PDU MANUAL TABLE OF CONTENTS. WHAT ARE PDUs? 2 HOW DO I USE THIS MANUAL? 3 SUPPORT 4 TIMELINE 5 PDU PROCESS 6 30

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1 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 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 Take One! FAQ 30

2 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 What are REACH Professional Development Units? 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. 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. In addition to the information in this manual, there are videos and other supporting documents available at Why collaborate on PDUs? 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? 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. FAQs Are PDUs required for all campus staff? No, PDUs are an optional component of REACH. Teams can consist of 3-7 professionals, including teachers, coaches, counselors, librarians, and administrators. 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. WHAT ARE PDUs? 2 WHAT ARE PDUs? HOW DO DO I USE I USE THIS THIS MANUAL? MAN- SUPPORT GUIDED TIMELINE PDU PROCESS

3 HOW DO I USE THIS MANUAL?... and why is it so big? 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 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. 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. 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 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 . HOW DO I USE THIS MANUAL? 3

4 SUPPORT In order to fully support PDU teams throughout the study process, there are a number of resources available including written documents, videos, , 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 Information regarding other elements of AISD REACH can be found at Campus-Based Support and Training 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 . 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 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. JOANN TAYLOR Assistant Director of Strategic Compensation jotaylor@austinisd.org TRISH JARROTT Senior Associate, Student Learning trish.jarrott@austinisd.org SUPPORT 4

5 PDU TIMELINE The following is an abbreviated timeline for the PDU study. Deadlines are labeled and highlighted. Click here for a sample guided timeline. AUGUST 26 PDU APPLICATION IS AVAILABLE ONLINE September Determine PDU focus, application, assign roles, find resources October Discuss strategies, finalize data collection, discuss implementation SEPTEMBER 30 PDU APPLICATIONS DUE November Reveiw data collected in implementation, reflect on strategies/resources December Reflect on data, review additional resources, plan for the second semester January Identify new strategies/changes for 2nd semester, adjust data collection February Reflect on new strategies March Resource/personal reflections, organiza data for final presentation April Finalize electronic documentation, outline presentation APRIL 14 ELECTRONIC BINDER DUE May Practice Presentations MAY 1-15 PDU END OF YEAR PRESENTATIONS Deadlines for Professional Development Units PDU application available: August 26, 2013 PDU applicaitons dues: September 30, 2013 PDU E-binder due: April 14, 2014 PDU End of Year Presentations May 1-15, 2014 FAQs What if a special circumstance arises and I am going to miss a PDU meeting? 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. PDU Expectations 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. GUIDED TIMELINE 5

6 PDU PROCESS Eligibility and Program Requirements 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. 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 PDU Teams will: Read and respond to all within 5 business days, and ensure that all team members receive all correspondence. Create and include agendas in all meeting invitations. Participate in professional development that goes beyond what is required by the campus/department/district. Agree that all strategies agreed upon are new learning for each member of the team. 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. (continued) PDU Expectations 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. FAQs Who scores the PDU End of Year Presentations? At the end of the year, teams will present a 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. PDU PROCESS ELIGIBILITY AND PROGRAM REQUIREMENTS 6

7 PDU PROCESS Eligibility and Program Requirements (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 a great communicator and have a positive rapport with all team members. Be responsive to and ensure that all team members receive all correspondence. Those participating in Take One! also have specific expectations. Team Collaboration Take One! Teams will: Read and respond to all within 5 business days, and ensure that all team members receive all correspondence. Create and include agendas in all meeting invitations. Study the NBPTS standards and rubric for their teaching discipline and choose an appropriate certificate area. Meet with the NBCT facilitator approximately 20 hours, or approximately 10 times between October and April. Determine all meeting dates and times. Plan and videotape lessons, review each other s videotape and written commentary, and offer feedback. Bring drafts and videos of instruction to each meeting. Complete a video portfolio entry using a classroom of students to demonstrate accomplished prek-12 teaching. Submit the entry to NBPTS to be scored, in accordance with the deadlines and policies of the current NBPTS assessment program. Each Take One! Team will also have a Team Leader. Terms of Take One! Team Leaders Take One! Team leaders will: Be a National Board Certified Teacher. Organize necessary documentation for the final video. Be a great communicator and have a positive rapport with all team members. Be responsive to and ensure that all team members receive all correspondence. 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. FAQs What if my team cannot fulfill the requirements of the PDU after we have begun the process? 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. PDU PROCESS ELIGIBILITY AND PROGRAM REQUIREMENTS 7

8 PDU Guided Timeline Sample August 26 September- 2 Meetings Meeting 1 Suggested Agenda Meeting 2 Suggested Agenda September 30 October- 1 Meeting Suggested Agenda November- 1 Meeting Suggested Agenda December- 1 Meeting Suggested Agenda PDU Application is available online Discuss teacher needs/hopes and finalize PDU subject. Discuss possible resources Review application Homework: Review resources and determine possible strategies and data collection Complete application Assign roles and responsibilities Review team leader responsibilities Homework: Begin reading books/articles/attend PD, etc. PDU application due Discuss resources and begin brainstorming initial strategies to implement Finalize data that will be collected to measure each strategy (see Data Collection Planning Sheet) Using information from your resources, brainstorm and discuss methods for successful implementation 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. Review pre data Discuss successes and challenges with implementation of chosen strategies Review outcomes of any data collected following implementation Determine if other resources will help improve implementation Homework Continue implementing strategies and collecting data 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

9 January- 1 Meeting Suggested Agenda February- 1 Meeting Suggested Agenda March-1 Meeting Suggested Agenda April- 2 Meetings Meeting 1 Suggested Agenda April 14 Meeting 2 Suggested Agenda May- 1 Meeting Suggested Agenda May 1-15 Discuss resources read for homework 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. 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. Homework Continue implementation and data collection. Bring all data to next 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) Discuss requirements for personal reflections Compile data and begin thinking about how to organize it for presentation. Homework Write resource reflections and personal reflections Finalize electronic documentation o Submit both individual reflections and resource reflections to Google Drive o Ensure that all meeting logs and sign-in sheets are included Create outline of presentation Homework Split up responsibilities for presentation and complete PDU E-Binder is due! Finalize presentation Homework Practice Practice presentation PDU End of Year Presentations 9

10 PDU PROCESS PDU Team Members: PDU Team Leader: Team meeting dates: Teacher needs: Austin ISD Professional Development Unit Overview Planning Sheet (each page corresponds to one suggested meeting time) Possible resources: Application and Statement of Understanding reviewed by all team members HOMEWORK: PDU PROCESS OVERVIEW PLANNING SHEETS 10

11 Application complete and submitted Team roles and who is responsible: Team leader responsibilities reviewed HOMEWORK: Responsibilities:

12 Resource #1: Brainstorm strategies from resource #1: How could this be implemented? Resource #2: Brainstorm strategies from resource #2: HOMEWORK: 12

13 Review of pre-data Strategy #1: Successes: Challenges: Strategy #2: Successes: Challenges: Strategy #3: Successes: Challenges: Outcomes of data collected: Are other respources needed for implementation? List them here: HOMEWORK: 13

14 Review and discuss data strategy #1: Successes: Review and discuss data strategy #2: Successes: Review and discuss data strategy #3: Successes: Resources not yet used: Second semester needs? HOMEWORK: Struggles: Struggles: Struggles: 14

15 Discuss resources read for homework New strategies or changes to be implemented in the second semester: DO NOT FORGET TO ADJUST DATA COLLECTION STRATEGIES AS NEEDED. HOMEWORK: 15

16 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? What final changes do you want to make? Are there any additional resources that can help? HOMEWORK: 16

17 Discuss final changes to strategies: Resource Reflections- who will contribute (one reflection per resource, not per person per source)?: Resource #1 reflection: Resource #2 reflection: Resource #3 reflection: Discuss requirements for personal reflections Compile and organize all data. Describe below your ideas for how it will be presented in the presentation: HOMEWORK: 17

18 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? HOMEWORK: 18

19 Final presentation notes: HOMEWORK: 19

20 Practice presentation notes: HOMEWORK: 20

21 Austin ISD Professional Development Unit Planning Sheet for Data Collection Instructional Strategy # PDU Team Members: Instructional Strategy: Expected Outcome(s) How could this be Measured? What do you expect to happen? How will you know it has happened? Forms of Data to Collect > 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? PDU PROCESS 21

22 How to Access the Google Drive 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: 1. Log in using your AISD credentials for user name and password. 2. Once you are at the Cloud Desktop, find the Collaboration Apps icon and select it. 3. In the pop-up window, select Google Apps. 4. 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 Planing 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: 1. Select the Folder for your campus. 2. Find the Folder with your team leader s name. 3. Access any team documents that have been uploaded. To Upload a Document: 1. Select your campus, and then 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 (trish.jarrott@austinisd.org) as a member of your team to allow access to view documents. To access the AISD Cloud off campus, go to: for access. Follow the instructions above to view, edit and upload documents. 22

23 PDU Meeting Log Using 21 st Century Technology in the ELL Classroom Date Time Members Present Meeting Topics Meeting Minutes 10/5 3:30-4:15 Paul, Nikki, PDU Facilitator Introductions, expectations, goal setting with calendar, started e-binder set up, set agenda for next meeting 10/7 3:45-4:45 Paul & Nikki Reviewed and made selections of research choices 10/15 3:30-4:10 Paul & Nikki Discussed first research article, shared one pagers, uploaded one pagers to e-binder, discussed strategies for implementation This meeting was about getting our PDU off the ground. We discussed what we wanted to achieve thorough our study this year and we set expectations for how we wanted to work together throughout the entire PDU process. We ve chosen to research best practices for using technology to improve vocabulary development for ELLs. Based on classroom observation data, oral fluency assessments, and data gleaned from TAKS and our first SCAs, we ve identified a great need to address the vocabulary development for our ELL students. We ve decided to meet weekly for at least 45 minutes save holiday, testing, and conference weeks. Next week we will each bring a few research sources to discuss and choose for our PDU. Both of us brought two-three different research items that we thought would be useful for our PDU. Paul shared a journal article from NCTE and a book by Jane Echevarria about the SIOP model. Nikki shared resources from CAL (Center for Applied Linguistics) and an article from ASCD. We decided to start with the journal article from NCTE because it directly addressed how technology can be effectively integrated into the classroom to support ELLs. We agreed to read the article and complete our one pager to share by 10/15. ETC. PDU PROCESS 23

24 PD/Research One Page Reflection Create a one page summary and reflection of each resource used by the team. A minimum of three PD and/or research selections must be used and reflected on by all team members during the study. For each resource: 1. Provide all relevant identifying information a. For a live PD provide: i. TItle ii. Date iii. Location iv. Name of presenter(s) v. Focus vi. Who from the PDU team attended (not all team members need to attend PD sessions) b. For written resources provide: i. Title ii. Location, be specific so the resource can be easily found (i.e., ISBN numbers for books, issue numbers for periodicals, web addresses, etc.) iii. Authors iv. Focus v. All PDU team members should read written resources 2. Use the following guidelines nd guiding questions to complete a reflection. a. Summarize the content. b. Why did you select this particular resource? c. How was the resource applied in the classroom? d. How did you measure the effectiveness of your implementation? e. Was this resource valuable (i.e., Did it impact teachers and students?) Title III Elelmentary ELL Forum September 19-20, 2011 Austin Renaissance Hotel (Austin, TX) Name of Presenters: Rick Ashton Focus: Academic English Language Instruction for Elementary ELLs Attended by: Trish Jarrott The main purpose of this ELL forum was to provide instruction teachers and administrators a variety of sessions that address the needs of ELL learners related to integrating technology in the classroom, instructional materials, supporting student learnig through ELPS and effective management of an ELL program. I attended three sessions during the conference. The first session was... 24

25 Individual Reflections 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 two pages. Each member of the PDU team will complete a reflection. 1. How did the PDU process work? What did you like about the process, and what did you not like about the process? 2. What did you learn? 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? Individual Reflection Trish Jarrott Austin ISD High School April 10, 2013 The PDU Focus The professional development unit we chose was based on the campus improvement plan addressing college readiness. It is evident that many of our post secondary students go to college and often are not successful in the first year. Many students return to Austin ISD High School and comment I really had a difficult time writing my research paper. As students leave High School college readiness includes writing skills. Since our academy is predominately students entering the medical field the APA format for writing a research paper is especially needed. Our main focus was to improve student writing skills and develop their research techniques. The process we used was based on teacher professional development, collaboration, student research and real world experiences applied to an assigned research question. The first step was to train the teachers on the APA style research process. Along with the professional development, teachers met weekly face to face or virtually to collaborate. Then, using teacher collaboration we developed The Perceptive Student Report (TPS). The students were assigned a total of six reports, three due the first six weeks and three due the second six weeks. The last six weeks of the first semester the students instructed how to develop a working outline and create a 5 paragraph APA formatted essay with proper citations. After the first semester, the data was reviewed, and changes were made to the TPS forms, the grading rubric for the essay, the grading requirements, weight of the assignments on six weeks grade. The second semester was more settled and the students were already accustomed to the assignment. Growth from one semester to the other was evident, and the student s expectations were clear. In order to develop the student TPS unit we also had to provide the professional development to prepare the Career and Technology teachers (CTE) that were not English teachers. The PDU Study process As we developed this professional development unit we started with the end in mind. Our goal was to improve the research and writing skills of our students in the CTE classes. As a professional learning team we looked at our strengths and our weakness. The two English teachers Suzy Sunhine and Douglas Do-good were the facilitators of the teams learning. We met weekly face to face and virtually via , Wiki. Communication was the first step. The first weekly meetings were needed to set the protocols for the student assignment. Our first step was to differentiate between APA format and MLA format. We decided to use the APA format since most students stated they used APA format in college. Since most CTE research writing is done using APA format, there was already some familiarity with the format, however, being familiar and teaching it to the students was another level of knowledge needed. The next few meetings the TPS form was developed by the English teachers and the information was shared with the CTE teachers. When filled out correctly, the TPS report had all of the information needed to be used as a research source. This was to take the place of the old style note-card resource organizational tool. The lessons were taught. The students were told the assignment and the expectation of creating a research essay the last six weeks of the semester. And the PDU was set inaction. Etc... 25

26 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 All team members take an active role in presentation All team members demonstrate mastery of the course content, show collegiality and participate equally in the presentation Presentation PDU goal, process and/or results are not communicated PDU goal, process and results are communicated, but lack clarity Presentation clearly communicates the goal, process and results of PDU study Presentation clearly communicates goal, process and results of PDU study and how the study will influence future PD and instruction Presentation is limited in development and lacks clarity, focus and/or direction Presentation is somewhat developed but is ineffective in engaging the audience (e.g., reading slides) and lacks clarity, focus and/or direction Presentation is engaging, organized, and coherent Presentation captivates the audience and uses a variety of elements (video, audio, role playing, etc.) that enhance the content No mention of connection to SLO, CIP or other campus needs PDU is loosely aligned to SLO, CIP or other campus needs Evidence provided that PDU goals align to SLO, CIP or other campus needs Evidence provided that PDU is fully aligned to multiple campus needs/ initiatives Teamwork No evidence or description of how PDU study improved teamwork and collaboration Limited description and/or evidence of how PDU study improved teamwork and collaboration among team Evidence provided (for example meeting notes) that PDU meetings were used to share ideas, resources and data amongst all team members New links formed between teachers and/or administrators outside of the PDU group, and collaboration extended beyond normal meeting times Strand 1 Standards not Observed 2 Approaching Standards 3 Meeting Standards 4 Exceeding Standards To present your PDU, and thus be eligible for the $1,500 stipend, each team must complete their electronic documentation by April 11, 2014 (subject to change). Documentation examples can be found at drive.google.com/a/austinisd.org/folderview?id=0b2f1bsrujfaqegntdxp6rfv6c2m&usp=sharing. Presentations are currently planned for May 1-15, though those dates may also be modified depending on the number of teams. 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). Scores from each rater will be averaged to determine the final score Scores from each strand will be totaled to create a final score from each rater 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. 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. PDU presentations must be live (not pre-recorded) and be between 20 and 25 minutes in length PDUs will be evaluated and scored using this rubric and the following criteria: 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. 26

27 Strand 1 Standards not Observed 2 Approaching Standards 3 Meeting Standards 4 Exceeding Standards Application of Study One instructional strategy and/or technique was used by some or all members of the team Strategies were not implemented over the course of the study Expected outcomes from each strategy are not provided Two instructional strategies and/or techniques used by some or all members of the team Strategies were implemented inconsistently over the course of the study Expected outcomes from each strategy are not clear and unspecific At least three specific instructional strategies implemented repeatedly over an extended instructional interval Similar strategies were implemented repeatedly and consistently over course of study by all members of the team (adjusted for population) Expected outcomes from each strategy are clear and specific More than three specific instructional strategies implemented repeatedly over an extended instructional interval Strategies used were adjusted based on teacher learning, student data, or student need Expected outcomes from each strategy are clear and specific and impact multiple areas of instruction Use of Resources No 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 One to two resources used throughout the study Theory behind each strategy is vaguely explained and somewhat tied to resources used. No evidence that evaluation of instructional resources and strategies were driven by data At least three resources used throughout the study Theory behind each strategy is clearly explained and tied to resources used. Evidence provided that selection of resources and instructional strategies were driven by data and needs of both students and teachers At least three resources used throughout the study and Resources include outside speakers or other external experts Theory behind each strategy is clearly explained and tied to resources used Evidence of strategies being implemented in other content areas, class periods, student groups, or teacher groups Teacher Development No mention of how teacher practice has improved as a result of the study No mention of a plan for continued implementation and/or sharing PDU with larger group 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 Strategies used require significant extension of practice for all members of the team 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 and the team has developed a plan for continued growth and expansion on the subject with the campus Plan for continued implementation and sharing PDU with larger group is clear, specific and principal approved PDU PROCESS 27

28 Component 1 Standards not Observed 2 Approaching Standards 3 Meeting Standards 4 Exceeding Standards Student Growth (Score x 2) Does not demonstrate improved student performance in the expected outcomes identified by the team Outcomes negatively affect student academic performance Does not use measures directly aligned to expected outcomes to demonstrate student growth Demonstrates limited student improvement in the expected outcomes identified by the team Outcomes have no affect student academic performance Uses 1 measures directly aligned to expected outcomes to demonstrate student growth Demonstrates clear student improvement in the expected outcomes identified by the team Outcomes positively affect student academic performance Uses 2 measures directly aligned to expected outcomes to demonstrate student growth Demonstrates outstanding student improvement in the expected outcomes identified by the team Outcomes greatly affect student academic performance in a positive manner Uses 3 or more measures directly aligned to expected outcomes to demonstrate student growth Data Quality and Use Data collected and presented is not related to the study Data collected is on isolated students only Data was not used to examine effectiveness of strategies Data collected and presented is loosely connected to the study (i.e., test scores only) Data presented is on small student populations Data presented does not demonstrate effectiveness of the strategy researched in the study Data collected and presented directly measure the expected outcomes for each implemented strategy Data presented is from large student populations (sample size may be determined by content studied e.g., dyslexia, ELL, etc.) Evidence provided that data was used to measure effectiveness of new strategies throughout the study Data collected and presented demonstrates a direct causation between student growth and the study (includes control groups and controlling for variables) Data is presented, with artifacts, from large student populations (at least one entire class from each teacher in the study) Evidence provided that data was used to drive changes repeatedly throughout the study PDU PROCESS 28

29 Strand 1 Standards not Observed 2 Approaching Standards 3 Meeting Standards 4 Exceeding Standards PD Resources Resource summary identifies no more than one source and provides additional links and information when possible No summary or reflections provided Resource summary identifies two of the three sources and provides additional links and information when possible Summary and reflections provided, but are incomplete or lack clarity Resource summary clearly identifies each of the three sources and provides additional links and information when possible Summary and reflections are provided for all resources with complete and thoughtful responses to all guiding questions Resource summary clearly identifies more than the three required sources and provides additional links and information when possible 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 Meeting Logs and Time Study duration is fewer than two months Evidence of two or fewer face-to-face team meetings throughout the study 49% attendance or less from any team member Meeting logs are absent for at least one team meeting Study duration is two to three months Evidence of three to four face-to-face team meetings throughout study 50-79% attendance from any team member Meeting logs are incomplete for at least one team meeting. Study duration is four months Evidence of five face-to-face team meetings focused primarily on PD and implementation (i.e., not on documentation) Minimum of 80% attendance from each team member Meeting logs are complete and include required details (attendance, topics, conclusions, next steps) Study duration is greater than four months Evidence of more than five face-toface team meetings focused primarily on PD and implementation (i.e., not on documentation) Average team attendance (by all team members combined) is at least 95% Meeting logs are complete, include in depth notes on all discussions/next steps and are neat, organized and easy to comprehend Invitations to meeting were not sent throughout the year to all team members, principals and REACH contact Invitations to meetings were sent sporadically/late and/or did not include all team members, principal and REACH contact Invitations with agendas were sent to all team members, principal and REACH contact prior to each meeting Invitations with agendas were sent at least one week in advance to all team members, principal and REACH contact prior to each meeting Teacher Reflections One or more team member did not complete a reflection All team members complete a reflection, but not all questions are answered completely All team members complete a maximum 3 page reflection with detailed and thoughtful answers to all guiding questions Meet all criteria for a 3 and include a personal plan from each team member for extending the PDU beyond your team PDU PROCESS 29

30 What is Take One TM? Take One! TM is a unique offering from the National Board for Professional Teaching Standards (NBPTS) that provides a standards-based approach for improving teaching practice and links student learning to effective instruction. Teachers prepare and submit one pre-selected video portfolio entry from any of the current certificate areas of National Board Certification. The entry will be scored in accordance with the deadlines and policies of the current NBPTS assessment program. When completing Take One! as a REACH PDU, teachers are placed into small cohorts led by a Nationally Board certified teacher, who will guide you through the process. Who can participate? Take One! is available to all teachers and administrators. Take One! is classroom-based professional development, and requires that educators have access to a PreK-12 classroom in order to complete the portfolio entry. How will Take One! candidates be supported? Take One! candidates in Austin ISD will be supported through a campus cohort led by a National Board Certified Teacher (NBCT). Each cohort will meet approximately 20 hours, or approximately 10 times between October and April, with the NBCT facilitator. Each cohort will determine the meeting dates and times. Candidates will plan and videotape lessons, review each other s videotape and written commentary, and offer feedback. Candidates will bring drafts and videos of instruction to each meeting. In addition, Take One! candidates will have one or more other NBCTs to serve as their mentors, give additional feedback and provide other forms of ethical support. How Does It Work? Take One! aligns practice to professional teaching standards. Participants identify evidence of student learning and make the critical link between teaching practice and student learning gains. Take One! participants: ü ü ü Study the NBPTS standards and rubric for their teaching discipline and choose an appropriate certificate area. Complete a video portfolio entry using a classroom of students to demonstrate accomplished prek-12 teaching. Submit the entry to NBPTS to be scored, in accordance with the deadlines and policies of the current NBPTS assessment program. How much does it cost? The fee is $395 per candidate. The REACH program will provide fees for up to 40 Austin ISD Take One! candidates. How does Take One! align with the current district NB program? The Take One! video entry is one of the four portfolio entries of National Board Certification. Take One! candidates who meet the accomplished score on their entry may can bank that score toward National Board Certification if they choose to apply to become Austin ISD full candidates in the two years following Take One!. What are other benefits to demonstrating accomplished teaching via Take One! TM? Unlike other PDUs, Take One! candidates do not make an end-of-year presentation. Take One! candidates who meet the cut score of 2.75 or higher on their scored entry from NBPTS will receive a one-time stipend of $1500. Scores are released by NBPTS to candidates in November or December after the April submission of the entry. Take One! candidates must verify their accomplished score by submitting documentation from NBPTS to the REACH office within a week of being notified of their score. The stipend is then remitted to the successful Take One! candidate in January. Interested? Please either apply on the PDU application page at reach/development-units, or contact Trish Jarrott at (512) PDU PROCESS 30