Fillable Printable 30-60-90 Day Plan - Southern High School
Fillable Printable 30-60-90 Day Plan - Southern High School
30-60-90 Day Plan - Southern High School
Southern High School 30-60-90 Day Plan
30-60-90 Day Plan
2012-2013 Component: Learning Leaders
Priority Needs
Goals
According to the School Leadership Assessment Summary
Report, 2011, the school needs to ensure teachers are held
accountable for implementing varied research based
strategies during daily instruction.
Based on Walk-Throughs, lecture remains a prevalent method
of teaching with high levels of teacher talk dominating
classrooms.
Based on conversations with teachers, teachers’ knowledge
of research based strategies is inconsistent or limited.
Based on observations made during Walk-Throughs and
informal conversations with students, there is low level of
student engagement in classrooms.
According to the School Leadership Assessment Summary
Report, 2011, the school needs to collaboratively develop and
continuously monitor teacher progress toward attainment of
individual professional growth plan goals.
A. To build teacher capacity so as to increase the use of research
based strategies, improve students’ academic performance, and
engage students in more active learning as evidenced by
classroom observations, teacher reflections, lesson plans, and
students’ academic performance data.
B. To build a community of learners focused on shared responsibility
for improving teaching and learning as evidenced by lesson
studies, peer classroom observations, teacher reflections,
classroom visitations, minutes from PLC work, and PLC data
analysis.
Goal
30 Day Plan
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
A.
To build teacher
capacity so as to
increase the use of
research based
strategies, improve
students’ academic
performance, and
engage students in
more active
learning as
evidenced by
classroom
observations,
teacher reflections,
lesson plans, and
students’ academic
performance data.
A.1 Recruit teachers who are
interested and show
potential for becoming a
learning leader and member
of the Teacher Cohort Team.
A.2. Develop a PD plan and
focus for the summer work
with the teacher cohort
team.
Research Based
Strategies that Work
Learning Styles
Hidden Skills of
Academic Literacy
Lesson/Curriculum
Design
Professional Learning
Communities
A.3. Conduct 8 half days of
PD for the Cohort team
members.
March
2012
May 2012
June 2012
The school will develop a
critical mass of teachers
committed to the increased
use of research based
strategies in the classroom.
Teacher Cohort Team will
share a common knowledge
and have a common focus
for the 2012-2013 school
year.
A critical mass of teacher
leaders will be developed
who can begin to implement
research based strategies in
the classroom and share
information with colleagues.
List of Cohort
Teachers
Agendas
Training Packets
Refection Logs
Informal
Conversations
Participation
Levels
Teacher
Feedback
Out of 26 recruited teachers,
17 teachers accepted.
Well planned and developed
professional development
focused on the needs of the
school.
A positive and excited team
of teachers committed to
changing instructional
practices.
Bryce Hibbard
ER Team
ER Team
ER Team
Bryce Hibbard
James Thornsbury
Goal
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
A.
To build teacher
capacity so as to
increase the use of
research based
strategies, improve
students’ academic
performance, and
engage students in
more active
learning as
evidenced by
classroom
observations,
teacher reflections,
lesson plans, and
students’ academic
performance data.
A.4. Teacher Cohort
Members meet regularly
with ER Staff for the purpose
of reflecting on Desired and
Present State during
planning periods and
monthly meetings after
school.
A.5. Teacher Cohort
Members meet in small,
nested Learning
Communities during ½ day
release time for the purpose
of learning new tools,
strategies, reflecting on
practices, conducting lesson
studies, and learning
protocols for structured
conversations.
August 27
September 7
September 18
September 13
Teachers will have a clear
focus for the work ahead
of them during the 2012-
2013 school year.
Teachers will learn the
protocol for a Structured
Conversation.
Teachers will work
through an inquiry
process to explore tools.
Agenda
Scheduled
Meeting Days for
September
Agendas
Teacher
Reflections
Resource
Materials
Teachers knew the plan for
September/ teachers were
uncomfortable with the
demands on their planning
time. As a result, the
scheduled meeting times were
amended to one planning
period per month. One
teacher dropped from the
Cohort Team.
Teachers reflected on present
practices in PLCs in
comparison to Structured
Conversations/Teachers
realized that many similarities
exist between current PLC
structure and protocol for a
structured conversation.
Significant differences noted
were active listening by the
presenter and focused work
on a single task.
Teachers worked through the
process with CCR data using a
Structured
Conversation./Teachers
immediately recognized the
need for interventions during
the school day. Several cohort
members volunteered to be
part of an intervention
committee for SHS.
ER Team
ER Team
Teacher Cohort
Members
Goal
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
A.
To build teacher
capacity so as to
increase the use of
research based
strategies, improve
students’ academic
performance, and
engage students in
more active
learning as
evidenced by
classroom
observations,
teacher reflections,
lesson plans, and
students’ academic
performance data.
A.6. Teacher Cohort
Members meet in small,
nested Learning
Communities during ½ day
release time for the purpose
of learning new tools,
strategies, reflecting on
practices, conducting lesson
studies, and learning
protocols for structured
conversations.
September 13
Teachers will review
Reading for Meaning
through a Lesson Study.
Teachers will reflect on
new learning and plan
next steps.
Agenda
Reflection log
Lessons
embedding
Reading for
Meaning
Teachers walked away with a
better understanding as to
how to plan a Reading for
Meaning lesson./Teachers
realize the importance of
identifying theme, central
ideas and key details prior to
planning meaningful
anticipatory statements.
Teachers liked the planning
template provided and
seemed eager to plan a lesson
using the template. One
teacher felt overwhelmed and
will need additional support.
Teachers committed to
continued efforts in
promoting new research
based strategies and tools
into their content
PLCs/Cohort teachers
questioned how to get
everyone onboard and how to
deal with people who are
resistant to new ideas. It is
imperative that we publically
support the Cohort teachers
as they endeavor to share the
work and are met with
resistance.
ER Team
Teacher Cohort
Group
Goal
30 Day Plan
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
A.
To build teacher
capacity so as to
increase the use of
research based
strategies, improve
students’ academic
performance, and
engage students in
more active
learning as
evidenced by
classroom
observations,
teacher reflections,
lesson plans, and
students’ academic
performance data.
A.7. Teacher Cohort
Members meet in small,
nested Learning
Communities for 3 hours for
the purpose working
collaboratively to plan a
reading for meaning lesson
in preparation for an
instructional teaching round.
September 27
An aligned reading for
meaning lesson will be
developed collaboratively.
The process of backward
design planning will be
practiced as teachers
develop a standard(s)
based lesson.
Teachers will design
lessons with a literacy
focus across content
areas.
Teachers will become
more confident and
competent in planning
standards based lessons.
Lesson Plan
Observation
Lesson Plan
Individual
Reflection Log
Group debriefing
ER Team
Teacher Cohort
Members
Goal
60 Days
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
B.
To build a
community of
learners focused
on shared
responsibility for
improving
teaching and
learning as
evidenced by
lesson studies,
peer classroom
observations,
teacher
reflections,
classroom
visitations,
minutes from PLC
work, and PLC
data analysis.
B.1.The teacher cohort
team members will work
in small nested
communities and
implement a Reading for
Meaning lesson through
participating in an
Instructional Teaching
Round.
B.2.Teachers will reflect
on the lesson afterwards
and analyze student work
samples.
B.3.Teachers will refine
their understanding of the
Reading for Meaning
Strategy.
B.4.Teachers will make
plans for refining and
implementing the strategy
into their own classroom
practices and initiate the
introduction of the
strategy and/or tools to
members of their content
PLCs.
October 15
October 15
November 5
Teachers will gain
confidence and
comfort in the use of
the Reading for
Meaning strategy
which will result in
increased use of the
strategy in the
classroom.
Teachers will become
more collegial as
professional learning
communities focused
on improving both
teaching and learning.
Increased use of
research based
strategies, such as
Reading for Meaning
throughout the school.
Teacher
Reflections
Teacher
Reflections
Scored Student
Work Samples
Lesson Plans
Classroom
Walk-Throughs
Lesson Plans
Structured
Conversation
Protocol
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
Administrators
ER Team
Goal
60 Day Plan
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
B.
To build a
community of
learners focused
on shared
responsibility for
improving
teaching and
learning as
evidenced by
lesson studies,
peer classroom
observations,
teacher
reflections,
classroom
visitations,
minutes from PLC
work, and PLC
data analysis.
B.5. Substitutes will be
provided for ½ day to
plan a lesson using
research based
strategies/tools learned
(e.g. Concept Attainment,
Compare and Contrast,
Questioning Techniques,
etc.).
B.6. Teachers will
participate in Instructional
Teaching Rounds to
implement the lesson
designed.
B.7.Teachers will reflect
on the lesson afterwards
and analyze student work
samples.
B.8.Teachers will refine
their understanding of the
Reading for Meaning
Strategy.
B.9.Teachers will make
plans for refining and
implementing the strategy
into their own classrooms
and introducing the
strategy in content PLCs.
November
15
November
30
November
30
Ongoing
Ongoing
Increased use of
research based
strategies and
improved academic
performance of
students.
Teachers will become
more collegial as
professional learning
communities focused
on improving both
teaching and learning.
Increased use of
research based
strategies, such as
Reading for Meaning
throughout the school.
Improved instructional
practices resulting in
improvement in
students’ academic
success.
Teacher
Reflections
Walk-Throughs
Scored Samples
of Student
Work
Teacher
Reflections
Scored Student
Work Samples
Lesson Plans
Classroom
Observations
Classroom
Walk-Throughs
Lesson Plans
ER Team
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
Teacher Cohort
Members
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
Goal
60 Day Plan
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
A.
To build teacher
capacity so as to
increase the use of
research based
strategies, improve
students’ academic
performance, and
engage students in
more active
learning as
evidenced by
classroom
observations,
teacher reflections,
lesson plans, and
students’ academic
performance data.
A.8. Teacher Cohort
members will analyze
student work after
implementing the Reading
for Meaning Strategy over a
three week period to assess
the impact of the strategy
upon students’ abilities to
comprehend and cite
evidence from a text.
A.9. Teacher Cohort
Members meet in small,
nested Learning
Communities for 3 hours for
the purpose of exploring new
strategies such as:
New American Lecture,
Compare and Contrast
Strategy,
Inductive Learning
Strategy, or
Concept Attainment
Note-making
Vocabulary
Questioning
Small nested learning teams
will identify a focus strategy
to explore and master.
November 15
November 30
Teachers will develop a
protocol for analyzing
student work, reflect on
the impact of instructional
decisions upon students’
learning, and adapt
instructional practices to
best meet the needs of
learners.
Increased use of varied
research based strategies
throughout the school.
Protocol Process
Teacher
Reflections/
Adaptations
Scored Student
Work Samples
Walk-Throughs
Agenda
Teacher
Reflections
Plans for Next
Steps
ER Team
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
Goal
90 Day Plan
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
B.
To build a
community of
learners focused
on shared
responsibility for
improving
teaching and
learning as
evidenced by
lesson studies,
peer classroom
observations,
teacher
reflections,
classroom
visitations,
minutes from PLC
work, and PLC
data analysis.
B.10.The teacher cohort
team members will work
in small nested
communities to plan a
standards based lesson
using appropriate tools
and research based
strategies. ½ day
substitutes will be
provided for work time.
B.11.The teacher cohort
team members will
participate in an
Instructional Teaching
Rounds to implement the
lesson design. ½ day
substitutes will be
provided for the
Instructional Round.
B.12.Teachers will reflect
on the lesson afterwards
and analyze student work
samples.
B. 13.Teachers will refine
their understanding of
new strategies and tools.
B. 14.Teachers will make
plans for refining and
implementing the
strategies and tools into
their own classrooms.
January 15
January 31
January 31
Ongoing
Ongoing
A culture of
collaboration and
collegiality will develop
as teachers work
together to support
instructional change.
Teachers will become
more collegial as
professional learning
communities focused
on improving both
teaching and learning.
A culture will develop
where teachers value
reflection and regular
analysis of student
work as a means of
improving teaching and
learning.
Increased use of
research based
strategies, such as
Reading for Meaning
throughout the school.
Teacher
Reflections
Lesson Plans
Structured
Conversation
Protocol
Teacher
Reflections &
Lesson Plans
Classroom
Walk-Throughs
Reflective
Journals
Lesson Plans
Classroom
Observations
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
ER Team
Teacher Cohort
Members
Teacher Cohort
Members
Teacher Cohort
Members
ER Team
Goal
Beyond 90
Day Plan
Actions
End
Date
Expected Impact
Evidence
Outcomes/
Reflections
Person(s)
Responsible
B.
To build a
community of
learners focused
on shared
responsibility for
improving
teaching and
learning as
evidenced by
lesson studies,
peer classroom
observations,
teacher
reflections,
classroom
visitations,
minutes from PLC
work, and PLC
data analysis.
B.15. Initiate Peer
Observations throughout
the school. Teacher
Cohort members open
classroom doors for
facilitated peer
observations to occur.
B.16. Extend invitations
for content PLC members
to participate In an
Instructional Round.
B.17. Teacher Cohort
members will continue to
meet and work twice
monthly during the school
year. Teachers will work
through the cycle of
collaborative planning,
reflecting on practices,
analyzing student work
and adapting instructional
practices based on both
professional needs and
students’ needs.
February
March
May
Teachers will have
models for effective
practices and reflect on
new learning through
facilitated coaching.
Teacher observers will
learn a process for
working collaboratively
and reflectively with
peers and be better
prepared for the
Professional Growth
and Evaluation System
Kentucky is putting into
place in 2014-2015.
Quality instruction in all
classrooms and
improve academic
performance of
students.
Observations
Teacher
Reflections
Teacher
Feedback
Lesson Design
Teacher
Reflection Logs
Coaching Notes
ER Team
ER Team
Teacher Cohort
Members &
Colleagues
ER Staff
Teacher Cohort
Members
Southern High School 30-60-90 Day Plan
30-60-90 Day Plan
2012-2013 Component: PLC Work
Priority Needs
Goals
1. Based on PLC observations, minutes and agendas,
teachers have limited understanding of how to use the
process of inquiry for continuous improvement
(teaching and learning).
2. Based on teacher feedback and informal conversations,
work completed in Academy PLCs for the 2011-2012
school year lacked purpose.
3. Based on informal observations by administrators, ER
team members, and SLC Resource Teacher, there was
limited use of data to adapt instruction and limited use
of interventions for Tier II and Tier III students.
A. To increase the effectiveness of PLC work for continuous
improvement in teaching and learning within all PLCs as
evidenced by informal observations of PLCs, minutes,
teacher surveys, agendas and improved student
performance.
B. To develop PLCs focused on improving students’ learning as
evidenced by planned differentiated instruction within the
classroom, scheduled interventions for at-risk students, and
reduced achievement gaps.
