wk4asmt

Week 4 Assignment: Application Assignment Finalizing Course Assignments For a campus to make lasting change, school improvement must be an ongoing, continuous process. You will demonstrate your understanding of continuous improvement by (1) modifying the agenda for learner-centered staff development and (2) creating an action plan for an area of improvement that you identified on the local provisions of the TEA learning system. Part 1: Learner-Centered Staff Development Directions: Work cooperatively online with two of your colleagues to revise and finalize the agenda for your learner-centered staff development. Reflect on the modification(s) by answering the guiding questions. Increase time of training? || 30-45 minutes ||
 * Session Purpose: To show how to apply learner-centered principles to instruction. ||
 * Learning Objective to Be Addressed: The teacher will see examples of learner-centered practices and principles. Teacher will be able to use these examples to further educate their students. ||
 * Collaborator # 1: |||||| Collaborator #2: ||
 * Grade Level: 7th and 8th grades || Facilitator: |||| Location: || Start Time: 4:00 PM || End-Time: 4:45PM
 * Learner-Centered Activity || Purpose |||| Description || Steps || Estimated Time ||
 * What is learner-centered Education? || To help the staff understand exactly what is meant by learner-centered |||| The staff will brainstorm in their groups what is meant by learner-centered and report back to the overall group || The staff will be broken up into groups of at least 4 members; no more than 6, and on a sheet of poster board create a list of what Learner-Centered means to them. They will then present their findings to the overall group. The facilitator can create a master list of the meanings presented on a separate board or on the presentation screen. ﻿A general discussion could follow i which the group decides on a rigorous definition of learner centered that everyone can agree on. After which the facilitator will wrap up the activity. || 15-25 minutes ||
 * Teacher-Centered vs. Learner-Centered Instruction || To show the difference between the two different styles. |||| In pairs, the staff will role-play and show the difference between the two styles. || The staff will get into pairs and the facilitator will give each pair two different situations. One being a teacher-centered and what happens. The other being a classroom with Learner-Centered Instruction. The pairs will determine which situation is traditional and which is Learner-Centered. They will then be asked to come up with pros and cons of each and report to another pair. The facilitator will then go over a chart showing the differences between the two. ﻿ ﻿ ﻿This activity can easily take up more time. I like that the pairs get together to talk about the differences in learning. The doubled pairs could get together into groups of 8 to create their own lists or charts about the differences. Then the group could all get together as a whole and the facilitator can once again work with everyone to create a helpful list that teachers could refer to. The list can be distributed later for all participants. || 15 minutes
 * Examples of Activities that work in Learner-Centered Education || To show the different activities teacher can use in their classrooms tomorrow. |||| The facilitator will share different examples of activities that are Learner-Centered. The facilitator will also lead the staff in a discussion of other possible ideas. || The facilitator will share different activities that can work in a Learner-Centered classroom. The facilitator will ask the staff to talk in their groups and discuss ideas of activities that are Learner-Centered. The facilitator will then allow the groups to share their findings with the whole group. This way everyone can hear different ideas that might spark something in them. It might be good to have at least one activity example for each content area including electives. Even better would be to have activities that were cross-curricular. The participants might create groups that contained different subject areas and work together to create their own cross-curricular activities. || 10 minutes ||
 * Exit Ticket || To find out what they have learned and what they still want to know. |||| The staff will fill out an exit ticket before they leave so the facilitator knows what they have learned and what they still have questions about. || The staff will be asked to fill out an exit ticket stating two things: 1. What is something you have learned through this training? and 2. What is something you wish you knew more about? The staff will turn this in as they leave the personal development. || 5 minutes ||

How did you modify the staff development agenda? Why did you make the modifications? How do you anticipate that the modification(s) will improve the staff development?

Part 2: TEA Learning System: Action Plan Directions: Review the TEA learning system chart that you completed in Part 1 of the Analysis Assignment. Based on your learning during Weeks 2 - 4, revise the improvement ideas in the chart. Select an area of improvement from the chart. Complete the action plan for the improvement initiative: Collaborate online with a colleague to obtain feedback on your action plan.
 * Tasks/action steps
 * Responsibilities
 * Resources
 * Timeline
 * Staff development
 * Monitoring
 * Evaluation
 * TEA Learning System Component: Instructional Program ||
 * Improvement Goal: Teachers being about to use different technology to enhance their lessons. ||
 * Collaborator: ||  ||
 * Tasks/ Action Steps

What will be done? || Responsibilities

Who will do it? || Resources

What funds, time, people, and materials are needed? || Timeline

By when (day/month)? || Monitoring

How will you gauge progress toward the goal? || Evaluation

How will success be determined? || People-Teachers (to be taught) and the Technology committee (to teach) Materials-technology already in the classroom || This is an ongoing process throughout the year. || Department chairs, team leaders, administrators, and technology team doing walk throughs and evaluations on the staff. || Looking at the scores of the students to see if there is an improvement in learning. || Briefly describe. || Reflections on Collaboration and Improvement What change did you make in the action plan as a result of the feedback from a colleague?
 * Teachers will be trained to use different technologies in their classrooms || Mr. Days and the technology team || Funds-technology already in the classrooms. Time-professional deveopment on using the technology in the classroom.
 * Learner-Centered Staff Development Plan

How does collaboration enhance improvement efforts? What new ideas emerged as a result of the collaborative effort?

Why must campus improvement be ongoing and continuous?