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6th grade focus I will be leading professional development for 14 sixth grade teachers focusing on aligning ourselves to best

practices for middle level learners. This professional development will be working through a book study of This We Believe; the developmentally responsive view of Middle Level developmental needs from the Association of Middle Level Education. We will also be mapping our team design. This development will be bi weekly for the first two weeks and then transition into once every other week for a total of 8 total sessions lasting from 1 hour to 2 hours in length. Needs Assessment My assistant principal of Instruction asked me if I would be able to assist him in professional development for our 6th grade teams. He has noticed that our sixth grade staff runs their classes as if they are in self-contained elementary school classes and that there isnt much middle school model being seen except for the changing of classes. He went through the staff files to find out that 10 out of the 14 sixth grade teachers were elementary certified. This professional development lines up with our school improvement plan of showing growth in reading and math scores by aligning to cross curricular classrooms (a focus in the middle school philosophy stated in This We Believe). This professional development will also look into the focus of teams behavior management, positive reinforcement, identity and transition from elementary school to the larger middle school. In discussing the time frame for this development the principal decided on beginning it during our staff development time before the 2013/2014 school year. It would carry on into the first nine weeks as well. I argued that it needed to be done before school starts so that everything could be in place but this idea was dismissed to acknowledge staff participation during their summer vacation would be less than half.

Purpose and Rational The purpose is to assist our sixth grade teams (4 person team for core content subjects that share the same students) into re-aligning their practices. Specifically due to the fact that the majority of them holds an elementary certification, the philosophy and best practices for middle school according to the Association of Middle Level Education. This will enable students to transition to 7th grade more fluidly. It will also benefit the students in staff in aligning students to the new environment of the school and to the focus on movement and change to not limit the structure of behavior expectations. Our school improvement goals relate to behavior expectations and attendance goals that we have set. Our population needs structure and engagement geared to their mental and physical development Goals and Objectives: 1. Teachers will work on building their team identity- student expectations, cross curricular activities, conferences, Positive Behavior In School rewards, homework, hallway expectations. (Building a focused 6th grade, transitions into middle school, Behavior management plans, student engagement). Often students leave an elementary school with self-contained classrooms where the focus is very clear. In the middle school setting they are placed on a team with 4 teachers that should have a clear alignment so that students can transition between classes smoothly and with less stress of remembering different expectations for different teachers. 2. Teacher learn the 16 principals behind the middle school model and adjust personal expectations to focus on students needs and developmental level. This aligns with were the administration would like our sixth grade staff to focus on the collaboration and developmental needs of the age group.

Documents: 1. Log of Communication o 4/1/13 I met with Principal of Instruction (Kevin Fox) in which he discussed professional development, outcome desired, format & my involvement with the 6th grade portion of staff development. o 4/4/13 Met with Mr. Fox to go over the idea of a book study of This We Believe. He hadnt read it but I informed him its basic principals and that we have about 20 copies in our professional library. (He didnt know we had a professional library, all of our administrators are new) o 4/4/13 I talked with our librarian about the copies of This We Believe that are in the professional library and the check out procedures for them. o 4/5/13 We (Mr. Fox & I) discussed outline of our Professional Development (length, book, activities, focused on areas hes documented as a concern) o 4/8/13 Shared our plan with outside middle level educators from neighboring schools (Racheal Rovenstien- Kannapolis Middle School, David James- Winkler Middle School, Tanya Pelfrey- Harris Road Middle School) to get their feedback on our PD before taking it into development. I got feedback on how to present it (make sure not to be blaming them for what they have been doing wrong but how to focus on best practices to improve our skills) and questioned about why it was waiting until staff development prior to the new school year starting instead of earlier, and the length of PD (they thought it should be shorter). o 4/9/13 I addressed PD with Mr. Fox to adjust length of PD to just 8 sessions instead of the original 16. He wanted to make sure it was solid training and I mentioned the time frame with thought to business of the fall semester and how the philosophy and changes to the team identity should not be changing after 2 months of school. We decided to go ahead with the shorter time frame and that I would report back to him after Ive mapped out the book study and team identity sheets were created. I was also informed not to mention anything to the sixth grade staff until later notice. o 5/1/13 Is the future date to meet and review my plans for book study and approve them. o 8/12/13- Day 1 of PD. Individuals will be given their copy of This We Believe and the game plan for the sessions they are to attend including homework assigned readings. Today is walking through the Importance of Middle School ( pgs. 1-9) o 8/14/13- Day 2 of PD. Discussing Leadership and Organization Characteristics ( 27-30). Individuals will be working with their

o o o o o o

teams to decide of collaborative goals, hallway expectations, lockers, common rules, agenda usage & what should positive recognition look like. 8/19/13- Day 3 of PD. Book study discussion groups focusing on Needs. Discuss reading (30-33) Fostering a purposeful learning & meaningful relationships8/21/13- Day 4 of PD. Book study discussion on how we teach and assess. 8/28/13- Day 4 of PD. The discussion will be geared to the culture and community of Concord Middle and where we are guiding it. (pg. 33-41) 9/4/13- Day 5 of PD. Attributes and Characteristics of young adolescents referencing cognitive ability and social awareness 9/10/13- Day 6 of PD. Curriculum as integrative, exploratory and relevant to our urban learners (pg. 17-24 discussed) 9/18/13- Day 7 of PD. Ongoing Assessment and how it overlaps the P.L.Cs cfa data (reading pg. 24-26) 9/25/13- Day 8 of PD. Professional development leads to best practices. What P.D. do they need/want. +/- on focusing on the middle.( pg 27-31 discussed) Review +/- information with Mr. Fox and discuss walk through observations, behavior protocols, what else can we do to assist 6th grade staff.

2. People Involved Kevin Fox- API (Assistant Principal of Instruction) Nancy Cochrane- Librarian Racheal Rovenstien- middle level resource David James- middle level resource Tanya Pelfrey- middle level resource 6th grade Staff Tim Hogan ( CMS Rockers) Ressa Nance Rich Kidd Anna Mosley Cynthea Query ( Rock Stars) Sarah Widenhouse Jordanna Aler Cody Rosenthal Dori Swaringen (Rolling Stones) Kim Harding Terra Pinkston Gail Harrigfeld

These are the questions for discussion within Individual team members, then in whole group. PD. Day 1
o Does our school/system have a vision/mission that speaks to the importance of including both the academic and personal development of each young adolescent? When was the vision/mission developed? By whom? o What does our school do to prepare young adolescents to be successful in a global society? o To what degree does our school base its curriculum, pedagogy, and programs on the developmental readiness, needs, and interests of our students? o Consider the statements on p. 5 that speak to the interdependence of the characteristics of This We Believe. As you continue this study, keep this point in the forefront of your thinking. How does your school ensure that all of the characteristics are working together to provide an optimum learning experience for students? PD. Day 2 o Is our vision of Value, Engage, Challenge, Inspire still relevant? o How is our schools vision communicated? o Do you believe our schools practices relate directly to the vision and mission? If not, what would be an appropriate strategy to rectify this situation? o Is the culture of our school one of collaboration, where the input of each individual is solicited and valued? If not, how could that culture be changed? PD. Day 3 o What are the advantages and disadvantages of partner teams versus four- or fiveperson teams? o How can the needs of diverse learners be met without using ability grouping? o What processes are in place in this school to promote organizational structures that support meaningful relationships? o How is common planning time used on our team? What percentage of this planning time is spent discussing curriculum and instruction? Are minutes kept and shared? o Does our team utilize cooperative learning, independent study, enrichment programs, and other practices to respond to student interests and abilities? If these are not used, what can be done to initiate these proven practices? PD. Day 4 o Is the overall atmosphere in the school and classrooms positive and encouraging? Give some examples or evidence that this is so. o Are students in our school encouraged to take intellectual risks and explore new challenges? When and how? o Is every student in the school well known by an adult? o Do teams in the schools foster a sense of family and community? Why is it important to do so? PD. Day 5 o What does active learning mean to you? o What does active learning look like in our school? o How do students play an active role in their own learning? o Describe the importance of collaboration in teaching in the middle grades? o Does our school engage fully in interdisciplinary studies? In integrative learning?

Why or why not? How could the school work toward this developmentally appropriate approach? PD. Day 6 o Are integrative learning experiences provided for all students? Is the content relevant to their lives? o Does your team have inclusion or resource students? How does your team integrate learning experiences for them differ from general ed. Students? o How does our school provide experiences for students with special talents or interests in intellectual, athletic, or artistic endeavors? How can you help them find them? o Are students provided with multiple opportunities to present their learning to others? In what areas and to whom do they present? PD. Day 7 o Does assessment emphasize individual progress rather than comparison with other students? Share examples of this practice. o Does evaluation rely on extrinsic or intrinsic motivation? Share instances of intrinsic motivation in your classroom. o How can the team move toward providing more instances of authentic assessment? PD. Day 8 o What does courageous, collaborative leadership mean to you? Give several examples from your experience of what such leaders do that sets them apart. o Does our school have a leadership team have enough representative from 6th grade? o Do you feel like your concerns are reaching administration and leadership in the best way possible? o What areas do you see as a Need for your team? o Would you be interested in specific professional development? o +/- to your experience with Professional Developments time for implementation?

6th grade Focusing on the Miner


We will be meeting to discuss and focus in

our young Miners! Please come open minded and prepared to work towards growth and positive change! Dates: Aug. 12th
11:15 (Pinkstons room 621) Homework: reading pg. 27-30 in This We Believe Aug. 14th 11:15 TEAM Homework: pg. 30-33 Aug. 19th 10:10 Fostering a Purpose & Relationships Homework: pg. 33-41 Aug. 28th 9:45 Culture & our Community Homework: pg. 13-16 Sept. 4th 9:45 Characteristics of our students and of ourselves Homework: pg. 17-24 Sept. 10th 9:45 Integrative, explorative and relevant Curriculum Homework: pg. 24-26 Sept. 18th 9:45 Assessments & PLCs Homework 27-31 Sept. 25th 9:45 Professional Development & Best Practices

You will be given a copy of This We Believe on August 12th but if youd like it before you leave for the summer break please see Ms. Cochrine in the Media Center to check out your copy. There will be a care number given on Aug. 12th. Have a great rest of the 2012/2013 school year!

Sincerely, Dana Sutcliffe & Kevin Fox

Rolling Stones
Team Expectations 1.Common for all Classrooms:

2. Locker times: 3. Hallway classroom Change:

4. Restrooms:

5. Agenda:

6. Lunch:

7. Parent Conferences:

8. Logging Parent Communication: (NCWISE notes, binder)

9. Team Time:

Rock Stars
Team Expectations 1.Common for all Classrooms:

2. Locker times: 3. Hallway classroom Change:

4. Restrooms:

5. Agenda:

6. Lunch:

7. Parent Conferences:

8. Logging Parent Communication: (NCWISE notes, binder)

9. Team Time:

CMS Rockers
Team Expectations 1.Common for all Classrooms:

2. Locker times: 3. Hallway classroom Change:

4. Restrooms:

5. Agenda:

6. Lunch:

7. Parent Conferences:

8. Logging Parent Communication: (NCWISE notes, binder)

9. Team Time: Evidence The evidence will present itself next year as our school year begins. The sixth grade teams should have aligned common expectations and goals for their teams. During grade level meetings and with administration observations, will guide the further guidance of the middle school model. They are currently deciding about placing strong middle level teachers within the openings for next year to further

align the middle level model in sixth grade with seventh and eighth grades. We will also be completing a +/- at the end of our professional development to take the sixth grade teachers opinion on the professional development and further needs of our staff. Reflection Since my project is primarily taking place in the future I do not have much to place in my reflection except for my thoughts on perspective discourse. Im hoping and believing that most of the sixth grade staff will be open minded and willing to expand their lens to the middle school model more than they have in the past. I hope that this will just allow them to focus their time and energy into making their team become more like a focused unit instead of distant relatives. We are not trying to telling them that they have to change and that what they have been doing is wrong but to open to door to positive change. Sometimes the conversation just needs to be brought to the attention of the group for progress to be made.

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