ACPS Spring 2018 Reflection

ACPS Reflection Form: Progress & Needs

2018
This form is designed to help you think through and share your needs, interests and goals for professional learning. We are focusing on coaching and professional learning communities, and using this form to influence next year's planning. Please take a few minutes to complete this thoughtfully.

Please note: This will NOT be used for evaluation of teaching practices or coaching practices. We very much appreciate your honesty.

Thank you in advance!
Role:*
School:*
Subject:*

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
My school system has policies and procedures that support the vision for learning communities in schools.
Learning communities in my school meet several times per week to collaborate on how to improve student learning.
Learning community members in my school believe the responsibility to improve student learning is shared by all stakeholders, such as all staff members, district personnel, families, and community members.
In my school, some of the learning community members include non-staff members, such as students, parents, community members.
My school's learning communities are structured for teachers to engage in the continuous improvement cycle (i.e., data analysis, planning, implementation, reflection, and evaluation).
In my school, learning community members demonstrate effective communication and relationship skills so that a high level of trust exists among the group.
All members of the learning communities in my school hold each other accountable to achieve the school's goals.

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
My school's leaders provide teachers with equitable resources to support our individual and collaborative goals for professional learning.
My school's leaders are active participants with other staff members in the school's professional learning.
My school's leaders advocate for resources to fully support professional learning.
My school's leaders regard professional learning as a top priority for all staff.
My school's leaders cultivate a positive culture that embraces characteristics such as, collaboration, high expectations, respect, trust, and constructive feedback.
My school's leaders speak about the important relationship between improved student achievement and professional learning.
My school's leaders consider all staff members capable of being professional learning leaders.

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
Practicing and applying new skills with students in my classroom are regarded as important learning experiences in my school.
Teachers in my school are involved with monitoring the effectiveness of the professional learning resources.
Professional learning expenses, such as registration and consultant fees, staff, and materials, are openly discussed in my school.
In my school, time is available for teachers during the school day for professional learning.
Teachers in my school are involved with the decision-making about how professional learning resources are allocated.
Professional learning is available to me at various times, such as job embedded experiences, before or after-school hours, and summer experiences.
Teachers in my school have access to various technology resources for professional learning.

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
Some professional learning programs in my school, such as mentoring or coaching, are continuously evaluated to ensure quality results.
In my school, teachers have an opportunity to evaluate each professional learning experience to determine its value and impact on student learning.
In my school, various data such as teacher performance data, individual professional learning goals, and teacher perception data, are used to plan professional learning.
My school uses a variety of student achievement data to plan professional learning that focuses on school improvement.
In my school, teachers use what is learned from professional learning to adjust and inform teaching practices.
My school uses a variety of data to monitor the effectiveness of professional learning.
A variety of data are used to assess the effectiveness of my school's professional learning.
In my school, how to assess the effectiveness of the professional learning experience is determined before the professional learning plan is implemented.

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
In my school, teachers' backgrounds, experience levels, and learning needs are considered when professional learning is planned and designed.
The use of technology is evident in my school's professional learning.
Teachers in my school are responsible for selecting professional learning to enhance skills that improve student learning.
Professional learning in my school includes various forms of support to apply new practices.
In my school, participation in online professional learning opportunities is considered as a way to connect with colleagues, and to learn from experts in education.
In my school, teachers have opportunities to observe each other as one type of job-embedded professional learning.
Teachers' input is taken into consideration when planning school-wide professional learning.

ACPS Reflection Form: Progress & Needs

1. Reflections on Professional Learning (part 1)

2. Reflections on Professional Learning (part 2)

3. Reflections on the classroom

4. Next Steps

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
A primary goal for professional learning in my school is to enhance teaching practices to improve student performance.
Teachers in my school receive on-going support in various ways to improve teaching.
My school has a consistent professional learning plan in place for three to five years.
My school's professional learning plan is aligned to school goals.
In my school, teachers individually reflect about teaching practices and strategies.
Professional learning experiences planned at my school are based on research about effective school change.
In my school, teachers give frequent feedback to colleagues to refine the implementation of instructional strategies.

	Strongly Disagree	Disagree	Don't know	Agree	Strongly Agree
Professional learning at my school focuses on the curriculum and how students learn.
Professional learning in my school contributes to increased student achievement.
Professional learning experiences in my school connect with teacher performance standards (e.g., teacher preparation standards, licensing standards, etc.,).
All professional staff members in my school are held to high standards to increase student learning.
In my school, professional learning supports teachers to develop new learning and then to expand and deepen that learning over time.
Student learning outcomes are used to determine my school's professional learning plan.
My professional learning this school year is connected to previous professional learning.

	LEARNING: Observing, working towards implementing.	DEVELOPING: Seeing some success.	IMPLEMENTING: This is consistently going well.	LEADING: Modeling for other teachers.
1. Creating an environment that reflects diversity, equity and student empowerment.
2. Creating an environment that is safe and inclusive for all students.
3. Facilitating strong and respectful relationships in your classroom (student-student, student-teacher).
4. Creating an environment where students are comfortable sharing their work.
5. Guiding students to tackle challenging tasks that require problem-solving.
6. Guiding students to reflect on their learning (self-assessing and giving themselves feedback).

	LEARNING: Observing, working towards implementing.	DEVELOPING: Seeing some success.	IMPLEMENTING: This is consistently going well.	LEADING: Modeling for other teachers.
1. Establishing effective systems or processes for collecting student data.
2. Analyzing data to identify student learning needs (determine areas of focus, learning styles, interests, etc.).
3. Using data to guide instructional planning (using data to design lessons, unit plans, grouping strategies, activities, etc.).
4. Using data to plan differentiated student learning (based on different learning styles, interests, levels).

	LEARNING: Observing, working towards implementing.	DEVELOPING: Seeing some success.	IMPLEMENTING: This is consistently going well.	LEADING: Modeling for other teachers.
1. Implementing formative assessments (Checking for understanding throughout the lesson using informal deliberate methods such as questioning or short tasks).
2. Adjusting instruction by using formative assessment data to make in-the- moment instructional adjustments, modifying future lessons and giving general feedback aligned with the learning target.
3. Implementing summative assessments (Interpreting data including but not limited to standardized and other test results for diagnosis, instructional planning, and program evaluation).
4. Providing students with recognition of their current status and their knowledge gain relative to the learning goal (Using strategies to model the goal-setting process and to enable students to monitor their own progress).

	LEARNING: Observing, working towards implementing.	DEVELOPING: Seeing some success.	IMPLEMENTING: This is consistently going well.	LEADING: Modeling for other teachers.
1. Implementing the Response to Intervention (RTI) tiers and procedures at your school.
2. Screening and monitoring progress in students.
3. Identifying which students are not experiencing success.
4. Applying appropriate strategies for intervention for a particular student (direct instruction, hands-on, non-linguistic representations, advanced organizers, etc.).
5. Involving and informing parents about their child's progress.

	LEARNING: Observing, working towards implementing.	DEVELOPING: Seeing some success.	IMPLEMENTING: This is consistently going well.	LEADING: Modeling for other teachers.
1. Connecting your students to sources of information beyond their teacher and textbooks.
2. Designing lessons that enable students to learn in ways that would not be possible without technology (Collaborative research, multimedia production, concept mapping, etc.).
3. Researching and selecting digital tools and resources that complement learning tasks.
4. Using learning technology to provide information and feedback to students.