WL Department Meeting September 27, 2011 Room 206

Blessed is the person who is too busy to worry in the daytime and too sleepy to worry at night. ~Author Unknown If you can speak three languages you're trilingual. If you can speak two languages you're bilingual. If you can speak only one language you're an American. ~Author Unknown Words are some of the most powerful and important things I know....Language is the tool of love and the weapon of hatred. It's the bright red warning flag of danger--and the stone foundation of diplomacy and peace. ~ Author Unknown

Americans who travel abroad for the first time are often shocked to discover that, despite all the progress that has been made in the last 30 years, many foreign people still speak in foreign languages ~ Dave Barry

Early Release Wednesdays County Policy Benchmark Midterm/Final Rigor, Relevance, Relationships Global Connections School-Wide PGPP

Daily/Weekly Plans School Report Card Department or Personal PGPP School Culture Spirit Week Spanish Immersion Visit Upcoming Dates

Early Release Wednesdays

Lunch ? Faculty Meeting School-wide PD Quadrant D Lessons

County Policies
Book School Board Policies Section 3000 - Instruction Title Curriculum and Instruction Number 3010 Status Active Legal Adopted December 8, 2009

Students will be assessed using standardized assessments in compliance with state and federal requirements. Division-made and teacher-made assessments will be aligned to the approved curriculum. Results on standardized assessments shall be reported to the School Board at least annually and shall be used as a factor in making data-based decisions relating to curriculum and program effectiveness. Such results shall also be a factor in assessing the performance of staff, in determining the divisions professional growth offerings and in implementing school, department and/or division improvements.

County Policies
Book School Board Policies Section 5000 - Human Resources Title Professional Ethics Number 5030 Status Active Legal Adopted December 8, 2009

All employees have the responsibility to maintain standards of exemplary professional conduct and provide services that create a positive school environment. Employee duties, responsibilities and personal judgment shall be consistent with School Board policies and regulations. By accepting employment with Chesterfield County Public Schools, all employees shall fulfill their individual responsibilities with respect, responsibility, honesty and accountability and shall keep the well being of the students as their primary goal while maintaining the highest standards of professional ethics.

County Policies
Book Section Title Number Status Legal Adopted School Board Policies 5000 - Human Resources Observance of Policies and Regulations 5020 Active December 8, 2009

All employees are expected to know and shall be held responsible for observing federal and state laws, and the School Board policies and regulations pertinent to their work activities.

Benchmark

1st quarter benchmark Nov. 3 -19 window Tentatively using Nov. 9 - 14 April 4 May 13

Midterm/Final

* High Schools are still at 20%

Midterm Exams January 17 - 20

Global Connections

Home > Instruction > Office of Curriculum & Instruction > General Resources

Rigor, Relevance, Relationships

Rigor, Relevance, Relationships

Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations.

Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.

School-Wide PGPP
My professional growth goal: I will write and implement lesson plans that include technology integrations and focus on quadrant D of the rigor, relevance and relationship framework so that my students are actively engaged in 21st century learning skills. Actions I will take to accomplish this goal: Participate in a grade-level professional learning community focused on implementation of rigor, relevance and relationship framework Utilize CCPS portal Curriculum & Instruction for technology integrations to be incorporated into the lesson plans Participate in grade-level lesson study to develop, implement, reflect on, and revise lesson plans that include technology integrations (interdisciplinary units of study) Participate in PD360 sessions about Problem Based Learning During weekly team meetings discuss and reflect on classroom applications of lesson plans developed Attend school based professional development sessions based on problem based learning Presentations at plc meeting of problem based learning lessons/activities

School-Wide PGPP
How I will document accomplishment of this goal:

PLC meeting logs Lesson plans Lesson plans developed during lesson study and implementation reflections; Freedom Writers and/or Seed Folk Completed PD360 reflections Team meeting notes Exit tickets from monthly school based professional development sessions

School Report Card

Daily/Weekly Plans
I would like all teachers to maintain a lesson plan binder for your daily lessons. Each week at your PLC meetings, bring a complete lesson plan to share with PLC members. You will NOT be required to turn in lesson plans on a daily or weekly basis. However, during walkthroughs and observations, we will look for your written lesson plan. You can use the CCPS template, it captures the key components of a lesson. Please let you department chair or grade level administrator know if you plan to use a different, modified format. Our goal is to be prepared to provide the best instruction for students every day bell to bell. Your lesson plan is the script and guide for you and/or any other person who may have to teach your class.

See Teacher Performance Evaluation Report, Performance Standard 1: Data Driven Planning: Plans instruction to achieve desired objectives that reflect the Va. SOL and division curriculum guides.

Department or Personal PGPP-T

School Culture

Spirit Week

Spanish Immersion Visit

Kristal McIntire Manchester High School Spanish Immersion Center October 4 November 14

One assembly possible? How many students? Use the Auditorium? Period 2 - other programs scheduled for end of the day this diversifies missed class time Period 7/8 end of the day - on an AWARE day the class time is already short and we could accommodate the assembly without fighting to get back on task afterward

Upcoming Dates
Jan Herrera of BER will present this outstanding seminar designed specifically for world language teachers. The ideas that are presented are applicable for all languages and levels of world language instruction. Classroom management strategies are woven throughout the day. All of the strategies presented in this seminar are research-based and support national standards-based practices.

http://www.flavaweb.org/flava_2011_exhibitor_list.php

http://www.flavaweb.org/files/Conference_at_a_Glance-2011_Final_Update_0914.pdf
CCPS 5 presentators:
Takako Cullison , Allyson Midgley, Linda Szwabowski, Margaret Hicks, Amy Petersen

Special Events: LBV Salsa Workshop, Costume Competition, Dancers from across the globe, Films and presenters at luncheons

Upcoming Dates

John DeMado - Henrico

Brain and SLA, presented by Dr. Ferree followed by discussion in feeder patterns

CCPS Implementation of 21st Century Learning

21st Century Content
21st Century Technology Digital-Age Literacy Global Connections Inventive Thinking Communication and Collaboration

Curriculum Development
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Curriculum Implementation
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Partnership for 21st Century Skills Learning Point Associates (NCREL)

Global Connections and Core Values

Global Awareness Multicultural Literacy Global Perspectives Global Citizenship Respect Responsibility Honesty Accountability

Cultural Competence

Global Awareness Students investigate the world beyond their immediate environment. Instructional Strategies: Use knowledge of languages and culture to identify issues and frame researchable questions of local, regional, or global significance. Use a variety of domestic and international sources, media, and experiences in the target language to identify and weigh relevant evidence to address globally significant questions. Use their knowledge of language and culture to develop and argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions about a globally significant issue.

Global Perspectives Students recognize their own and others perspective.

Global Communication Students communicate their ideas effectively with diverse audiences.

Global Citizenship Students translate their ideas and findings into appropriate actions to improve the world. Instructional Strategies: Use their native and studied languages and culture to identify and create opportunities for personal or collaborative action to improve conditions. Use linguistics and cultural knowledge to assess options and plan actions, options and plan actions, taking into account previous approaches, varied perspectives, and potential consequences. Use their native and studied languages and cross-cultural knowledge to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess the impact of the action. Reflect on how proficiency in more than one language contributes to advocate for and contribute to improvement locally, regionally, or globally.

World Languages Instructional Strategies

Instructional Strategies: Recognize and express their own perspectives and understanding of the world, and determine how language and culture inform and shape those perspectives and understanding. Examine the perspectives of the other people, groups, or schools of thought and how language and culture influences those perspectives. Explain how cultural and linguistic interactions influence situations, events, issues, ideas, and language, including the development of knowledge. Instructional Strategies: Recognize and express how linguistically diverse people may perceive different meanings from the same words or non-verbal cues and how this impacts communication and collaboration. Use the target language for interpersonal, interpretive, and presentational purposes, including appropriate verbal and nonverbal behavior and strategies, to communicate with the target culture. Select and use appropriate technology and media to connect with native language speakers of the target language, present information, concepts, or ideas of global significance, and/or develop creative products within the target language.

SECONDARY (6-12)

Global Awareness Students investigate the world beyond their immediate environment.

Global Perspectives Students recognize their own and others perspective.

Global Communication Students communicate their ideas effectively with diverse audiences.

Global Citizenship Students translate their ideas and findings into appropriate actions to improve the world.

Resources and Lessons: 6-12: Educational Resources from International Embassies French German Japanese Spanish

World Languages Resources and Lessons Resources and Lessons: Resources and Lessons: 6: exploratory: Read several folk Specified middle schools: Interact tales from Africa during the French with students from around the unit. Analyze the folk tales for world via virtual classroom common elements and morals. exchanges. Share practices and Compare them to 2 or more perspectives. American folk tales. Create an Levels III and higher: learn one or original illustrated folk tale in more popular songs from the English, incorporating at least 12 target culture that address an issue French words. such are racism, juvenile Folk Tale Summaries homelessness, etc. Create a 6 exploratory: At the end of the multimedia presentation in the Mandarin Chinese unit, create an target language that explains why illustrated rebus story about a day this issue is important to you. on the Silk Road using both roman Conclude with two or more alphabet and Chinese characters. possible solutions to the problem. Be sure to include three or more Sample songs customs in your tale. As a class, investigate an issue such Sample Character Story as the death penalty, Spanish III: Summative activities for independence for Puerto Rico, the Quarter I are found in the impact of educating females on a Communication Activities Folder. nations economy, etc. Learn both Summative Lesson and Assessment sides of the issue. Debate the issue 6-12: Participate in a county or in class in teams of 3-5. statewide celebration of language Multimedia resources and culture. Reflect on how the participation has changed your perspective. VA Jr. Classical League VA Organization of German Students

Resources and Lessons: 6-12: collaborate across languages to host a fundraiser (World Cup Soccer, etc.). Contribute the funds raised to a worldwide or regional concern. Contact Clover Hill High School for more information.

SECONDARY (6-12)