Immaculate Conception Catholic School
2008/09 Professional Development Plan
I. Learning Goal #1: To maximize student learning by adapting Differentiated Instruction in the design of instructional strategies for all content areas (i.e., math, science, reading, social studies, etc…) to address varied learning needs of all students.(MNSAA Standard 2-Curriculum and Instruction)
A. Knowledge:
· The teacher understands and can identify differences in approaches to learning and performance including different learning styles, multiple intelligences, performance modes, and medical conditions, while designing learning strategies to meet individual needs
· Teacher gains new information of content areas (math, science, reading, technology, etc..) to improve instructional strategies for a wide variety of learners.
B. Disposition: The teacher believes that all children can learn at high levels
and persists in assisting all children achieve success. The teacher
appreciates and values human diversity, show respect for students varied
talents and perspectives, and is committed to the pursuit of “individually”
configured excellence.
C. Performances: The teacher identifies and designs instruction appropriate
to students’ stages of development, learning style, strengths and needs.The
teacher designs appropriate provisions (time, work load, etc...) for
individual students who have particular learning differences or need for
acceleration. The teacher seeks to understand students” families, cultures
and communities and uses this data as a basis for connecting instruction to
student needs.
II. Learning Goal #2: To design learning opportunities to assist students to become morally responsible (i.e., problem solving, decision-making and conflict resolution), self-disciplined citizens (i.e., Responsive Classroom, Responsive Design, Boys and Girls Town) with improved academic and social out-comes for students. (MNSAA Standard 4:School Climate –The Environment for Teaching and Learning; Standard 2: Curriculum and instruction-section 2.10))
A. Knowledge: Teachers/staff will increase their understanding of varied classroom/school management principles, programs and share knowledge/information with colleges during an on-going evaluative process at monthly staff development meetings.
B. Disposition: Teachers will understand building community is based upon common knowledge and language about the culture of the school; established school wide routines; and creating opportunities for cross-age learning.
C. Performance: Teachers will design and implement a school wide/classroom management program that emphasizes social, emotional and academic growth in a strong and safe school community.
III. Learning Goal #3: To design an effective multiple assessment process and
data collection to record and communicate student performance. The teacher
understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social and physical development of
each student. (W Standard # 8){MNSAA-Standard 3: Learner Performance-
The Identification, prioritization and Monitoring of Student Achievement)}
A. Knowledge:
· The teacher understands the characteristics, uses, advantages, and limitations of different types of assessment (e.g. criterion-referenced and norm referenced instruments, summative, traditional standardized and performance-based tests, observation systems, and assessment of student work) for evaluating how students learn, what they know and are able to do, and what kind of experiences will support further growth and development.
· The teacher (grades 3-8) will learn and implement the Diocesan Assessment System—Learnia an-going formative assessment system, based upon national learning and curriculum standards to improve instruction.
B. Disposition: The teacher values ongoing assessments as essential to instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
C. Performances: The teacher (grade PK-2) appropriately use a variety of formal and informal assessment techniques (e.g. observation, port-folios of student work, teacher-made tests, performance tasks, projects, student self-assessments, technology based, standardized tests, etc..) to enhance his or her knowledge of learners, evaluate students’ progress, modify teaching and learning strategies and identify school goals within an accreditation continuous learning model. Teachers in grades 3-8 will use Learnia data to improve instructional strategies, differentiation of instruction practices to improve student learning.
IV. Learning Goal #4: To enhance faculty and student learning with the integration of technology integrated into the learning process.
(MNSAA Standard 2: Curriculum and Instruction section 2.08)
A. Knowledge: Teachers will gain knowledge of integrating technology into various learning strategies to improve learning and student performance in all curriculum areas.
B. Disposition: Teachers will understand the relationship between learning and the use of technology to be effective instructional leaders in the classroom.
C. Performance: Teacher will introduce technology and related strategies into the classroom instruction process to improve or enhance learning for all students.
V. Learning Goal #5: Following the MCEA Standard: Catholic Identity, ICS faculty will commit to teachings the fullness of Catholic Faith, values and practices and to integrating these core values into all academic content areas. This formation is evidenced in relationships with one another, prayer experiences, religious instruction, service to the community and a valued-oriented Christian living. (Standards Documentation1.11-1.16)
A: Knowledge: Teachers will strive for growth in their relationship with Jesus Christ by attending religious sponsored workshops, in-services for personal and professional growth. This formation is evidenced in relationships with one another, prayer experiences, well planned religious instruction, service to community and a valued-oriented Christian living.1.11, 1.12)
B. Disposition: Teachers will know, support and model the teachings of the Church as outlined in the General Directory for Catechesis—all school employees will adhere to the school’s “standards of conduct” that reflects Catholic tradition.(1.13)
C. Performance: ICS will be a faith community that nurtures the spiritual lives of students, families, staff members and all others having contact with the school (1.15). ICS will actively promote faith-to-action service and social justice experiences as integral elements within the life of the school (1.16)
Immaculate Conception Catholic School
2008/09 Professional Development Plan
VI. Learning Goal #1: To maximize student learning by adapting Differentiated Instruction in the design of instructional strategies for all content areas (i.e., math, science, reading, social studies, etc…) to address varied learning needs of all students.(MNSAA Standard 2-Curriculum and Instruction)
A. Knowledge:
· The teacher understands and can identify differences in approaches to learning and performance including different learning styles, multiple intelligences, performance modes, and medical conditions, while designing learning strategies to meet individual needs
· Teacher gains new information of content areas (math, science, reading, technology, etc..) to improve instructional strategies for a wide variety of learners.
B. Disposition: The teacher believes that all children can learn at high levels
and persists in assisting all children achieve success. The teacher
appreciates and values human diversity, show respect for students varied
talents and perspectives, and is committed to the pursuit of “individually”
configured excellence.
C. Performances: The teacher identifies and designs instruction appropriate
to students’ stages of development, learning style, strengths and needs.The
teacher designs appropriate provisions (time, work load, etc...) for
individual students who have particular learning differences or need for
acceleration. The teacher seeks to understand students” families, cultures
and communities and uses this data as a basis for connecting instruction to
student needs.
VII. Learning Goal #2: To design learning opportunities to assist students to become morally responsible (i.e., problem solving, decision-making and conflict resolution), self-disciplined citizens (i.e., Responsive Classroom, Responsive Design, Boys and Girls Town) with improved academic and social out-comes for students. (MNSAA Standard 4:School Climate –The Environment for Teaching and Learning; Standard 2: Curriculum and instruction-section 2.10))
A. Knowledge: Teachers/staff will increase their understanding of varied classroom/school management principles, programs and share knowledge/information with colleges during an on-going evaluative process at monthly staff development meetings.
B. Disposition: Teachers will understand building community is based upon common knowledge and language about the culture of the school; established school wide routines; and creating opportunities for cross-age learning.
C. Performance: Teachers will design and implement a school wide/classroom management program that emphasizes social, emotional and academic growth in a strong and safe school community.
VIII. Learning Goal #3: To design an effective multiple assessment process and
data collection to record and communicate student performance. The teacher
understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social and physical development of
each student. (W Standard # 8){MNSAA-Standard 3: Learner Performance-
The Identification, prioritization and Monitoring of Student Achievement)}
D. Knowledge:
· The teacher understands the characteristics, uses, advantages, and limitations of different types of assessment (e.g. criterion-referenced and norm referenced instruments, summative, traditional standardized and performance-based tests, observation systems, and assessment of student work) for evaluating how students learn, what they know and are able to do, and what kind of experiences will support further growth and development.
· The teacher (grades 3-8) will learn and implement the Diocesan Assessment System—Learnia an-going formative assessment system, based upon national learning and curriculum standards to improve instruction.
E. Disposition: The teacher values ongoing assessments as essential to instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
F. Performances: The teacher (grade PK-2) appropriately use a variety of formal and informal assessment techniques (e.g. observation, port-folios of student work, teacher-made tests, performance tasks, projects, student self-assessments, technology based, standardized tests, etc..) to enhance his or her knowledge of learners, evaluate students’ progress, modify teaching and learning strategies and identify school goals within an accreditation continuous learning model. Teachers in grades 3-8 will use Learnia data to improve instructional strategies, differentiation of instruction practices to improve student learning.
IX. Learning Goal #4: To enhance faculty and student learning with the integration of technology integrated into the learning process.
(MNSAA Standard 2: Curriculum and Instruction section 2.08)
A. Knowledge: Teachers will gain knowledge of integrating technology into various learning strategies to improve learning and student performance in all curriculum areas.
B. Disposition: Teachers will understand the relationship between learning and the use of technology to be effective instructional leaders in the classroom.
C. Performance: Teacher will introduce technology and related strategies into the classroom instruction process to improve or enhance learning for all students.
X. Learning Goal #5: Following the MCEA Standard: Catholic Identity, ICS faculty will commit to teachings the fullness of Catholic Faith, values and practices and to integrating these core values into all academic content areas. This formation is evidenced in relationships with one another, prayer experiences, religious instruction, service to the community and a valued-oriented Christian living. (Standards Documentation1.11-1.16)
A: Knowledge: Teachers will strive for growth in their relationship with Jesus Christ by attending religious sponsored workshops, in-services for personal and professional growth. This formation is evidenced in relationships with one another, prayer experiences, well planned religious instruction, service to community and a valued-oriented Christian living.1.11, 1.12)
B. Disposition: Teachers will know, support and model the teachings of the Church as outlined in the General Directory for Catechesis—all school employees will adhere to the school’s “standards of conduct” that reflects Catholic tradition.(1.13)
C. Performance: ICS will be a faith community that nurtures the spiritual lives of students, families, staff members and all others having contact with the school (1.15). ICS will actively promote faith-to-action service and social justice experiences as integral elements within the life of the school (1.16)
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