Katherine Brennan/Rogers School - Connecticut State Department ...

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Wilbur Cross High School School Improvement Grant – Section E: Transformation Model for professional growth. Wilbur Cross participates in the district Professional Development Program through various venues. Curriculum Supervisors have been trained in state standards within their discipline and will continue to review and refine curriculum to ensure continuous curriculum alignment. The NHPS has established a professional development plan that is aligned with the district’s comprehensive instructional program. We will continue to work within the framework of SBRI by providing the following professional development opportunities in district. Each Curriculum Supervisor meets with high school staff within their disciplines once a month for professional development. The following outlines describe what happens at these sessions over the past two years. ENGLISH: Professional Development that was offered across district high schools. Wilbur Cross English and Reading staffs were in attendance. * CSDE CAPT Reading and Writing Across Discipline * Reading and Writing Strategies in Secondary Classrooms / Authentic Writing * Teaching Writing using Digital Tools * The Reading/Writing and Literature Connections / using Digital Tools for Writing * “Teach Like a Champion: The 9 Techniques That Put Students on Path to College” * What Good Readers Do Before, During and After Reading * Support Strategies for Grade 9, 10 and 11 Curriculum Implementation Specific to Language Arts at Wilbur Cross, on-site training support was provided by Kristina Elias-Staron for effective writing. SCIENCE: Professional Development that was offered across district high schools. Wilbur Cross science staff was in attendance. * Best Instructional Strategies for Teaching Science / STEM * Performance-based Assessments / CAPT preparation * Data Teams and use of formative and summative assessments * Parent Science Workshops / Cooperative Instruction and Peer Learning There was no specific on-site training in Science at Wilbur Cross. MATHEMATICS: Professional Development that was offered across district high schools. mathematics staff was in attendance. *Using CAPT scores and district assessments to make data-based decisions *Small group instruction in high school math / STEM *Data Teams Parts I and II / Vertical Alignment of Curriculum *Using Geometer Sketchpad / Graphing Calculators *Technology to support math in the classroom Wilbur Cross There was no specific on-site training in Math at Wilbur Cross. SOCIAL STUDIES: Professional Development that was offered across district high schools. Wilbur Cross social studies staff was in attendance. * Essential Elements of an Effective Cooperative Learning Classroom * Performance-based Assessments / Vertical Teaming * Analysis of state and district assessments * Interdisciplinary Learning/Writing activities Page | 4
* Differentiated Instruction Wilbur Cross High School School Improvement Grant – Section E: Transformation Model There was no specific on-site training in Social Studies at Wilbur Cross. In order to support teachers through the transformation, the Smaller Learning Communities model will incorporate best practices both in instructional techniques as well as in use of resources. Instead of building a school instructional plan that accommodates compartmentalized learning based on the availability of materials, Wilbur Cross will build its plan from the inside out. As teachers learn to listen to research, and diagnose what each individual student needs, they will then determine what type of individual, small-group, and whole group instruction best meets the needs of each individual student and the class as a whole. The redesign team and the Instructional Data Teams will provide the platform for this work. This will be the foundation for the establishment of instructional planning, as well as scheduling and resource planning. Although we have provided excellent core professional development, there is a need, as well as a challenge in ensuring fidelity to the core program, as well as in providing targeted, high-quality, job-embedded professional development opportunities at Wilbur Cross. We need to hone in on designing professional development that is directly linked to the context of the core curriculum, as well as to the needs of the Wilbur Cross staff as it related to improving student performance. This type of wraparound approach will enable Wilbur Cross staff to more quickly facilitate the effective teaching and learning that must occur in order to accelerate student achievement, as well as meet the requirements of the Transformational Reform Model. The ACES PDSI Team will facilitate in ensuring a wraparound service model for professional development that is directly aligned to the teaching and learning needs of Wilbur Cross High School. We will also continue to collaborate with the CSDE with respect to state professional development that will support successful implementation of the Transformational Model. 5. Wilbur Cross will implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, retain, and retain staff with skills necessary to meet the needs of students in a transformational school. Teachers will be given opportunities for promotion and career growth. Each Smaller Learning Community will have 1 Lead Teacher (focus areas to be decided). Lead teachers, would work in collaboration with the Assistant Principal and teachers assigned to their SLC. Lead Teachers would be paid an additional stipend of one hours per day (fee per the teacher contract for additional time) and have their class load reduced by two periods. They would be expected to work an additional hour beyond the regular school day. Emphasis will be placed on recruiting, placing and retaining the best teachers. First, NHPS will align its new teacher evaluation and support to the new CSDE Teacher, Educator and Mentor (TEAM) program. In addition, the school will participate in a Co-Teacher/Master Teacher Model. There would also be two co-teachers to assist in reducing class-size for critical subject areas. This co-teacher would plan and teach in collaboration with an identified Master Teacher. This model enables a new teacher to observe, plan, teach, and learn from an outstanding veteran teacher. By reducing class-size, both teachers will be able to provide more individualized instructional time and support for students. The Master Teachers will receive additional professional development time in conjunction to the TEAM program. The Master Teacher in the co-teacher model would receive an additional stipend of 2 hours per week (fee per the teacher contract for additional time). The principal, teacher leaders, ACES PDSI School Improvement Specialists and Principal Leadership Mentor, along with and new Director of Instruction for Turnaround/Transformational Schools will meet over the summer and throughout the school year to establish a plan for more flexible working conditions. B. B. 1 Implement comprehensive instructional reform strategies: Page | 5
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Katherine Brennan/Rogers School - Connecticut State Department ...

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