It is imperative that schools grow and change with the times. Well executed change can only occur with learning. Opportunities for professional learning must be rethought and offered with purpose and fidelity, while ultimately resulting in true implementation. In this new era, where there is an increased need for professional learning and a decreased budget to offer it every dollar must be used wisely. Student outcomes must boe positively impacted by the time, money, and stakeholder effort that is invested in professional development (learning). A professional learning plan needs to address the specific needs of the stakeholders in the community. Even the best and most dynamic professional learning forum will become meaningless if it is not
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Because communicating effectively in writing is so critical, we want our students to have the skills necessary to express their ideas in writing. PRA introduced Step Up to Writing (SUTW) strategies as a program to address our needs. SUTW is a researched based strategies program that is multimodal, flexible, and compatible with state standards and the core curriculum. It offers support for writing across multiple content areas and grades, while providing a corpus of writing strategies (Voyagersopris, 2016). For these reasons, PRA has adopted change strategies around these methods throughout the school and SUTW has become entwined with our vision for change. As part of the root cause analysis of the writing problem, we also discovered that as school we are not fully using a multi-tiered system of supports (MTSS) in an effective manner to address the problem. I began the process by creating an LMS for SUTW as part of the requirements of EDL500. For this class, I continued working on the SUTW LMS and created a new professional learning platform (LMS) specifically designed to address a change initiative around the implementation of …show more content…
The data is gathered, analysed, and shared with all of the stakeholders.
The resources on the LMS site are chosen based on data, their implementation and effectiveness in impacting student academic achievement will be continuously monitored and assessed using data: The resource are based on the data gathered from surveys, informal interviews, and feedback from staff professional development time. Data was also collected using the Stages of Concern Questionnaire accessed through Concerns Based Systems International (Hord & Roussin, 2013). The data behind the innovation, was gathered from district, state, and internal measures of writing proficiency from our
Because communicating effectively in writing is so critical, we want our students to have the skills necessary to express their ideas in writing. PRA introduced Step Up to Writing (SUTW) strategies as a program to address our needs. SUTW is a researched based strategies program that is multimodal, flexible, and compatible with state standards and the core curriculum. It offers support for writing across multiple content areas and grades, while providing a corpus of writing strategies (Voyagersopris, 2016). For these reasons, PRA has adopted change strategies around these methods throughout the school and SUTW has become entwined with our vision for change. As part of the root cause analysis of the writing problem, we also discovered that as school we are not fully using a multi-tiered system of supports (MTSS) in an effective manner to address the problem. I began the process by creating an LMS for SUTW as part of the requirements of EDL500. For this class, I continued working on the SUTW LMS and created a new professional learning platform (LMS) specifically designed to address a change initiative around the implementation of …show more content…
The data is gathered, analysed, and shared with all of the stakeholders.
The resources on the LMS site are chosen based on data, their implementation and effectiveness in impacting student academic achievement will be continuously monitored and assessed using data: The resource are based on the data gathered from surveys, informal interviews, and feedback from staff professional development time. Data was also collected using the Stages of Concern Questionnaire accessed through Concerns Based Systems International (Hord & Roussin, 2013). The data behind the innovation, was gathered from district, state, and internal measures of writing proficiency from our