Diverse Populations Professional Development Plan
Creating effective and supportive learning environments for all students is essential for school building leaders. Leaders must design and implement instructional programs that target students with special needs, address English-language learners, and at-risk students. One way leaders do yis is by educating their staff on how to meet the needs of divese populations in their schools. Creating in-depth professional development programs that will benefit the diverse populations is necessary in today's schools.
As a leadership assignment, a diverse populations professional development program and plan was designed to disaggregate data and minimize gaps in school populations. In order to fulfill the assignmrnt task, a needs assessment was conducted, specific activities/workshops were created, and a series of follow-up activities and evaluative measures were designed to meet the needs of the diverse populations.
The following table illustrates an full-year professional development series of workshops, content to be covered, persons responsible, and adult learning strategies that will ultimately benefit English Language Learners.
Calendar and Schedule of Events
|
Workshop Title and Date |
Content |
Persons Responsible |
Adult Learning Strategies |
|
What Does the Data Say?: Problem Identification
September 2010 |
During this workshop, teachers across grades prekindergarten through fifth will use the New York State School Report Card, NYSESLAT Scores, ELA scores, and classroom data to help identify the ELLs and needs of the ELLs as it relates to reading instruction. |
Assistant Principal; Title 1 Reading Teacher |
Motivation and Relevance-During this session, the adults will see that there is a reason to the professional development plan. The participants will learn that the content is applicable, relevant and valuable to their work. |
|
What REALLY Matters in Educating English Language Learners: Creating a Mission and Vision:
October 2010
|
In this session, participants will explore the ELP (English Language Proficiency) and ELA Standards and their role in educating students whose native language is not English. The readings for this week will also provide information about what teachers can expect from students at each of the stages of second language acquisition. Teachers will then begin to draft a mission and vision statement for language acquisition. |
Principal; Title 1 Reading Teacher |
Goal-Oriented-Adults work well with and appreciate programs that are clearly defined. During this session, teachers will become goal-oriented by creating an ELL mission and vision statement. |
|
Courageous Conversations: Culturally Sensitive and Relevant Instruction
November 2010
|
Participants will learn about strategies to build on students' prior knowledge and how to bridge the cultural divide in the classroom. As an activity participants will take a short quiz to test their cultural awareness and jigsaw articles to help understand cultural differences. |
Principal; ESOL Teacher (Title 3) |
Self-directed-Adults work best they are actively involved in the learning process. The jigsaw activity is an effective tool to have participants showcase their knowledge. |
|
How Best Can We Learn? Reading Strategies for Struggling ELL’s: Part 1 and 2
December/January 2010-2011
|
Participants during this two-part workshop session will learn how to support struggling ELL readers. Teachers will learn through a hands-on workshop both lower-level and higher-level comprehension skills and strategies to implement in the classroom. |
Reading Teacher; ESOL Teacher |
Motivation and Relevance-During this session, the adults will see that there is a reason to the professional development plan. The participants will learn that the content is applicable, relevant and valuable to their work. |
|
Differentiating Instruction: One Size Doesn’t Fit All
February 2011 |
During this session, participants will learn that the best teachers constantly set high expectations, attempt new things and never let the threat of embarrassment and failure stand in their way. Teachers will how to differentiate instruction to meet the needs of all students, especially the ELLs. Teachers will learn that the “one-size fits all” method does not work. |
ESOL Teacher; Special Education Teacher |
Problem-Centered Approach to Learning-During this session, the adults will learn how to differentiate instruction by being faced with the challenge of ELLs. Adults will learn and apply how to seek solutions in the classroom to differentiate instruction. |
|
Carousel Planning: Developing Fun and Effective Lessons
March 2011
|
Participants will explore sample lesson plans and work on lesson plan design or modification to ensure that it addresses the potential barriers that ELL students face. They will participate in a carousel activity and share the plan with their peers in a discussion forum while providing feedback to others about their plans.
|
Lead Teacher; Assistant Principal |
Practical-Adults are practical learners. The workshop presenters will explain to the participants that this session is most useful to them on the job. |
|
Build a Vision of Powerful Instruction and Student Learning: The Power Of Learning Walks
April 2011
|
This session swill focus on the power of conducting learning walks. Teachers will be given an overview and create a template in cooperative groups to use while conducting learning walks. As a whole group, teachers will identify 2 specific focuses for upcoming learning walks. |
Lead Teacher; Assistant Principal |
Experiential Learning-Adults learn best by personal experiences. |
|
Tying it All Together: Where Do We Go From Here? Review and Reflection
May 2011
|
This will be the final session of the professional development plan. Teachers will participate in a shred-inquiry based discussion and reflect on the learning walks conducted since the last PD session. |
Principal |
Critical Reflection-The ability to reflect critically on one's experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered to be a feature of the adult learner. |
To access the full diverse populations professional development program and plan document, please click here.