Professional Learning Communities
August 22, 2014
What constitutes professional development?
When people use the term “professional development,” they usually mean
a formal process such as a conference, seminar, or workshop; collaborative
learning among members of a work team; or a course at a college or
However, professional development can also occur in informal
contexts such as discussions among work colleagues, independent reading
and research, observations of a colleague’s work, or other learning from a
Professional Development Focus for 2014-15
● Instructional Shifts: Close Reading
Instructional Focus for 2014-15
Essentially, close reading means reading to uncover layers of
meaning that lead to deep comprehension.
It’s a careful and purposeful rereading of a text. It’s an encounter
with the text where students really focus on what the author had
to say, what the author’s purpose was, what the words mean, and
what the structure of the text tells us.
With close reading, you will be reading articles/stories multiple
times. Each time, you will be pulling out different types of
CCSS Instructional Shifts
Grade Level Focus
❖ Two ½ days during the school year
❖ Expanding on the strategies for close reading.
❖ Opportunity for teachers will share their successes.
PLC Focus: Writing
❖ Our PLC time will allow for focused writing
❖ Two PLCs a month will be devoted to
Can be found on www.d124pd.weebly.com under PLC
Schedule for WebPD: 1st Semester
August 25th: Recognizing the Six Traits &
Rolling Out the Trait Language to Students
September 17: Introducing the Six Traits
October 22: Delivering Dynamic Mini-Lessons in Writing
November 12: Delivering Trait-Based Mini Lessons in Writing
December 10: 5 Strategies to Increase Students’ Prompt-Writing Test
Accessing the WebPD
Download the handouts to take notes.
Access to videos for one year. DO NOT share outside
Each grade level has a reflection journal in
your “shared with me” drive.
DO NOT rename this document!
These documents will be used as on-going
collaboration notes for the year.
Three ways to begin:
❏ Consult with Bobb Darnell to lead and support an
❏ Build assessment literacy with all staff
❏ Utilize PARCC resources to develop student skills
with PARCC assessment format throughout the year
Assessment Committee Work
➢ Group of teachers will work with Bobb Darnell to lead
➢ Work will be shared at grade level meetings or staff
➢ Collaboration to support the teachers in teaching
students the skills needed to be successful with
Clear understanding of:
➔ What we want students to know, understand, and be able to do?
➔ Why we are assessing and how will the assessment information be
➔ For whom are the assessment results intended?
➔ How do we assess student learning in the classroom?
➔ How will we evaluate student knowledge and proficiency?
➔ Who is involved in evaluating student response, products,
➔ How will we communicate the results?
● Create opportunities for students to practice PARCCtype questions throughout the year
● Provide immediate feedback to students to promote
and encourage student ownership of learning as well
● Become familiar with online resources
Technology Integration in D-124
● Paul Kaskovich, Digital Learning Coach
● Teaching background: 7th and 8th grade Social Studies, Language
Arts and Literature
● Two years experience being completely 1:1 (students took materials
● My role is to assist with technology integration
Technology Overview in D-124
● iPads: All 4th grade, SPED, ELL, and classroom sets
throughout the district.
● Chromebooks: 5th and 7th grade going 1:1 this year.
● The goal is eventually to go 1:1 throughout the
Teaching with Technology: Philosophy
● Use the tools to challenge students.
● Don’t get caught up with how “cool” something looks,
but find ways to enhance your lessons.
● “What did they learn?” vs. “What can they do?”
● The possibilities for differentiation are endless.
● How many of you have heard of the phrase “above
the line” teaching?
The SAMR Model
-As you are beginning to get
comfortable with 1:1, view the
SAMR model as a progression.
-Try to enhance your lessons
initially, then progress into the
SAMR Model: Example
● The assignment for the class is an argumentative
● Original assignment was done with pen and paper.
● Students write their assignments using a word
processor instead of pen and paper (Microsoft Word,
● The function does not change, but technology is
● Students use a Google Doc to write the assignment
and share it with the teacher so that the teacher can
give feedback and monitor progress.
● There is functional improvement-- feedback and
communication with the teacher.
Modification (“above the line”)
● Students use the Google Doc and share with a small
group of other classmates. Students then give feedback
to each other and challenge each other with questions on
● There is significant task redesign because there is
collaboration and students are now speaking to an
Redefinition (really “above the line”)
● Students create a blog to be shared on the web,
incorporating feedback and insights of other classmates.
● Students Skype with a different classroom in another
community comparing and contrasting their opinions.
*These tasks were previously
inconceivable with the original lesson.
It allows for a unique audience, the
ability to learn from new perspectives,
and takes learning outside of the
● Everyone works with technology at a different pace
● Take time to get comfortable using technology
● Push yourself to try new things & set goals (1 new
thing each week)
● Take advantage of Professional Development
● Don’t be afraid to ask questions! (Asking the kids for
help is OK!!)
Building a Foundation for Success
Have a great year!