Whitman Elementary - Tulsa Public Schools

Core Goal: Performance-Based Culture
Strategic Objective C
Develop coherent professional development content and delivery systems that support the
strategic initiatives and build professional learning in all work environments.
Progress and Accomplishments
‣ A TPS conference for building leaders⎯Great Educators Make Great Schools⎯ took place in June to
kick off a year of focused professional development for district leadership. Training provided during
this conference included the following focus areas:
o Value-Added – an introduction to value-added as well as in depth analysis of campus
reports
o Cultural Competencies
o Common Core
o Formative Instruction Practices – Descriptive Feedback
o Formative Instructional Practices – Clear Learning Targets
‣ A new evidence-based leadership development plan is under development, with plans to implement
during the 2011–12 school year. Plan will include: a staff development teacher (master
teacher/coach) program; a principal development (pipeline) program; a new principal induction
program; continuing support and training for veteran principals in the above mentioned focus areas;
and expanded learning opportunities for central office staff.
‣ Value-Added Roll Out
o Targeted training for schools' leadership teams was provided at the June leadership
conference to promote a basic understanding of value-added analysis as well as how to read,
analyze and respond to their school-level value added reports. Additional training on the use
of value-added data and reports will be provided in 2011–12.
o The core team of central office administrators involved with value-added scoring was
provided training in value-added modeling and reporting.
o
Teacher training in value-added will be provided during 2011–12 and will include group
sessions, open labs, online instruction, etc.
‣ TLE Indicator-specific workshops and sessions have been held on the following topics:
o INSTRUCTIONAL EFFECTIVENESS – A Six-Part Series on the “How To” of Differentiated
Instruction
o CLASSROOM MANAGEMENT – Successful Strategies for Working with the Defiant Child
o INSTRUCTIONAL EFFECTIVENESS – Differentiating Reading Instruction in the Content Areas
‣ Summer 2011 professional development has been designed and scheduled to improve performance
in specific areas identified frequently as low-performing in the evaluations. Specifically:
o 13a. & 11b. Use of data to modify instruction and guide intervention. Methods for students
to track their own effort and accomplishments & collaboration.
o 11g. Re-teaches learning that is not mastered in different ways
o 13c. Appropriately and consistently adheres to IEPs and modifies assignments for special
education populations if required in the IEP.
o 12a. & 10b. Summarizes or teaches students to summarize new learning in a variety of ways.
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