Professional+Development


 * Please discuss as a group and have your "**//**WIKI SCWIBE**//**" record your thoughts about..**.

Management and menus have evolved to tailor it more to the kids, and their specific needs. At beginning of the year, stations were complicated for the k1s. One really needs to be clear, and the goals need to be fully understood by the students. Preparation. Really clear goals. Practicing the stations really helps. Should we do a gallery walk, and let other teachers share the things that they do? Need for audio (tape recorders, ipods, etc)
 * 1. How has your literacy work evolved since the Diller workshop? How does this evolution look in your classrooms?**

Gallery walk is a great idea. If time is allowed to plan for a new literacy work station maybe this one could be the one shared in the gallery walk.

4th grade has tried management boards. They've tried using a similar set up for Math Stations. We removed making product-based stations.

Still wondering how to tie in Making Meaning and Being A Writer...can't seem to schedule both. It's time consuming to do Making Meaning and Being a Writer. Query: can these be incorporated as a station?

The workshop was helpful, but it should have come earlier in the year. Many had figured out a lot of it on their own via trial and error.

Literacy Stations: Give us time to work on our centers - to set up the spaces, planning, address parent issues, etc. Already Ready as a resource book/tool.

2. How will this work impact instruction next year?

Stations foster student independence and carve out time for targeted small group instruction.

3. June 15, 16 and 17 are designated as Professional Development days. On those days we will participate in School Bases CAI type workshops. //Ideas ...// **

- work on grade level teams creating materials for Diller Literacy Stations - grade levels meet with above/below grades to pass on information about specific students ("Sending and Receiving") - what is SBIT about? What are the "probes"? - SchoolNet - how can we all get to it? Only certain teachers can schedule released SOLs, get to assessments. - work on grammar instruction ideas/plans for 4th & 5th grades. BAW may not be covering grammar sufficiently to prepare students for the Writing SOL.

Time to work on our classroom "to do" lists (inventory, research literacy stations, design math stations, time to make a better plan for content - little more curriculum time before BEFORE August).

- Spend one of the days uploading an FQL unit on SchoolNet. This can be dedicated time to learn this process which is outlined in the division strategic plan. Teachers could work collaboratively on shared grade level units. - Hold sending/receiving meetings following the SBIT/probes, Tier 1, 2, 3, 4 instruction workshop. - Diller work with establishing Literacy workstations, -We still have many new phonics feature books and sight word readers for k, 1 and 2 that are not being utilized. It would be nice to have some time to explore these and discuss how we can implement them in our classrooms. (As the 4/5 SpEd teacher who works with students are reading well below grade level, I would love to be part this discussion. - Marie)

- Essentials would love time to learn more specifics about grade level SOLs and yearly plans so that we can continue to increase our support of classroom teachers. As well, we would like a work shop type activity where we get together with the teachers whereby they tell us what they need more work on (yearly trends that they have noticed, etc.) so we could plan better to support them. Finally, we would love time to explain our curriculum to the classroom teachers in case there are opportunities for them to integrate our curriculum to help students see the connections and aid in their life long learning of all disciplines.