School-Level

3-Day
Professional Development Plan
Professional Development Initial Information
Focus of Topic: Core instruction professional development
Objective: Day 1: Data driven instruction Day 2: Curriculum alignment
Day 3: Student-centered instruction
School Name: Lamar High School

Instructional Leader Terri Jones

Professional Assistant Principals, Instructional Coaches, Content Specialists,

Development Leadership Team, Data Team
Committee
Members:
Date plan was March 9, 2019
created:

Dates plan will be August 20, 2019 through August 22, 2019
conducted: Throughout the year, there will be professional development trainings
that include opportunities for reviewing skills and strategies, asking
questions, and supplemental skills.
Dates plan will be September 1, 2019 through May 29, 2020
in effect:
Date by which time June 15, 2020
plan will be updated
and revised for
upcoming school year:

Resources to Books: Making Content Comprehensible for English Learners: The

purchase: SIOP Model (75 books for 17.99 each)
Pizza Lunch for all staff (20 pizzas for $5.49 each)
Donuts, granola bars, 75 donuts and granola bars for $8.19
Interactive notebooks for staff members (75 notebooks for .52 each)

Cost $1,508.73

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 Student Achievement:
Exploring the Data to Improve the
Student Learning Process
Professional Development: Day 1: Data to Drive Instruction
Goal: The teachers will be able to disaggregate data to determine the
root cause of low student achievement, select a focal standard, create
an assessment that is aligned to the standards, and use the data to form
targeted intervention groups.
Resources: Data Sets (Collected Data Points):
• Student Achievement Benchmarks (campus or district)
• TAPR
• Professional Development Needs Assessment Survey
• Student Intervention Data Reports
• Teacher Evaluations (T-TESS)
• Informal Walkthroughs
• Current grades

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 Schedule & Activities: Schedule & Activities to be conducted: (Describe in depth the
activities)

As an instructional leader, my first step toward professional

development will include collaborating with my staff members to
develop a positive, shared mission and attitude toward data-driven
instruction. I will provide snacks or a meal and a motivational video
to get everyone pumped up about data! My campus team will
understand that the data-driven instructional approach to teaching
should be viewed as a growth tool for student achievement and not
as a punishment. Prior to the professional development day, I plan to
collaborate with teachers from all content areas (including one
representative from fine arts) to designate a campus data team. The
data team is responsible for attending professional development on
data analysis and training teachers how to read and analyze data. A
professional development needs survey will also be distributed,
completed, and analyzed prior to the professional development. I
love fun, friendly competitions and interactive trainings, so I will
also incorporate those types of activities into my professional
development plan. The focus is on English/language arts concerns
identified in previous curriculum alignment professional
development course, but all content areas will disaggregate data.

9:00am-11:00am- Data Dig

• The principal will review the results of the professional
development survey and purpose of the professional
development.
• Prior to professional development, teachers will be asked to
prepare data from exit tickets, TAPR, Skyward, Eduphoria,
discipline referrals, attendance records, walkthroughs,
assignments, warm ups, TTESS evaluations, and other relevant
data points and bring it with them to the meeting. Teachers will
also be asked to bring a particular sample activity for a TEK of
their choice in their content area t that they feel comfortable
teaching as a sample lesson.
• The campus data team will model, demonstrate, and discuss data
disaggregation with the teachers by demonstrating the unpacking
the English/language arts TEK ( 10.10 A
Respond to text in multiple ways such as discussion, journal writing,
oral interpretations, and dramatizations)
• The data team will use the district five step plan for unpacking
the student expectations:

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 1. Write the key words and vocabulary for standard mastery.
2. Map out the knowledge, skills, context, and concepts.
3. Analyze the level of thinking and implied target areas.
4. Determine the readiness and supporting standards.
5. Establish guiding questions using the standard clarifications
pages.
• The teachers will work together to determine the root cause for
low student performance.
• The data team will also demonstrate ways that students can track
their own data using google sheets or color-coded student
trackers.
• Content area teams will create a mini assessment based on
targeted TEKS.
During the data dig, the data team will use the North Star Teacher
Reflection to document standard/question numbers not mastered.
They will ask and answer these questions
1. What misunderstandings are revealed in the data?
2. Why do you think students failed to reach mastery?
3. What gaps in the instruction contributed to misunderstandings?
4. What will you do to help students achieve mastery?

11:00-12:00-Teaching methods and strategies

• Instructional coaches will help teachers to identify which
instructional improvement priority area to target. Based on the
data points, the targeted areas are 10.17 A ( Present and advance
a clear thesis and support the major thesis with logical points)
and
10.17 B (Choose valid evidence, proofs, or examples to support
claims.)
• Teachers will collaborate to share ideas about effective teaching
methods and strategies necessary to teach the writing skills.
• Designated expert teachers will demonstrate how to teach a
sample lessons on an English/language arts TEK that is their
strength.

12:00-1:00-catered luncheon

1:00-2:00-Build SMART goals

• In content area groups, teachers will build SMART goals for the
targeted area of instruction. Suggested English/language arts
campus SMART goal: By the end of April 2020, when given
small group data-driven instruction by the teachers, the
percentage of students who meet grade level standards on the
English 1 end of course assessment at High School will improve
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Student Achievement:
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• The campus instructional coaches will demonstrate how to teach
students to build their personal SMART goals. Suggested
student SMART goal: By the end of the first six week grading
period, I will increase my language arts test score by 15%. I will
complete this goal by doing my homework, asking questions in
class, and justifying my responses with textual evidence.
2:00-3:00-Form intervention groups
• The instructional coaches will demonstrate how to form
small groups, set time limits, monitor class activities during
small group intervention instruction, choose appropriate
technology websites and assignments, choose group leaders
and student jobs, select appropriate independent and small
group activities, and teach students to self-grade.
• The coaches and teachers will use the North Star student
analysis template to document the lowest performing student
names and targeted skill areas for small groups.
• The teachers will begin forming their small groups and
choosing student activities.
• Continuous progress monitoring, follow ups, reassessments,
data talks, and re-evaluations will occur throughout the year
during PLC’s, informal observations, etc. Additional
campus and district professional development will be
provided as necessary. Throughout the rest of the year, the
process of assessment, analysis, action will be repeated.
Instructional coaching and mentor teachers will also be
provided when necessary.
Professional Development Goal:
The teachers will be able to disaggregate data to determine the root
cause of low student achievement, select a focal standard, create an
assessment that is aligned to the standards, and use the data to form
targeted intervention groups.
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 Evaluation/Follow-up
Methods: Choose a
“best practices” or
evidence-based
strategies to be used to
measure progress:
• classroom applications
• research-based teaching strategies
• implementation tools
• Schoology assignments
• T-TESS Evaluations
• Eduphoria and Strive data (attendance, lesson plans)
• Literably online reading levels
• Informal walk throughs
• 6- or 9-week check-ups-for progress monitoring
• year-long calendar from previous year
• benchmark assessments
• Skyward report cards and discipline referrals
• Newsela online article reading and writing responses
• TELPAS data
• student responses to interviews and class discussions

Content:
Providing Academically Challenging Content
Professional Development: Day 2: Curriculum Alignment
Objective: Teachers will be able to critique lesson plans for curriculum
alignment.

Resources: State, District, and Campus Standards:

o TEKS
o District Standard Clarification Pages
o Book: Making Content Comprehensible for English Learners: The
SIOP Model
o Notebooks
o Unpacking the SE’s template
o District Scope and Sequence
o ELPS
o English language arts TEKS
o Laptop
o TAPR

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 Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities:
“Map it Out”, “See it, Name it” “Do it” (Leverage Leadership 2.0, 2018)

• 8:30-10:00-Map it Out (donuts and granola bars)

• Objective: Teachers will be able to unpack the SE to determine what

the students need to know
• The content area instructional coaches will model “Unpacking the
SE’s” with the district template using TEK as an example.
• The instructional coach will ask teachers what the students need to
know for the SE.
• In content and grade level groups, the teachers will practice
unpacking the current TEK (persuasive writing) to determine what
the students need to know for success.
• Teachers will present their unpacked SE to the group. Teachers will
be randomly called on using total physical response and other SIOP
strategies to state an agreement or disagreement statement with their
peers.

10:00-11:00-See It

Objective: Teachers will be able to critique lesson plans for curriculum

alignment.

• The instructional coach will show the teachers a lesson plan. The
teachers will critique it for curriculum alignment.
• Teachers will be randomly called on using SIOP instructional
strategies to discuss alignment.
• In content area and grade level groups, the teachers will complete a
gallery walk to critique lesson plans for appropriate curriculum
alignment.

11:00-12:00-Lunch

1:00pm-2:00pm-Do it

Objective: Teachers will create lesson plans that are aligned to the
curriculum.

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 • The instructional coach will model an English language arts lesson.
• In content area groups, teachers will use their deconstructed SE’s to
create lesson aligned lesson plans on the writing TEK and
incorporate ELPS strategies using the district lesson plan template.
• Teachers will create a lesson plan for the TEK (Present and advance
a clear thesis and support the thesis with logical points).
• Teachers will conduct a gallery walk and evaluate each English
lesson plan on alignment to the TEKS using a rubric

2:00pm-3:00pm-Name it and wrap up

• Teachers will read an expository mentor text and generate an

exemplar response.
• The instructional coach and teachers will discuss next steps for
completing lesson plans and set a timeline for completing lesson
plans.
• For the next meeting, the teachers will bring assessment data for
data.

Content: Professional Development Objective:

High School English language arts teachers will examine the Texas
Essential Knowledge and Skills, deconstruct them to determine their
meaning, and create lesson plans that are aligned to the TEKS.
Evaluation/Follow- • Teaching Strategies
up Methods: • Implementation Tools
Choose a “best • Feedback from the instructional coach
practices” or • T-TESS Evaluations
evidence-based
• Assessment data
strategies to be used
• Walk Throughs to target
to measure
progress: • Progress check-ups
• Report card grades
• Conversations with students

Teacher:
Improving Teachers’ Instructional Practices
Professional Development: Day 3: Instructional Strategies
(Student-centered instruction)

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 Resources: Instructional Support:
• Book: Making Content Comprehensible for English Learners: The
SIOP Model laptops
• Collaboration with peers
• Evidence based approaches: goals
• Research
• Notebooks
• Data points
• Scope and sequence
• Six week planning calendar
• Standard clarification pages

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 Schedule & Schedule & Activities to be conducted: (Describe in depth the activities)
Activities:
8:30-9:15-Language Literacy Classrooms (donuts and granola bars)
• The instructional coaches will use current language arts TEKS to
present a thought provoking question and model the following seven
steps to language literacy classroom:
1. Teach students what to say when they don’t know the answer.
2. Ask students to speak in complete sentences.
3. Randomize and rotate when calling on students.
4. Use total response signals.
5. Use visuals and vocabulary strategies that support your objective.
6. Ask students to participate in structured conversations.
7. Ask students to participate in structured reading and writing
activities.
• The instructional coaches will use a variety of tools, including class
dojo, wheel decide, sticks, and numbers.
• The instructional coaches will model and teach how to extend student
responses and provide sentence stems.
• The coaches will model think-pair-share
• In content area groups, the teachers will practice with their sample
language arts lesson using SIOP strategies for student responses

9:15-10:15 Avid Instructional Strategies/College Readiness/Top 10

Evidenced Based Strategies

• Teachers will learn Avid strategies and how to incorporate them into
planning.
1. Write, inquire, collaborate, organize, read
2. Agenda and planning
3. Two column notes
4. Literacy skills in all content areas.
• In content area groups, teachers will plan and prepare Avid notes for
the upcoming TEKS.
• Blooms Taxonomy
• Research skills
• Using graphics and one page summaries to share new knowledge

10:15-11:00-Differentiation/Accommodations

• The instructional coaches will model how to differentiate.

• Teachers will select Bloom’s Taxonomy questions for current TEKS
and incorporate them into their lesson plans.

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 • The coaches will demonstrate and practice the use of content support.

11:00-12:00-Technology Integration

The instructional coaches will model and demonstrate how to use

Socrative Seminars. The inner circle will discuss the critical thinking
prompt based on a reading assignment. The outer circle will listen and
take notes in google classroom or classroom Twitter account.

Some questions the teachers need to consider:

1.How do we ensure that students take responsibility in the Socrative

Seminar?
2. How do students develop discussion skills during both the inner and
outer circles?
3. What do teachers do when the students don’t speak?
4. How do we act as a facilitator to guide the students?
5. How do we solve problems?
6. How do we develop student leaders?

• The instructional coaches will demonstrate the use of technology in

writing with the use of writing apps and programs such as: Writing
Challenge App, Writing Prompts, Google Docs, and Newsela.
• Teachers will practice using the data points and current English
language arts TEKS to create discussion prompts for the Socrative
Seminar.
• Teachers will create assignments in Schoology, Newsela, and other
online programs.

12:00-1:00-Lunch

1:00-3:00-PLC
• The instructional coaches will guide and assist the teachers as they
create assessments and rubrics. The assessments will contain open-
ended questions. Teachers will use both formative and summative
assessments.
• The teachers will begin to plan for the first six weeks of instruction.
• The teachers will continue to map out and create curriculum aligned,
data-driven lesson plans using the first six weeks scope and sequence
and standards clarification pages through collaboration in grade level
teams.
• The teachers will incorporate technology, SIOP strategies, Bloom’s

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 • Taxonomy questions, current data, goals, and differentiated activities
their first six week unit.
Teacher: Professional Development Focus or Task:
Teachers will use SIOP strategies, differentiation, data, and technology to
create student-centered, engaging, curriculum aligned lessons.

Evaluation/Follow- • SIOP strategies, differentiation techniques, technology use are visible

up Methods: during instruction.
Choose a “best • Implementation of tools during instruction and lesson plans
practices” or • Feedback from the instructional coach
evidence-based • T-TESS Evaluations
strategies to be used
• Assessment data (benchmarks, exit tickets)
to measure
progress: • Walk throughs to check for differentiation, technology, collaboration,
engagement
• Progress check-ups
• Report card grades
• Conversations with students
• Eduphoria lesson plans

As a collaborative instructional leader, my team and I will regularly

monitor, assess, re-evaluate, and adjust professional development as
necessary. I will send surveys as needed. I will continue to develop my
leadership and data team. Teachers will meet for PLC’s at least once a
week. They may need to meet twice weekly.

Resources
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional
Schools. John Wiley & Sons. 181-217, 263-288

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to
building stronger schools. John Wiley & Sons. 87-96

EL Education Core Practices. (2017) (n.d.). Retrieved from https://eleducation.org/resources/core-

practices-beta-version-2017 p.81-82

Killian, Shaun. Top 10 Evidence Based Teaching Strategies for Those Who Care About Student
Results. Retrieved from http://www.evidencebasedteaching.org.au/evidence-based-teaching-strate-
gies/
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Lynch, Matthew (2017). The Tech Edvocate’s List of 31 Grammar and Writing Apps, Tools, & Re-
sources. Retrieved from www.thetechadvocate.org

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