What professional learning or support do your teachers need to implement the strategies selected to meet your school improvement goal(s)?
Gothenburg will be sending their paras on August 10th. They will also send their instructional coach to the LETRS training.
What dates and times have you designated for professional learning in 2020-21?
Every Wednesday (almost) they have an early out at 2:30. They also have nearly 10 full days during the year.
How will the principal or other school leaders support the learning and monitor for effectiveness?
Principal and teaching and learning director are instrumental in monitoring teachers for effectiveness. They use a tool that is based on Marzano as that is their instructional model.
How can we assist in your implementation efforts?
When we attend the PLC training in Omaha this summer they would like us to think about how that process can be used at the ESU level to provide opportunities for the "singleton" teachers needing someone to connect with professionally.
We are trying to be more strategic in our services and helping you to be more strategic in the professional learning that supports your initiatives.
What student, educator, and system data will be collected to plan, assess and evaluate professional learning?
Have you thought of anything that the T&L Department could help you with that we aren’t currently offering?
We brainstormed and they came up with support for mentor Ts. Those who may be veteran but needing to recharge.
We offer several leadership opportunities. Do you feel these opportunities are helping you grow as a leader of learning in your district? If you’re not currently participating, why not?
They like the principal meetings but often can't attend due to timing. Dr. Rhoads attends the superintendent meetings.
MTSS: self-sustained; have made no plan or requests for service
Consultation, workshops or direct work with school districts to assist with the CIP process. Examples: Steering Committee Meeting, mission/vision work, data retreat to create CIP goal, action plans, program evaluation, preparing for CIP external review
Direct support of MTSS process and practice in school districts. Example activities: team meeting, data analysis, action plans, creating process/protocols, on-site coaching
Professional learning and consultation for administrators and teacher leaders in support of district initiatives. Examples: one-on-one consultation; coaching conversations; Strategic Leadership trainings and meetings
Facilitation of a curriculum alignment process, high quality instructional materials selection, and/or incorporation of standards into classroom practice.
Training on foundational pedagogical practices and strategies that can be implemented across content areas. Classroom examples: student engagement, comprehension, classroom management, relationships.
Facilitation of supports designed to deepen implementation of research based instructional strategies and classroom practices. System examples: instructional model training; consultation; instructional rounds or learning walks; classroom observation and coaching; professional goal setting assistance
Mobile equipment and technology based modules available to schools that can be utilized to teach STEM skills (Science, Technology, Engineering and Math).
Training and support in the analysis and application of formative, interim, and summative data. Examples: data analysis facilitation, training, and consultation related to classroom, state, and national data.
Training and support provided by NWEA Certified Facilitators. Examples: consultation, training, data analysis for administrators, teachers, and specialists.
Direct support and professional learning for schools engaged in blended learning. Examples: on-site classroom observations, technical assistance support, workshop facilitation, one-on-one consultation
Training and support in the development of district-wide practices for teacher or principal evaluation. Examples: Instructional framework adoption; consultation; training in evaluation best practices; administrator observation and data collection; ODIE Staff Evaluation Tool Support
Training specific to non-core content instruction and other/non-core consultation. Examples: Social Studies, Fine Arts, Career Education, World Language, Physical Education
Our Autism Regional Coordinator, along with the Autism Team provides training and consultation to district staff in order to support students on the Autism Spectrum.
Our teachers of the visually impaired provide resources, services, and supports in preparing children/youth, ages birth-21, who have a visual impairment for success in life through collaboration with schools, families, and community agencies. Our certified teachers of the visually impaired provide evaluation, consultation, and intervention.
EDN - Birth-3 - Our Service Coordinators provide services and supports to children with disabilities and their families. ESU 10 is the grant holder for the Planning Region Team grant which provides supports to schools, EDN, and other agencies that support families with young children with disabilities.
Our teachers of the Hearing Impaired provide deaf education services, supports, and/or consultation for students verified with a deaf or hard of hearing disability. Our Deaf Educators work with our audiologist to ensure appropriate aural rehabilitation services to students, families, and schools.
Our Transition Coordinator assists district staff with student transition plans. These responsibilities may include program planning, coordinating events and PD, monitoring, evaluating, educating, implementation, and public relations. Our Coordinator also works with outside agencies.
Our Audiologist provides audiological supports and services to students who are deaf or hard of hearing. Hearing assessments are conducted for any student suspected of having a disability or difference in their hearing.
Provides grant facilitation, management, professional development, and networking for Career and Technical Education teachers through the Carl D Perkins Grant Consortium.