Professional Learning Models
1. Professional Learning
This two day course is fully customizable so it can be aligned to your districts’ curriculum and specific needs. We also tailor it be grade level and content area discipline specific in MS & HS.
Additional Mini Courses
We offer further learning modules on additional genres, sentence writing, administor’s overviews and other related topics. We also offer many additional courses (online or in-person) on each element of SRSD such as peer feedback or collaborative writes.
2. Data & Instruction
– Data Support
We offer guidance, materials and web resources to help schools collect, score and enter data into free data systems (Google & Tableau) in order to help teachers analzye student writing in ways that lead to meaningful instructional implications. We also provide growth norms and benchmarks.
We support schools in implementing lesson observations where teachers observe colleagues or videos, then debrief them together. We also support coaches in helping teachers to plan lessons and receive feedback on them.
3. District Connections
– Align Curriculum
We help districts align SRSD within their existing strategic plan, data systems, literacy curriculum and curriculum-embedded assessments. We tailor the SRSD initiative to help fulfill ESSA requirements for coherent, sustained and embedded PL.
Build Internal Expertise
Our goal is to create self-sustaining systems. We offer “Train the Trainer” options where we work with a districts’ coaches or teacher leader team and they redeliver learning to full faculty. We also help districts embed sustained learning time into their overarching strategic plan timelines.
“In my 20 years' of education experience, I have never seen any set of strategies get the results we are getting with SRSD so quickly.”- Kimberly Saunders, Assistant Superintendent, ConVal School District
“The area of greatest struggle is not in learning a new skill but in implementing it (Fuller, 2001). Initial implementation is awkward and comes with a high probability of frustration. Implementation is further complicated in that teachers change their underlying beliefs about how to teach something only after they see success with students (Guskey, 2002).”
From “Effective PD in Era of High Stakes Accountability” – Report by Center for Public Education