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

* 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:
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