PDU ManUal Table of ConTenTs WhaT are PDUs?

Transcription

PDU Manual Table of Contents
What Are PDUs? . . . . . . . . . . . . . . . . . . . . . . 2
How Do I Use This Manual? . . . . . . . . . . . . . . . . 3
Support . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . 5
PDU Process . . . . . . . . . . . . . . . . . . . . . . 6–30
Eligibility and Program Requirements . . . . . . . . . . . . 6–7
Guided Timeline . . . . . . . . . . . . . . . . . . . . . 8-9
PDU Planning Sheet . . . . . . . . . . . . . . . . . . 10-20
Data Collection Planning Sheet . . . . . . . . . . . . . . . 21
Accessing the Google Drive . . . . . . . . . . . . . . . . .
22
Meeting Log Template . . . . . . . . . . . . . . . . . . . 23
PD/Research Reflection Sheet . . . . . . . . . . . . . . . . 24
Individual Reflection Sheet . . . . . . . . . . . . . . . . . 25
PDU Scoring Rubric . . . . . . . . . . . . . . . . . . 26-29
AUSTIN INDEPENDENT SCHOOL DISTRICT
What are PDUs?
What are PDUs?
What is AISD REACH?
AISD REACH, the Austin Independent School District’s strategic compensation initiative
to support and reward teachers based on classroom success, is a forward-thinking effort
developed and designed to advance the District’s efforts to recruit and retain the very best
teachers and principals for Austin’s schools. Professional Development Units (PDUs) are
one component of the program, and the focus of this manual. For further details on other
components of the REACH initiative, please go to http://www.austinisd.org/reach.
PDUs are an optional component of REACH, where self-selected teams develop a professional
development plan based on the needs of the teachers in the group and the students they
teach. PDUs document the application and impact of their PD on teaching and learning in
the classroom. They are designed to be a rigorous long-term study, in which teachers utilize a
repeating cycle of engagement in PD/research, implementation in the classroom, data collection
and evaluation. PDUs culminate with an end of the year presentation where all team members
summarize the process and results. Team members must work closely together and devote
time in and out of the classroom in order to successfully complete the process. To be eligible
for the PDU stipend, all team members must successfully complete the SLO process.
In addition to the information in this manual, there are videos and other supporting documents
available at http://www.austinisd.org/reach/development-units.
Research indicates that the most successful teacher professional development activities are
those that extend over time and encourage the development of learning communities. By
collaborating on PDUs, teachers can increase their instructional expertise, develop practices
that contribute to student learning, and develop content area expertise.
What are the financial incentives?
How long is the PDU
Study?
PDUs should last at least 4 months
over the course of the year. Team
members are expected to attend
PD beyond what is required by
the campus/department/district.
Team meetings should be primarily
about the study and spread evenly
over the course of the study. Data
that is presented at the end of year
presentation is to be collected
throughout the duration of the
study.
PDU Process
PDU stipends are paid for successfully submitting a proposal that provides evidence that
teachers have implemented new learning strategies that are used repeatedly over an extended
period of time. Teams hold meetings throughout the duration of the study to discuss strategies,
implementation, effectiveness, and data. Professional development beyond what is expected
at the campus/department/district level serves as the basis for the implementation of the new
learning strategies. Over the course of the study, data is measured in multiple forms and then
presented at the end of the study to a panel of scorers using the PDU rubric. Stipends are
paid for PDUs that meet all rubric requirements for collaboration, implementation, impact on
student learning, and electronic documentation in the amount of $1500. Team leaders can
earn an additional $500 for leading the PDU group, Take One! leaders can earn an additional
$1000.
No, PDUs are an optional
component of REACH. Teams
can consist of 3-7 professionals,
including teachers, coaches,
counselors, librarians, and
administrators.
Guided Timeline
Why collaborate on PDUs?
Are PDUs
required for
all campus staff?
Support
PDUs come in two varieties: self-selected teams who follow the process described above,
or teams of individuals that complete Take One!. Take One! is a unique offering from the
National Board for Professional Teaching Standards where teachers prepare and submit one
pre-selected video portfolio entry from one of the current certificate areas of National Board
Certification.
FAQs
How
Howdo
do
Iuse
I use
this
this
manual?
man-
What are REACH Professional Development Units?
What Are PDUs? 2
What are PDUs?
PDUs?
How do I use this Manual?
... and why is it so big?
HowdoIusethismanual?
The REACH Professional Development Unit manual is designed to be
a single resource for the entire PDU process. Since PDUs are written
across all subject areas and grade levels by teachers, instructional
coaches, counselors, librarians and assistant principals, you will find a
wide range of sample documents throughout the guide. We therefore
recommend sparing a tree and not printing the entire manual, unless it is
for shared use.
In order to effectively identify and access the information you need, we
suggest the following:
• Take note of the PDU Rubric and the guidelines listed for each step within
the PDU process.These requirements and guidelines provide details that
are imperative in ensuring your PDUs meet standards for collaboration,
implementation, impact on student learning, and electronic documentation.
• Many sections have additional information placed in the boxes to the right of
the main text. Examples include: Frequently asked questions (red) and PDU
expectations (blue).
• Use the Quick Link tabs located on the right hand side of each page to
quickly access the major sections of the manual without using the Table of
Contents.
• Use the “Find” feature in Adobe Acrobat. If the information you are looking
for is not easily found in the TOC, searching for a term can provide a quick
way view every page that it is used.
What if I
can’t find the
information I need in
the manual, or I still
have questions?
You can look on our website,
additionally, each PDU team has a
team leader who will serve
as a liason to the REACH Office.
Additionally, members of the
REACH PDU team are always
available by both phone and
email.
Guided Timeline
• Use the embedded hotlinks. All underlined blue text links to an external
webpage or document, while all text in blue without an underline links to
another location within the PDU manual.
FAQs
Support
• Use the manual electronically to locate relevant information and print the
page(s) you need. The features available to effectively navigate the manual are
available when viewing it in Adobe Acrobat or in Preview.
PDU Process
How Do I Use This Manual? 3
What are PDus?
PDUs?
Support
In order to fully support PDU teams throughout the study process, there are a
number of resources available including written documents, videos, email, phone calls
and face-to-face feedback. Please note that although personal communication is valuable
for answering specific questions, it is not a substitute for reviewing and understanding
the requirements around the PDU process.
PDU Manual and Website
• The PDU manual is designed to be a single point of reference for answering
most questions.
• Demonstration videos, the PDU Manual and additional documents can be
found on our website at
http://www.austinisd.org/reach/development-units
• Information regarding other elements of AISD REACH can be found at
http://www.austinisd.org/reach
Campus-Based Support and Training
Support
Every PDU team has a team leader for the group. Team leaders will agree to all
requirements in the PDU Statement of Understanding or Take One! Statement
of Understanding. Additionally, all team leaders will be organized, effective
communicators, and responsive to email. For their work on PDUs team leaders
will receive a stipend (if you have led a PDU in the previous year, you will not be
permitted to take the lead this year).
Core Team Support and Training
Guided Timeline
The REACH PDU team is devoted to making the PDU process relevant and
clear. There will be a mandatory meeting for all team leaders after the application
deadline to review requirements and responsibilities. Several dates will be offered,
with attendance at one of the meetings being required for PDU participation.
Each meeting will cover electronic binder requirements, review of requirements
for sending meeting invitations, reviewing the meeting log template and signing the
statement of understanding. We are also always available to answer your questions
or hear your concerns.
Trish Jarrott
Senior Associate,
Student Learning
[email protected]
512.414.9590
PDU Process
Support 4
What are PDUs?
PDU Timeline 2014–2015
The following is an abbreviated timeline for the PDU study. Deadlines are labeled and highlighted.
Click here for a sample guided timeline.
August 19
PDU Application is available online
September
Determine PDU focus, application, assign roles, find resources
September 30-Oct 2 PDU Team Leader Meeting (choose 1 date to attend)
October
Discuss strategies, finalize data collection, discuss implementation
NovemberReveiw data collected in implementation, reflect on strategies/resources
DecemberReflect on data, review additional resources, plan for the second semester
January
Identify new strategies/changes for 2nd semester, adjust data collection
FebruaryReflect on new strategies
MarchResource/personal reflections, organiza data for final presentation
AprilFinalize electronic documentation, outline presentation
May
Attendance at PDU team meetings
is an expectation of the program.
Contact your PDU team leader
and let them know about the
circumstance and see what your
team can arrange to accommodate
your needs. Attendance
requirements are addressed in the
PDU rubric.
Support
APRIL 13ELECTRONIC BINDER DUE
What if
a special
circumstance
arises and I am going
to miss a PDU meeting?
SEPTEMBER 19 PDU APPLICATIONS DUE
FAQs
Practice Presentations
PDU ons
ctati
Expe

PDU application available:
August 19, 2014
PDU applicaitons dues:
September 19, 2013

PDU Team Leader Meeting
Guided Timeline
Deadlines for
Professional Development Units
Individual teams will
often set deadlines
and/or have special instructions
for completing specific steps in
the process. If you are unclear
on the expectations for your PDU
team, please contact your PDU
team leader.
September 30-October 2 (select one date to attend)
PDU E-binder due:
April 13, 2014
PDU Process
PDu
PDU End of Year Presentations
May 1-21, 2014
Guided Timeline 5
What are PDUs?
PDU Process —
Eligibility and Program
Requirements
Who is on a PDU team?
Teams must be made up of between 3-7 teachers/administrators in REACH-eligible
positions who can engage in the entire 4 month study, have access to students in order
to implement the strategies, and who can commit to the time required to meet and
plan collaboratively. Each team will self-select one Team Leader who will coordinate
meeting times, keep and post meeting logs, and be the primary liaison between the
PDU Team and the REACH office.
PDU Requirements and Core Guidelines
Team Collaboration
• Read and respond to all email within 5 business days, and ensure that all
team members receive all email correspondence.
• Create and include agendas in all meeting invitations. Send meeting invites
to principal and Trish Jarrott ([email protected]).
• Participate in professional development that goes beyond what is required
by the campus/department/district.
• Maintain an electronic binder on the Google drive as part of the required
documentation for the PDU (including meeting logs, individual reflections
and professional development reflections) within a week after each meeting.
• Develop, implement and measure new teaching strategies, the results of
which will be presented live at the end of the year PDU presentation.
• Ensure that the selected strategies are implemented repeatedly over the
course of the study, by all team members, and collect multiple forms of data
at multiple times during the study.
• Preparation and presentation of the PDU end of year presentation.
Who scores
the PDU
End of Year
Presentations?
At the end of the year, teams will
present a 20-25 minute summary
of their PDU to a panel consisting
of members of The Office of
Educator Quality, REACH and the
campus principal. Each member
of the panel will score the PDU
presentation on a rubric. Scores will
be averaged to create a final score,
which will be used to determine
if the team receives their stipend.
The rubric can be found here.
(continued)
PDU Process — Eligibility and Program Requirements 6
PDU Process
• All team members must complete the SLO process to be eligible for PDU
stipends.
FAQs
Guided Timeline
• Agree that all strategies agreed upon are new learning for each member of
the team.
In order to align
PDUs to larger
campus goals, individual teams
will sometimes set expectations
in addition to REACH program
requirements. These might
include (but are not limited
to) targeting a specific student
population, targeting specific
academic needs, assessments and
growth targets, and deadlines.
Please see your PDU team leader
if you are not sure about your
PDU team expectations.
Support
PDU Teams will:
PDU ons
ctati
e
p
x
E
Please read this section carefully before you begin planning your PDUs. Knowledge
of the PDU program requirements is not only vital to ensuring that PDUs are a
meaningful part of your year, but will also help to avoid frustration caused by not
collecting enough data, or collecting unrelated data during the study.
(continued)
Terms of Team Leaders
Team leaders will:
• Not lead a PDU two years in a row.
• Organize necessary documentation for the final PDU presentation.
• Be responsive to email and ensure that all team members receive all correspondence.
Interested in the National Board’s Take One! Opportunity?
Call:
Support
A word on PDU strategies
PDUs are not class projects; rather, they are the development, implementation and measurement of new teaching strategies. It’s not
just about making a few changes around the room; it’s about how those things are used, instructionally speaking. All strategies that are
implemented in the study must be new learning for all team members and must be implemented repeatedly over an extended period
of time. Most forms of data should be collected multiple times throughout the study (pre- and post-tests would be an exception, but
should never be the only data collected. All participants in the group must be able to implement the strategies. Additionally, professional
development for the PDU must go beyond what is expected at the department/campus/district level. Examine the expected outcomes
of the strategies and determine which data to collect to best measure student success. The intent is that PDUs will be ongoing
professional development, where teachers decide on strategies to implement, practice those strategies in class, reflect on the outcomes
and make revisions to their teaching to improve student performance.
HowdoI
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• Be a great communicator and have a positive rapport with all team members.
Qs
FA
Discuss with your
team the concerns
you have and try to
brainstorm a solution to
your problem. Remember
that participation in PDUs
is optional, so if your team
decides to cease the study
there is no penalty.
What are PDUs?
PDU Process —
Eligibility and Program Requirements
What if my team
cannot fulfill the
requirements of
the PDU after we
have begun the
process?
Mary Tijerina
[email protected]
512.414.9560
Guided Timeline
Professional Learning Specialist
PDU Process
PDU Process — Eligibility and Program Requirements 7
PDU Guided Timeline
Sample 2013-14
September- 2 Meetings
What are PDUs?
August 19
PDU Application is available online
Discuss teacher needs/hopes and finalize PDU subject.
Discuss possible resources
Meeting 1 Suggested Agenda
Review application
Homework: Review resources and determine possible strategies and
data collection
Assign roles and responsibilities
Review team leader responsibilities
Homework: Begin reading books/articles/attend PD, etc.
September 19
PDU application due
October- 1 Meeting
Discuss resources and begin brainstorming initial strategies to
implement
Finalize data that will be collected to measure each strategy (see
Data Collection Planning Sheet)
Suggested Agenda
Complete application
Using information from your resources, brainstorm and discuss
methods for successful implementation
Support
Homework:
Collect BOY data before implementing strategies
Begin implementation strategies
If data will be taken daily, or if you expect an immediate
outcome after implementation, begin collecting data on effectiveness immediately.
November- 1 Meeting
Review “pre” data
Suggested Agenda
Review outcomes of any data collected following implementation
Determine if other resources will help improve implementation
Homework – Continue implementing strategies and collecting
data
Guided Timeline
Discuss successes and challenges with implementation of chosen
strategies
December- 1 Meeting
Review and discuss data for implementation successes and
struggles
Determine any additional resources not yet used, or what will be
needed for second semester
Homework – Read/study any resources not yet used or new
resources as needed
8
PDU Process
Suggested Agenda
January- 1 Meeting
Suggested Agenda
Determine any new strategies or changes to be implemented
in second semester
Adjust data collection as needed
Homework – Begin implementation of all additional strategies
and collect “pre” data.
February- 1 Meeting
Homework – Continue implementation and data collection.
Bring all data to next meeting.
March-1 Meeting
Discuss any final changes to strategies
Discuss requirements for resource reflections and determine
which team member(s) will write for which resource (1 reflection per resource – not per teammate per resource)
Suggested Agenda
Suggested Agenda
Discuss successes and challenges with new strategies. How are
they working with what you implemented in the fall? Have they
been successful? What final changes do you want to make? Are
there any additional resources that can help? Etc.
What are PDUs?
Discuss resources read for homework
Discuss requirements for personal reflections
Compile data and begin thinking about how to organize it for
presentation.
April- 2 Meetings
Finalize electronic documentation
Support
Homework – Write resource reflections and personal reflections
o Submit both individual reflections and resource reflections to Google Drive
o Ensure that all meeting logs and sign-in sheets are
included
April 13
Guided Timeline
Create outline of presentation
Homework – Split up responsibilities for presentation and
complete
PDU E-Binder is due!
Finalize presentation
Homework – Practice
May- 1 Meeting
May 1-21
Suggested Agenda
Practice presentation
PDU End of Year Presentations
PDU Process
9
PDU Process —
PDU Team Members:
Teacher needs:
Possible resources:
PDU Team Leader:
Team meeting dates:
What are PDUs?
Austin ISD Professional Development Unit
2014-15 Overview Planning Sheet
(each page corresponds to one suggested meeting time)
Support
Guided Timeline
Application and Statement of Understanding reviewed by all team members _____
PDU Process
HOMEWORK:
PDU Process — Overview Planning Sheets 10
What are PDUs?
Application complete and submitted _____
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
Guided Timeline
1.
Support
Responsibilities:
Team roles and who is responsible:
Team leader responsibilities reviewed ____
HOMEWORK:
PDU Process
11
What are PDUs?
Resource #1:
Brainstorm strategies from resource #1:
Support
How could this be implemented?
Resource #2:
Guided Timeline
Brainstorm strategies from resource #2:
PDU Process
HOMEWORK:
12
What are PDUs?
Review of pre-data ____
Strategy #1:
Successes:
Challenges:
Strategy #2:
Successes:
Challenges:
Support
Strategy #3:
Successes:
Challenges:
Guided Timeline
Outcomes of data collected:
Are other respources needed for implementation? List them here:
PDU Process
HOMEWORK:
13
What are PDUs?
Review and discuss data strategy #1:
Successes:
Struggles:
Successes:
Struggles:
Support
Successes:
Struggles:
Guided Timeline
Resources not yet used:
Second semester needs?
PDU Process
HOMEWORK:
14
What are PDUs?
Discuss resources read for homework ____
New strategies or changes to be implemented in the second semester:
Support
Guided Timeline
DO NOT FORGET TO ADJUST DATA COLLECTION STRATEGIES AS NEEDED.
HOMEWORK:
PDU Process
15
What are PDUs?
Discuss successes and challenges by responding to the questions below:
How are the strategies working, considering what you
implemented in the fall?
Have the strategies been successful? Why/why not?
Support
What final changes do you want to make?
Guided Timeline
Are there any additional resources that can help?
PDU Process
HOMEWORK:
16
What are PDUs?
Discuss final changes to strategies:
Resource Reflections- who will contribute (one reflection per resource, not per person per source)?:
Resource #1 reflection:
Support
Guided Timeline
Discuss requirements for personal reflections ____
Compile and organize all data. Describe below your ideas for how it will be presented in the presentation:
PDU Process
HOMEWORK:
17
What are PDUs?
Finalize electronic documentation:
1. Submit individual reflections to Google Drive.
2. Submit 3 resource reflections to Google Drive.
3. Ensure that all meeting logs and sign in sheets are submitted to the Google Drive.
Use the space below to outline your PDU presentation.
Who is responsible for each part?
Support
Guided Timeline
PDU Process
HOMEWORK:
18
What are PDUs?
Final presentation notes:
Support
Guided Timeline
HOMEWORK:
PDU Process
19
What are PDUs?
Practice presentation notes:
Support
Guided Timeline
HOMEWORK:
PDU Process
20
What are PDUs?
Support
Austin ISD Professional Development Unit
How could this be Measured?
Instructional Strategy:
Forms of Data to Collect
Guided Timeline
-------------->
2014-15 Planning Sheet for Data Collection Instructional Strategy # _____
Expected Outcome(s)
How will you know it has happened?
PDU Team Members:
What do you expect to happen?
PDU Process
Consider these questions…
Which outcomes are most important to the
team?
Does it directly measure those outcomes
(i.e., test scores measure an overall academic
success, but usually not a particular skill)?
Can the data be collected multiple times over
an extended interval?
Does it minimize variable that cannot be controlled for?
21
PDU Process
How to Access the Google Drive
1. In your drive, select “Shared with Me” from the left side list
2. Find the Folder with your team leader’s name.
3. Access any team documents that have been uploaded.
1. Log in using your AISD credentials for user name and password.
2. Once you are at the Cloud Desktop, find the Google Drive icon and select it.
3. Once in the drive, select PDU E-binders.
5. In the PDU E-binder folder, you can find samples, Statements of Understanding, PDU Rubric, PDU Plan
ing Guide, and a Sample Timeline. You can access any of these by selecting the file you want.
6. To view any document, with appropriate formatting, select “File” and choose “Download as” to open the
file in your selected format.
To Access your Folder:
What are PDUs?
You may access the Google drive at any time from your campus by logging into the AISD Cloud, found as an icon on
your desktop.
To Open a File/Document:
To Upload a Document:
1. Select your team folder.
2. Once in your team folder, find the upload button on the left side of the screen, next to the create button.
3. Click on the upload button and choose the file to upload.
4. Once the document is uploaded, chooses the “share” link from the pop-up screen.
5. Set the share settings to private, so that only the members of your team with appropriate log in acess can
view your files. Be sure to include Trish Jarrott ([email protected]) as a member of your team to allow access to view documents.
Guided Timeline
To access the AISD Cloud off campus, go to: http://my.austinisd.org for access. Follow the instructions above to view,
edit and upload documents.
Support
PDU Process
22
Members
Present
Support
PDU Meeting Log
1. Summarize and highlight chapter 2
(How will we use this in our practice?
4. Classroom observation and feedback
to teacher
3. Summarize and highlight items from
Ch. 2
2. Discuss progress of Reader’s
response notebooks
Guided Timeline
Meeting Minutes
PDU Process
1. Explicit Instruction and Genre Study (Ch. 2)- Highlighted the chapters and decided on next
steps. In Explicit Instruction we looked at importance of scholars knowing why they have to
learn what they are learning and teachers stating it to scholars, lesson plan cycle (step by step),
p.257 offers suggestions for potential problems. Genre Study- planned on sharing with staff on
January 6.
2. Continue planning for presentation
1. Summarize and highlight chapter 2 (Explicit Instruction, Genre Study) How will we use this in
our practice?
Next steps: Monday, December 9, at 9:15-10:15
V. Sharp observed 5th grade teacher implementing explicit instruction in phonics.
4. Feedback to teacher: A. Garcia met with teacher regarding scholar work that demonstrated
that he was reading the same story with many entries.
3. Continue with Chapter 2 at next meeting.
2. Sanchez scholar reader’s response journal sample shared with Brown teacher (5th). Scholars
are continuing to write in their reader’s response journals and receive written feedback.
Have a plan for continued growth and expansion on the subject with the campus. Spoke about
plan for presentation using the strands as headings on power point (see rubric page26-29)
1. Review PDU expectations and assess 1.Reviewed PD/ Research one page reflection and what it entails. Reviewed rubric for
progress.
presentation in the Spring. Documentation due April 14th (one page reflection, individual
reflection)
Meeting Topics
PDU Title: Brown Aztecs Reading Achievers
Time
What are PDUs?
Date
Veronica Sharp
V.Sharp
Azucena Garcia
3:30-4:15
9:30-11:00
12/4/13
12/9/13
A. Garcia
2. Continue planning for presentation
2. Took more time to discuss ways to implement what we’ve learned. We will continue with
planning for presentation at next meeting.
PDU Process 23
Professional Development/Research One Pagers
What are PDUs?
A minimum of 3 PD and/or research selections must be used and reflected on by all team members during the study. Create a
one-page summary and reflection for each of the resources used by the team during the PDU.
For each resource:
1. Provide all relevant identifying information
a. For live PD (face to face PD, live webinar, video conference) provide:
i. Title
ii. Date of presentation
iii. Location
iv. Name of presenter(s)
v. Focus of the PD
vi. Who from the PDU team attended (not all team members need to attend PD sessions)
b. For written resources (texts, articles, books, journals, websites, video) provide:
i. Title
ii. Location (be specific so the resource can easily be found i.e., ISBN numbers for books,
isue number for periodicals, web addresses, etc.)
iii. Author
iv. Focus
v. All PDU team members should read all written resources
2. Use the following guidelines and guiding questions to complete the reflection:
a. Summarize the content.
b. Why did you select this particular resource?
c. How was the resource applied in your classroom?
d. How did you measure the effectiveness of your implementation?
e. Was the resource valuable (did it impact teachers and students)?
Support
Beth Tousek, Govalle ES
Title: Phonics Lessons Letters, Words, and How They Work: Grade K (ISBN 978-0-325-00407-5)
Author: Irene Fountas and Gay Su Pinnell
Focus: Initial Sound Identification
The resource was applied in the classroom during whole group, small group, and independent work time. We did beginning
consonant sorts with the group, then allowed students to work on similar sorts independently at their seats or with pairs. When
particular students had difficulties completing the sorts, we worked on the sorts in small groups during the word work portion of
our guided reading time.
PDU Process
We measured effectiveness of our implementation through progress monitoring assessments. Students were given two words
that started with the same beginning sound and asked to articulate the beginning sound. After each progress monitoring session, we met as a team and discussed results, as well as ways to help improve the skill in students who had not reached mastery. We increased the number of initial sound activities in intervention groups, worked one-on-one with students, and paired
students who had not yet mastered the skill with a student who had mastered the skill to help. We found this source to be very
valuable to our students because it gave them a way to develop sound discrimination and identification of beginning sound in
an active way. They enjoyed working on the picture sorts. As a team, we plan to further implement sorts through working on
word sorts. We will take this strategy to the next level by adding letters and words.
Guided Timeline
The main purpose of reading Phonics Lessons Letters, Words, and How They Work: Grade K, was to gain a better understanding
of how to best teach students to hear and identify beginning sound in words. As a group, we chose teaching beginning sounds
as one of our strategies because of the importance of sound discrimination. Sound discrimination is an early skill that helps
students to read and write words. Some students are able to identify the beginning sounds in words after hearing this skill modeled, however many students need direct instruction and guided practice to allow them to master this skill. This resource helped
us teach beginning sounds due to its large number of hands on picture sorts and whole group activities. We used this particular
resource because it was written by two of the most well-known and highly regarded experts in the field of early literacy, Irene
Fountas and Gay Su Pinnell.
24
Individual Reflections
1. How did the overall PDU process work? What did you like about the process, and what did you not like about the processfrom start to finish?
2. What did you learn through your participation in the PDU? Were the strategies that you researched worth researching
and how will they impact your teaching in the future?
3. If you were to repeat the process again, what would you do differently? What advice would you give to teachers considering participation in the PDU process next year?
Rhonda Barton
Eastside Memorial High School
Teacher/Science Department Chair/Instructional Coach
What are PDUs?
Please, take a moment to reflect upon the PDU process by addressing the questions below. Be thoughtful and constructive in your
reflections, but please limit them to three pages maximum. Each member of the PDU team will complete a reflection.
PDU Individual Reflection
How did the PDU process work? What did you like and not like?
Our team had six members, three administrators and three instructional coaches. This was the first year that Eastside
implemented part-time instructional coaches in the four core content areas. It was helpful working together with administration because it allowed me to better understand their expectations for teachers and support staff. We would meet officially at
least monthly but we also met informally on several occasions to discuss different aspects of the PDU.
Support
We had a general idea of what we wanted to focus on based on our Campus Improvement Plan and Campus Initiatives (presented to all staff at our beginning of year, August professional development). The real work started when we were trying to
figure out how to help our teams meet the challenges presented (increased engagement, rigor and relevance, literacy). We
went back and forth about resources and best practice strategies/practical application of resources. We finally settled on six
resources. We then decided each instructional coach would provide professional development to their teams that was reflective of all three PDU goals utilizing the various resources. There would be pre-observations and post professional development observations. Our control groups would be those teams/teachers that did not receive the professional development
(math, ELA).
As mentioned above I enjoyed the opportunity to collaborate with administrators in regards to strategies and professional
development. It gave me direction towards leading effective PLCs. My PLCs were definitely more structured and teachers
appeared to be much more engaged compared to last year. What I found difficult was narrowing all the strategies presented
in resources down to a list that teachers could tackle and not feel overwhelmed with. Next time I would probably try and
focus on three or four great resources as opposed to six.
Guided Timeline
What did you learn? Were the strategies that you researched worth researching and how will they impact your teaching in
the future?
I learned that structured PLCs, that have a practical instructional focus, are more engaging for teachers. Teachers really do
want to do their best in the classrooms; sometimes they just need the tools and resources to be successful. Figuring out exactly where they are in their “process” and then giving them specific strategies they can try out in classrooms was rewarding
for me. When I see them connect with a strategy and feel successful with students, I feel successful as a coach. I have one
teacher who did not buy into the professional development as much as the rest of the team, so I will need to continue to work
on figuring out how I can help him move forward with his practice in a way that seems meaningful to him.
PDU Process
If I had to pick the top three resources out of the six, I would choose the Jensen conference, the presentation by Terrine
Rodriguez, and the Making Thinking Visible Book. I liked all the movement and brain breaks that the Jensen conference presented. I liked the strategy of presenting a concept in three or four different ways that Terrine’s presentation suggested. This
aligned well with the SWRL (speaking, writing, reading, listening). I like the idea of having students listen and write, read,
and then speak about a topic. Etc...
25
What are PDUs?
Support
Guided Timeline
PDU Process
The PDU rubric is made up of 10 strands in 4 domains: Collaboration, Implementation/Impact on instruction, Impact on Student Learning and Electronic Documentation. The first three domains are scored during an
end of year presentation. The final domain is scored using your team e-Binder.
PDUs will be evaluated and scored using this rubric and the following criteria:
PDU presentations must be live (not pre-recorded) and be between 20 and 25 minutes in length
Presentations will be rated by a panel of at least three people including your principal, members of the REACH team and/or the Office of Educator Quality.
When multiple bulleted descriptors are listed within a strand, each will be scored separately, then averaged and rounded to determine the overall score for that strand.
Scores from each strand will be totaled to create a final score from each rater
Scores from each rater will be averaged to determine the final score
To receive the $1,500 stipend, teams must have a final score of at least 33 (average of 3 in each strand), and score no “1”s on any single strand (averaged across raters).
PDU Appeal Process: Notify Trish Jarrott, video taped presentation is viewed by 2 additional raters, new ratings will be averaged with previous ratings for a new PDU score (final appealed score may be higher
or lower than the original score).
mention of connection to SLO,
CIP or other campus needs
· Presentation is limited in
development and lacks clarity, focus
and/or direction
· No
· No evidence or description
of how PDU study improved
teamwork and collaboration
1 — Standards not Observed
· PDU goal, process and results are
communicated, but lack clarity
· Presentation is somewhat
developed but is ineffective in
engaging the audience (e.g., reading
slides) and lacks clarity, focus and/or
direction
· PDU is loosely aligned to SLO,
CIP or other campus needs
· Limited description and/or
evidence of how PDU study
improved teamwork and
collaboration among team
2 — Approaching Standards
· New links formed between teachers
and/or administrators outside of
the PDU group, and collaboration
extended beyond normal meeting
times
4 — Exceeding Standards
· Evidence provided (ex: meeting
notes) in the presentation that
PDU meetings were used to
share ideas, resources and data
amongst all team members
· All team members demonstrate
mastery of the course content,
show collegiality and participate
equally in the presentation
· Presentation clearly communicates
goal, process and results of PDU
study and how the study will
influence future PD and instruction
· Presentation captivates the
audience and uses a variety of
elements (video, audio, role playing,
etc.) that enhance the content
· Evidence provided that PDU is fully
aligned to multiple campus needs/
initiatives
is engaging,
organized, and coherent
team members take an active
role in presentation
· All
· Presentation clearly
communicates the goal, process
and results of PDU study
· Presentation
· Evidence provided that PDU
goals align to SLO, CIP or other
campus needs
3 — Meeting Standards
To present your PDU, and thus be eligible for the $1,500 stipend, each team must complete their electronic documentation by April 13, 2015 (subject to change). Presentations are currently planned for May 1-15,
though those dates may also be modified depending on the number of teams.
Strand
Teamwork
Presentation
· PDU goal, process and/or results are
not communicated
· Most team members demonstrate a
lack of understanding and/or do not
participate in the presentation
· Some team members demonstrate
a lack of understanding and/or
do not take an active role in the
presentation
PDU Process 26
· No evidence that evaluation
of instructional resources and
strategies were driven by data
· Unclear how teacher practice
has improved as a result of the
study
· Plan for continued
implementation and/or sharing
PDU with larger group is
unclear or unspecified
PDU Process
· Plan for continued implementation and
sharing PDU with larger group is clear,
specific and principal approved
· Strategies used require significant extension
of practice for all members of the team
and the team has developed a plan for
continued growth and expansion on the
subject with the campus
· Evidence of strategies being implemented
in other content areas, class periods,
student groups, or teacher groups
· Theory behind each strategy is clearly
explained, tied to resources used, and
suggestions of future use of resources are
made
· At least three resources used throughout
the study and Resources include outside
speakers or other external experts
· Expected outcomes from each strategy are
clear and specific and impact multiple areas
of instruction
· Strategies used were adjusted based on
teacher learning, student data, or student
need
· More than three specific instructional
strategies implemented repeatedly over
an extended instructional interval by all
members of the PDU team
Guided Timeline
outcomes from each
strategy are clear and specific
· Plan for continued implementation
beyond the current year is clear
and specific
· Strategies used require significant
extension of practice for all
members of the team
· Evidence provided that selection
of resources and instructional
strategies were driven by data
and needs of both students and
teachers
· Theory behind each strategy
is clearly explained and tied to
resources used.
· At least three resources used
throughout the study
· Expected
· Similar strategies were
implemented repeatedly and
consistently over course of study
by all members of the team
(adjusted for population)
· At least three specific instructional
strategies implemented repeatedly
over an extended instructional
interval
Support
· Two instructional strategies
and/or techniques used by
some or all members of the
team
· Expected outcomes from each
strategy are not clear and
unspecific
· Strategies were implemented
inconsistently over the course
of the study
· Expected outcomes from each
strategy are not provided
· One to two resources used
resources used throughout
the study
· Theory behind each strategy is
not explained nor is it tied to
resources used.
· Reevaluation of instructional
resources and strategies did
not occur
· No mention of how teacher
practice has improved as a
result of the study
· Theory behind each strategy
is vaguely explained and
somewhat tied to resources
used.
· No
· Strategies were not
implemented over the course
of the study
· One instructional strategy
and/or technique was used by
some or all members of the
team
What are PDUs?
Strand
Application of
Study
Use of Resources
Teacher
Development
· No mention of a plan for
continued implementation
and/or sharing PDU with
larger group
PDU Process 27
Support
PDU Process
· Evidence provided that data was used to
drive changes repeatedly throughout the
study
· Data is presented, with artifacts, from
large student populations (at least one
entire class from each teacher in the
study)
· Data collected and presented
demonstrates a direct causation between
student growth and the study (includes
control groups and controlling for
variables)
· Uses 3 or more measures directly aligned
to expected outcomes to demonstrate
student growth
· Outcomes greatly affect student
academic performance in a positive
manner
· Demonstrates outstanding student
improvement in the expected outcomes
identified by the team
Guided Timeline
· Demonstrates clear student
improvement in the expected
outcomes identified by the team
· Demonstrates limited student
improvement in the expected
outcomes identified by the team
· Outcomes positively affect student
academic performance
· Outcomes have no affect student
academic performance
· Data presented is from large
student populations (sample size
may be determined by content
studied… e.g., dyslexia, ELL, etc.)
· Data collected and presented
directly measure the expected
outcomes for each implemented
strategy
· Uses 2 measures directly aligned
to expected outcomes to
demonstrate student growth
· Data collected and presented is
loosely connected to the study (i.e.,
test scores only)
· Uses 1 measures directly aligned to
expected outcomes to demonstrate
student growth
· Data collected and
presented is not related to
the study
· Data presented does not
demonstrate effectiveness of the
strategy researched in the study
presented is on small student
populations
· Data
collected is on isolated
students only
· Data
· Does not use measures
directly aligned to expected
outcomes to demonstrate
student growth
· Outcomes negatively
affect student academic
performance
· Does not demonstrate
improved student
performance in the
expected outcomes
identified by the team
What are PDUs?
Component
Student Growth
(Score x 2)
Data Quality and
Use
· Data was not used to
examine effectiveness of
strategies
· Evidence provided that data was
used to measure effectiveness of
new strategies throughout the
study
PDU Process 28
· Meeting logs are absent for at
least one team meeting
· Invitations to meetings were
sent sporadically/late and/or did
not include all team members,
principal and REACH contact
· Meeting logs are incomplete for
at least one team meeting.
PDU Process
duration is greater than four months
team attendance (by all team
members combined) is at least 95%
· Meet all criteria for a “3” and include a
personal plan from each team member for
extending the PDU beyond your team
· Invitations with agendas were sent at least
one week in advance to all team members,
principal and REACH contact prior to each
meeting
· Meeting logs are complete, include in depth
notes on all discussions/next steps and are
neat, organized and easy to comprehend
· Average
· Evidence of more than five face-toface team meetings focused primarily
on PD and implementation (i.e., not on
documentation)
· Study
· Summary and reflections are provided for
all resources with complete and thoughtful
responses to all guiding questions,
along with suggestions for further
implementation of researched strategies
· Resource summary clearly identifies more
than the three required sources and
provides additional links and information
when possible
Guided Timeline
duration is four months
· All team members complete a
maximum 3 page reflection with
detailed and thoughtful answers to all
guiding questions
· Invitations with agendas were sent
to all team members, principal and
REACH contact prior to each meeting
· Meeting logs are complete and include
required details (attendance, topics,
conclusions, next steps)
· Minimum of 80% attendance from
each team member
· Evidence of five face-to-face team
meetings focused primarily on PD
and implementation (i.e., not on
documentation)
· Study
· Summary and reflections are provided
for all resources with complete and
thoughtful responses to all guiding
questions
· Resource summary clearly identifies
each of the three sources and provides
additional links and information when
possible
Support
· Resource summary identifies
two of the three sources and
provides additional links and
information when possible
summary or reflections
provided
· Summary and reflections
provided, but are incomplete or
lack clarity
duration is two to three
months
· Study
· Evidence of three to four
face-to-face team meetings
throughout study
duration is fewer than
two months
· Evidence of two or fewer
face-to-face team meetings
· Invitations to meeting were
not sent throughout the
year to all team members,
principals and REACH contact
· All team members complete a
reflection, but not all questions
are answered completely
attendance from any
team member
· 50-79%
· One or more team member
did not complete a reflection
by the e-binder due date
attendance or less from
any team member
· 49%
· Study
· No
· Resource summary identifies
no more than one source and
provides additional links and
information when possible
What are PDUs?
Strand
PD Resources
Meeting Logs
and Time
Teacher
Reflections
PDU Process 29
What are PDUs?
Support
Guided Timeline
PDU Process
PDU Process 30

PDU ManUal Table of ConTenTs WhaT are PDUs?

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