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1 Running head: PROFESSIONAL DEVELOPMENT

Professional Development Agenda Walden University Shakerra Bowe

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Professional Development Agenda I. Introduction a. Why professional development? b. Overview of agenda c. Discuss results of data collection (needs assessment, walk throughs, test scores etc.) II. Literacy Goal a. At least 70 percent of third grade students will be proficient in reading as evidenced by reading scores on the DC CAS. i. ii. Students will receive 120 minutes of uninterrupted reading instruction. Progress monitor bi-weekly students identified as at risk for reading failure. iii. Students identified as at risk for reading failure will be placed in small group tutoring sessions during intervention hour. III. ELA Common Core Standards and Assessment a. Key Ideas and Details i. What is it? How is it assessed? ii. What exactly are student trouble areas with this standard? iii. Strategies to increase achievement on this standard b. Craft and Structure i. What is it? How is it assessed? ii. What exactly are student trouble areas with this standard? iii. Strategies to increase achievement on this standard Time Allotment: 2.0 Hours Time Allotment: 2 Hours

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c. Integration of Knowledge and Ideas i. What is it? How is it assessed? ii. What exactly are student trouble areas with this standard? iii. Strategies to increase achievement on this standard d. Range of Reading and Level of Text Complexity i. What is it? How is it assessed? ii. What exactly are student trouble areas with this standard? iii. Strategies to increase achievement on this standard Lunch Break IV. Collaborative effort to raise literacy scores a. b. c. All hands on deck with this literacy initiative Literacy instruction in all content areas Collaborative learning communities i. ii. V. What are they? How will we implement? Time Allotment: 2.0 Hours

Improving literacy instruction and skills of all teachers a. Teacher Mentoring i. ii. b. Who will be mentored? Who will do the mentoring?

Collaborative Planning i. When? How?

c. d.

Classroom modeling, coaching, and support from literacy coach Observation of literacy programs/teachers at schools of excellence that have

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similar demographics e. f. VI. Teacher observations, pre/post conferences In-service trainings, professional development, and professional conferences.

Closing a. b. Final thoughts, discussion, questions Evaluation