Central Falls Transformation Report - Annenberg Institute for School ...

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The survey also contained two items relating to the use of pacing guides, which are intended to provide teachers a step-by-step approach to addressing the key content in the time allotted for each course. The items were included in this first evaluation year to provide a baseline for subsequent years, since the implementation of pacing guides is planned across content areas to ascertain curricular continuity. In the current year, the pacing guide items garnered the least amount of agreement: only 17 percent of the teachers agreed that the pacing guides are used by teachers in their content area to ensure curricular continuity, and 19 percent of the teachers agreed that the pacing guides have helped them ensure that they cover all the necessary content in their classes. Professional Development Ten days of professional development were mandated for all teachers in the 2010-2011 school year. 11 Weekly professional development and/or planning time by content teams was offered every Wednesday and Thursday during ninety-minute sessions. A calendar and schedule of all offerings were provided to teachers periodically throughout the year as changes and adjustments took place. More specifically, professional development at the high school included the following structure and topics: • Wednesday professional development sessions were literacy focused and targeted towards English, social studies, art, and foreign language teachers. Lead team teachers or designees were involved in delivering the professional development. • Thursday professional development sessions were more numeracy-focused for math, science, physical education, and business teachers. Lead team teachers were involved in delivering the professional development. • Special education teachers worked with their content areas colleagues in the areas they taught during planning times. • A literacy consultant conducted monthly workshops on Wednesdays that covered vocabulary building, a continuation of reading comprehension literacy strategies, writing skills, and NECAP preparation. • A math consultant conducted monthly workshops on Thursdays. Professional Development Focal Areas In response to the student needs at CFHS, some professional development also combined content in teaching practices and socio-emotional topics. These topics included: crisis prevention intervention, restorative practice, and the Danielson Model framework for teaching. 11 In this section we focus on the Wednesday and Thursday professional development workshops. Performance management activities can also be considered a form of professional development. We address performance management later in the report. 28 Central Falls High School FIRST YEAR TRANSFORMATION REPORT
Multiple cohorts of teachers also received training on the sheltered instruction observation protocol (SIOP) tool, which is specifically designed to aid content teachers who teach ESL students. To best serve the student population at CFHS, it is a goal of district leadership to have all staff trained on the SIOP protocol over time. One leadership team member shared her vision on how she would like to see professional development improve next year: I think one of the things we want to improve is the cycle of improvement. By that I mean we would like for the data to be streamlined so that it’s very easy to digest and understand trends in the building. Then that data should drive professional development. I’d like to see that cycle of improvement be better aligned. So, even though we’re exposed to a lot of learning as adults in the building, I want to tighten the cycle. We will align what the data shows as a need with the training for teachers, with Learning Strides focused on the objectives, and very fast feedback to the teachers on what was observed. Staff Perceptions of Professional Development Figure 19 displays the staff survey results for professional development. Overall, less than half of the teachers agreed or strongly agreed on professional development statements. Three of the professional development survey items asked specifically about the relationship of professional development and the students in their classroom; therefore, the results Professional development experiences this year have been closely connected to the reform vision at CFHS Professional development experiences this year have been coherently focused Professional development experiences this year have helped me understand my students better I have been able to use knowledge or information I gained from attending Professional development this year in my classroom Professional development experiences this year have helped me build new skills and identify strategies to better meet the needs of my students FIGURE 19 Staff Survey Findings: Professional Development PERCENT AGREE or STRONGLY AGREE Teachers Other Staff Overall 42% 71% 47% 28% 57% 33% 28% – – 44% – – 31% – – NOTE. Teacher n = 36; other staff n = 7; overall n = 43. Teacher sample includes all classroom teachers. Other staff may include leadership, guidance, school psychologists, social workers, the school nurse, and the school librarian. 29
Page 1 and 2: First Year C E N T R A L FALLS H I
Page 3 and 4: First Year The Education Alliance a
Page 5 and 6: Table of Contents Figures Introduct
Page 7 and 8: Introduction In January 2010, the R
Page 9 and 10: Overview of the Transformation Eval
Page 11 and 12: In Year 1, these observations were
Page 13 and 14: II. Strategic Goal 1 Increase the G
Page 15 and 16: The Multiple Pathways programs incl
Page 17 and 18: P.M. School Another Multiple Pathwa
Page 19 and 20: Strengthening the Advisory Program
Page 21 and 22: When asked about how advisory could
Page 23 and 24: Other Student Supports Like most hi
Page 25 and 26: Improving Mathematics Proficiency F
Page 27 and 28: GRADES Quarter 1 % (N) Quarter 2 %
Page 29 and 30: % Correct 100 90 80 70 60 50 40 30
Page 31 and 32: early challenges were also mentione
Page 33: agreed. In contrast, when queried o
Page 37 and 38: IV. Strategic Goal 3 Improve the Cu
Page 39 and 40: Performance Management The RIDE Pro
Page 41 and 42: Bench members interviewed seemed ge
Page 43 and 44: Particularly in late 2010, teachers
Page 45 and 46: Common Planning Time The primary me
Page 47 and 48: Code Code Description 9th 10th 11th
Page 49 and 50: worked to increase communication on
Page 51 and 52: Theme Respondent Group Exemplar Quo
Page 53 and 54: Future of CFHS Individuals who comm
Page 55 and 56: 3. Comprehensively examine mathemat
Page 57: Conclusion This report has utilized
Page 60: 54 Central Falls High School FIRST
Page 75 and 76: Central Falls High School Staff Sur
Page 78 and 79: 72 Central Falls High School FIRST
Page 80 and 81: APPENDIX D 74 Central Falls High Sc
Page 82 and 83: Staff Survey Question: Do you feel
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APPENDIX F 78 Central Falls High Sc
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Staff Survey Question: Do you feel
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Staff Survey Question: In what area
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Staff Survey Question: In what area
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4 Richmond Square, Fourth Floor, Pr
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