaching conversations will be Integrating
the Arts, Movement and Research across the Essential Curriculum. The goal of these
conversations will be two-fold:
1) The Encore staff will be discussing with their coaching partner innovative and
powerful ways to integrate their curriculum with the Priority Standards of the
Essential Curriculum. These discussions will lead to action for which evidence will
be collected during their regular CFIP meetings.
2) The Encore staff will be examining with their coaching partner ways that they can
integrate their content area within our grade level classrooms. These conversations
will lead to our Infusion time more closely representing a co-teaching experience
that is collaboratively planned and taught by both the Encore teacher and the
classroom teacher.
WCPS Digital Learning Plan Alignment:
The second desired outcome of the WCPS Digital Learning Plan is Equity. In the
plan, Equity is defined as, Provide all students with rigorous, quality instruction,
supplemented with appropriate digital tools that result in a deeper understanding of
concepts and skills. While currently our Encore staff has limited access to digital tools,
their content in and of itself is built upon the concept of equity. For some students, an
Encore setting is the place where they believe they can shine the brightest and develop
their deepest levels of understanding. Encore resets the playing field and allows even
Page | 10
those who may have struggled academically that day, week, month, or year a chance to
find success. With our focus on Integrating the Arts, Movement and Research across the
Essential Curriculum, we are giving all students an opportunity to master the Priority
Standards through their own unique path.
Project Management/Follow-Up:
Prior to each collaborative coaching session, each Encore teacher will meet with
both the principal and the lead teacher to establish clear goals and intended outcomes.
Peer coaching strategies will be imbedded in this conversation to ensure that their
experience will be met with success. Following each collaborative coaching session, each
Encore teacher will complete an action plan that sets goals, outlines their intended next
steps, and establishes success criteria.
Project Cost:
Title of
Project
Number
of
Participan
ts
Activity
Type
Session
Hours
Cost per
Individu
al
Number of
Sessions
Total
Cost
Collaborative
Coaching Encore
1/2 Day PD
3.75
$59.50
$535.5
0
Name of Conference:
Page | 11
To promote advocacy for legislative issues with policy makers, the media and
local communities.
Dates of Conference:
April 2016
Conference Location:
Hunt Valley, MD
Page | 12
SOMIRAC
Expenditure
Category
Hotel Costs
Conference
Registration
Dining Costs
Substitute Costs
Expenditure Breakdown
Hotel Cost Per Room
Per Night
Number of Rooms
Number of
Nights
$200.00
Total Days of
Conference
Number of
Attendees
$175.00
Number of
Attendees
$55.00
$110.00
Number of
Substitutes Needed
Per Attendee
Total Substitute
Days Required
Per Diem
Substitute
Cost
Total
Cost
$200.0
0
Total
Cost
$350.0
0
Total
Cost
$220.0
0
Total
Cost
$119.00
$476.0
0
Total Cost
$1,246
.00
Page | 13
Name of Conference:
National Council of Teachers of Mathematics Regional Conference Atlantic City, NJ
The NCTM 2015 Regional Conferences & Expositions will take place at the
Atlantic City Convention Center. Sharpen your skills, gain new techniques, and
achieve your professional goals when you make your plans for this focused
professional development opportunity today.
Six focus strands and nine conference topics allow you to learn the most effective
teaching practices within the topics most essential to your teaching!
Explore Dynamic Exhibits and Attend Insightful Education Sessions:
Learn from industry leaders and test the latest educational resources
Dates of Conference:
October 22-23, 2015
Page | 14
Conference Location:
Atlantic City, NJ
Conference
Registration
Dining Costs
Substitute Costs
Expenditure Breakdown
Hotel Cost Per
Room Per Night
$200.00
Number of
Rooms
1
Number of
Nights
2
Total Days of
Conference
Number of
Attendees
Total Cost
$317.00
$317.00
Dining Costs
per Attendee
Number of
Attendees
Total Cost
$55.00
$140.00
$140.00
Number of
Substitutes Needed
Per Attendee
2
Total
Substitute
Days Required
2
Per Diem
Substitute
Cost
$119.00
Total Cost
Total Cost
$400.00
Total Cost
$238.00
$1,095.0
0
Page | 15
Name of Conference:
Common Ground Maryland
Dates of Conference:
April-May 2016
Conference Location:
Page | 16
Ocean City, MD
Conference
Registration
Dining Costs
Substitute Costs
Expenditure Breakdown
Hotel Cost Per
Room Per Night
$150.00
Number of
Rooms
1
Number of
Nights
2
Registration Fee
per Attendee
Total Days of
Conference
Number of
Attendees
Total Cost
$200.00
$200.00
Dining Costs
per Attendee
Number of
Attendees
Total Cost
$55.00
$110.00
$110.00
Number of
Substitutes
Needed Per
Attendee
0
Total
Substitute
Days
Required
0
Per Diem
Substitute Cost
Total Cost
$0.00
$0.00
Total Cost
Total Cost
$300.00
$610.00
Page | 17
Cost Summary
Totals
Conference Name
SOMIRAC
NCTM Regional Conference
Common Ground Maryland
Totals
Workshop
Costs
Substitut
e Costs
$3,600.00
$0
$3,600.00
$2,500.00
$0
$2,500.00
$900.00
$1,190.00
$2,090.00
$0
$535.50
Total
$535.50
$7,000.0
0
$1,725.5
0
$8,725.
50
Travel
Costs
$770.00
$857.00
Substitut
e Costs
$476.00
$238.00
Total
$1,246.00
$1,095.00
$610.00
$0
$2,237.0
0
$714.00
Grand
Total
$610.00
$2,951.
00
$11,676
.50
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