- The collective supervision of advisory committees ranging in size from 10 to 30 members. Learning Plan to Develop Relationship and Interpersonal Skills Formal Education: none planned for the supervised practice term. Supervised Practice: the supervisee, in consultation and/or collaboration with the supervisor, will.
- Jul 02, 2018 A Supervisory Plan From The Heart July 2, 2018 July 25, 2018 Emma Dasco 0 Comments. These teachers do such things not because they are sanctioned by their superiors but because they truly love their job and the children placed under their care.
SAMPLE SUPERVISION PLAN The attached sample plan is intended to offer guidance to supervisors and students planning their internship experience within a local school district. The activities described are offered simply as examples of work which might be included in a Supervision plan.
Woodstock Elementary School Action Plan 2014-2016
Approved August 2014
WES Mission
Our Mission is to educate the whole child to ensure they become enthusiastic, persistent, and competent learners that are not only ready for the future but also care about and demonstrate respect for themselves, others, and the environment. We provide excellent programs in a safe, caring, and healthy environment. Our school, parents, and community work in partnership to ensure each student experience the joy and rigor of learning. High expectations within a challenging curriculum delivered through excellent instruction provide a solid foundation for all students.
Vision
Our Vision for the Woodstock Elementary School sees each and every child fully engaged in a thinking curriculum that builds their stamina for deep, creative and critical thinking within all subject areas. Students will work together, with their teachers, and with experts to develop fundamental skills and complex understandings of the world around them as they strive for high academic achievement. A strong sense of community will be built through traditions, welcoming practices and an emphasis on social skill development. Parents, Teachers and School Leaders will show their commitment for the school through their individual and collaborative involvement in continuously improving the school. Learning will take place throughout the school, the grounds, and the gardens as well as expand into our diverse, resourceful local community. The school environment will provide a beautiful and joyful place that fosters learning for all of the children and adults and is a source of pride in the community.
Goals:
1. Improve writing performance as measured using standards from the Common Core of State Standards.
2. Improve student performance with mathematics skills, concepts, and problem solving as articulated in the Common Core State Standards.
3. Teachers will be prepared with the knowledge and resources necessary to implement a science curriculum aligned with the Next Generation Science Standards.
4. Students will develop the skills and attributes associated with higher order thinking as well as perseverance and independence as learners.
5. Improve reading performance as measured using standards from the Common Core of State Standards.
* We are using 2012 data because we did not participate in NECAPs during 2013 (we piloted the SBAC).
Goal 1:Improve writing performance as measured using standards from the Common Core of State Standards.
Rationale: Results of the New England Common Assessment (fall of 5th grade only) over the past six years are summarized below. These results indicate that while improvement had been made for a number of years, the growth has leveled off. Results of our local writing prompts also support our need for a consistent writing program across the grade levels.
2005 | 2006 | 2007 | 2008 | 2010 | 2011 | 2012 | |
Number of Students Tested | 25 | 27 | 29 | 30 | 28 | 25 | 27 |
Total proficient and above | 28% | 30% | 62% | 77% | 68% | 44% | 52% |
Strategy: Gain training for all writing teachers and provide ongoing support during the 2014-2016 school years.
Evidence of Success: Completion of training and support activities.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Send teacher representative to NRWP Summer Institute in NYC. | June 2014, June 2015 | Martha Giller, Karen White | Operating budget; professional development funds | |
Dedicate 4 hours during the August Inservice days to unit planning and resource sharing among writing teachers. | September 2014, 2015 | Karen White | Inservice time | |
Allocate at least two faculty meetings per year for teachers and librarian to collaborate on implementation of the writing program. | Ongoing | Karen White | Faculty meeting time | |
Continue with assessments included in the Units of Study. | Ongoing | All | Faculty meeting time Team meeting time |
Goal 2:Improve student performance with mathematics skills, concepts, and problem solving as articulated in the Common Core State Standards.
Rationale: Student performance on the New England Common Assessment (NECAPs) has improved over the past three years. With this improvement, we had 18% of our 3, 4, 5 grade students that did not meet the standard for their grade level as measured in the fall of 2012.
Strategy: Implement and use the results of the PNOA in grades K-2 to inform instruction for individual students and the class as a whole.
Evidence of Success: Records of the assessment results and intervention schedule.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Provide professional development on the PNOA for new faculty members and third grade teachers so they can use the PNOA data effectively. | Ongoing sessions as needed | Luke Fisher Barb McKeon Karen White | Substitutes | |
Develop and implement a plan for integrating PNOA supplemental activities into classroom instruction based on Spring PNOA results. | August Inservice time | Barb McKeon Luke Fisher | Provide materials and blackline masters for teachers Inservice time in August | The PNOA is done in January and the Spring. Kindergarten does the fall as well. Second grade students that do not meet the standard in the Spring should retake it the fall of third grade. |
Provide targeted assistance to students based on needs identified through PNOA in the classroom and through supplemental services. | Ongoing | Barb McKeon Classroom teachers Luke Fisher (consultation) | PNOA activity book |
Strategy: Implement and use the results of OGAP in grades 3-6 to inform instruction for individual students and the class as a whole.
Evidence of Success: Record of Assessment results and intervention schedule.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Provide OGAP training for new teachers in grades 3-6 including special educators and support teachers. | Fall 2014, 2015 | Luke Fisher | Inservice time Substitutes | |
Develop and implement a schedule for completing the OGAP pre-assessment with all students by October 1, 2014 and May 31, 2015. | October 4th-6th and prior to multiplication unit for 3rd | Luke Fisher Classroom Teachers | Class time for testing | |
Develop and implement a plan for integrating supplemental activities into classroom instruction (based on assessment outcomes). Incorporate OGAP multiplicative reasoning concepts and problems into regular class instruction. | Fall | Luke Fisher Barb McKeon Nancy Murphy Katie Kardashian 3-5 Classroom Math teachers | August Inservice time | |
Establish intervention protocol 3-6 and provide targeted assistance to students based on needs identified through OGAP. | Ongoing | Nancy Murphy Katie Kardashian Special Educator Classroom teachers Barb McKeon Luke Fisher (consultation) | Teachers’ schedules |
Strategy: Ensure all students receive instruction in the designated mathematics Common Core of State Standards for their grade level.
Evidence of Success: Pacing guides and final evaluation / reflection of program taught and learned.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Strengthen the K program, in general, to meet the CCSS, which includes the incorporation of PNOA skills, concepts and activities (above) | Ongoing | Barb McKeon Luke Fisher Nancy Stockwell Other K teachers? | PNOA activity book CCSS Complete “map” for each unit with sections to omit and items to add | There is general agreement that the K investigations program needs to be improved more than most grade levels. |
Review each grade level of Investigations and supplemental activities and make adjustments to increase CCSS alignment. | Ongoing | Luke Fisher Barb McKeon Classroom Teachers | Time Materials as needed Complete “map” for each unit with sections to omit and items to add | |
Develop a pacing guide using the revised Investigation program for the year. | 9/1/14, 15 | Luke Fisher Karen White Teachers | August Inservice time | |
Form a committee to investigate k-5 programs that are aligned with the common core. | 2015-2016 | Luke Fisher Team reps | Sample programs Input from other teachers across the state | Include all teachers in the conversation using faculty meetings as needed. |
Develop a classroom schedule that provides for 60 minute math lessons (45 in Kindergarten) and 10 minute math. | 9/1/14, 9/1/15 | Karen White Teachers | August Inservice | |
Each math teacher will participate in 2 lesson studies or grade team meetings throughout the year. | January 15-June 2015 | Luke Fisher Karen White | District-wide schedule Substitutes | |
Review and select one additional best practice* in the teaching of mathematics to focus on during the year in all math lessons. | December 2014, 2015 | Luke Fisher Classroom Teachers | Faculty meeting one time per month | See below in final action step: exit cards. |
Provide training on CMP 3 and Investigations for new math teachers. | Fall 2014, 15 | Luke Fisher |
Strategy: Collect and use the results of Investigations Unit Assessments to monitor student progress; both individual student and the class as a whole.
Evidence of Success: Completed record keeping forms. (Exit questions ~ see strategy below)
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Score Investigation Unit Assessments using the Teachers’ Book. | Ongoing | Karen White Classroom Teachers Luke Fisher (consultation) | Check in and review data in Nov., Jan., March, and May. | |
Keep data sheet summarizing Unit Assessment results. | Ongoing | Karen White Classroom Teachers | Record keeping sheet | Check in and review data in Nov., Jan., March, and May. |
Goal 3:Teachers will be prepared with the knowledge and resources necessary to implement a science curriculum aligned with the Next Generation Science Standards.
Rationale: Vermont has adopted the Next Generation Science Standards and our school needs to gear up to implement these standards. Student performance on previous science standards as assessed by the Science NECAP reflect the following scores:
2009 | 2010 | 2011 | 2012 | 2013 | |
% of students at / above the standard | 57 | 68 | 81 | 75 | 75 |
Strategy: Provide professional development and access to resources to support a strong science curriculum and excellent science instruction as well as enrichment opportunities for students during the 2014-2015 school year.
Evidence of Success: Without a standardized science assessment aligned with the NGSS, we will use completion of our targeted activities as the indicator of success.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Provide overview of NGSS to all teachers of science. | August 21, 2014 | Karen White Jean Ward | Local funds Full day from August Inservice | |
Provide ongoing consultation in the development of units aligned with the NGSS | June, 2015 | Karen White Jean Ward | Local funds Release days and substitutes | |
Purchase appropriate science reference books for teachers and teaching teams | August 2014 | Karen White | Local funds | |
Support teachers with individual professional development and site visits. | June 2016 | Karen White | Local funds | |
Employ science co-coordinators to facilitate science work ( professional development, connection to WCSU work, and enrichment for students). | August 2014-June 2015 | Karen White | Local funds | |
Identify possible need for and role of a science lead teacher. | December 2014 | Karen White Science co-coordinators | None | |
Identify equipment and supplies needed for science instruction | March 2015 | Karen White Science co-coordinators | None | |
Create and implement a plan for purchasing needed science equipment and supplies. | April 2015-June 2016 | Karen White Science co-coordinators | Local funds, grants, donations |
Goal 4:Students will develop the skills and attributes associated with higher order thinking as well as perseverance and independence as learners.
Rationale: This is a goal of our Supervisory Union because these are skills and dispositions students need for success with all areas of the curriculum now and into the future.
Strategy: Develop units of study using Understanding by Design and conduct Classroom Walkthroughs as part of ongoing supervision.
Evidence of Success: Unit development and classroom walkthrough data.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
All teachers participate in classroom walkthrough observations. | Ongoing | Karen White Teachers | Time | |
Gain training in the development of assessment driven units (Understanding By Design). | Ongoing | Karen White Teachers Alice Worth | Professional development funds | |
Teachers will use exit questions in math, other subjects and U.A. classes as appropriate. | Ongoing | All! |
* Currently we have agreed to implement the best practices of: Posting the targeted objective of the lesson so students can see it, and selectively sharing student work. We have additionally worked on wait time and “turn and talk” strategies during teaching lessons/questioning.
Goal 5:Improve reading performance as measured using standards from the Common Core of State Standards.
Rationale: Results of the New England Common Assessment over the past six years are summarized below. These results indicate that while improvement had been made for a number of years, the growth has leveled off.
2008 | 2009 | 2010 | 2011 | 2012 | |
Number of Students Tested | 136 | 138 | 139 | 131 | 137 |
Total proficient and above | 85% | 89% | 84% | 87% | 83% |
Strategy: Gain training for all reading teachers and provide ongoing support during the 2014-2016 school years.
Evidence of Success: Completion of training and support activities.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Instruct K-6 staff in best practices in reading instruction and assessment as articulated in the ALOFT document | August 2014-June 2015 | WCSU Administrative Team | Inservice Days Release time | |
Provide on-site coaching 1x/month. | August 2014-June 2015 | WCSU Administrative Team | Time during the school day | |
Purchase materials to support reading program as recommended by consultant. | January 2015 | Principal | Funds from operating budget. |
Strategy: Provide classroom based and small group/individualized support for targeted students during the 2014-2016 school years.
Evidence of Success: Improved reading scores on selected assessments.
Action Step | Timeline | Person(s) Responsible | Resources Needed | Monitoring Checkpoint Dates and Notes |
Employ a full time reading specialist to work with targeted children and their teachers. | August 2014 - June 2016 | Karen White | Local Funds Title One Funds |
Ongoing School-wide Initiatives and Commitments:
Farm to School:
Through a connection with local farms and our own garden we:
Improve student health by serving healthy meals and by providing nutrition education.
Nutrition Education - More time and available personnel for implementation of classroom goals.
Provide agriculture education opportunities and support local and regional farmers.
Teach students about the energy involved in food production, procurement, preparation, and disposal.
Teach students about the planting, growing, harvesting and eating cycle through hands on work in their grade’s garden bed each year.
Enable children to experience the wonder, frustration, and sense of accomplishment that growing your own vegetables and berries provides!
Our current action plan for our overall FTS program includes:
Local taste tests monthly
Local food procurement as much as possible
Food energy and waste study (UVLEL project)
Add classroom composting
Design and build of new garden spaces
Development and implementation of a plan for each grade level in their garden space
Responsive Classroom:
Parent partnership talks regarding promoting independent children (empathy, critical thinking)
School-wide Expectations (that embrace RC principles) adopted by all Teachers
Unified Arts Teachers participate in at least two Morning Meeting per month
Morning Meetings in every class
Implementation of Responsive Classroom strategies in the Cafe and on the playground during recesses.
Example Of Supervisory Plan For Teachers
Power Of Words language used by all Teachers (annual goal setting)
School-wide assemblies or shared events each month ~ set some specific target for number and focus
Support teachers to participate in regional trainings.
Bring training onsite for specific areas of the RC program.
Parent conference in grades 3-6 will be student led in the fall and spring and in grades K-2 a traditional conference
will be held in the fall and student led conferences will be held in the Spring.
Technology Use and Integration:
Greater and consistent integration of technology with current classroom curricula
Increase student access to computers ~ move towards 1:1 computing in upper grades
Use WES website for consistent, up-to-date communication with families and the community
Smartboard training
Use of Google Aps for Education for communication with families and the community
Supervisory Plan For Teachers Improvement
VCAT for data analysis, report cards, EST records
Health Education:
Implement the Health Series and conduct monthly health themes for grades K-4
Conduct walking and bike riding encouragement activities during the fall and spring.
Walk to school and have breakfast with the PE teacher.
What is plan and goal for the bike riding could it be included in PE?) Some punchcard system for walking and/or riding bike, like the reading program