Writing Demonstrator 2-C for Professional Development-Professional Organizations

‍Demonstrator 2. Participation: Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21st Century Skills.

C) Teachers are writing leaders and communicators in the school and professional organizations.

In February and March, I attended professional development at KEDC in Ashland as part of learning more about the new Social Studies Standards as well as how to incorporate the literacy standards. 

Writing Demonstrator Curriculum and Instruction 3-B and 3-D-Using technology to enhance learning in the classroom.

‍Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.

B) Students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through products.

D) Students integrate what is learned when using technology with what they learn offline to develop understanding and communication.

After learning about the many effects of industrialization, students have been given an internet scavenger hunt.  Throughout the virtual tour of Ellis Island, students will learn about the life of an immigrant as they journey to America.  Once the scavenger hunt is complete, students will engage in a 10 minute reflection and discussion with the class as a whole. 

Professional Development/Support Services Demonstrator 2-B & C Administrative/Leadership Support and Monitoring 1-A & 2-A

‍Demonstrator 2. Participation: Teachers participate in writing specific professional development designed to meet their needs. All teachers participate in professional development focused on 21st Century Skills.

B) Teachers actively participate in writing professional learning communities and address issues related to instructional practices, data analysis and improving student achievement.

C) Teachers are writing leaders and communicators in the school and professional organizations

Administrative/Leadership Support and Monitoring

‍Demonstrator 1. Policies and Monitoring: School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.

A) School council/leadership ensures that writing concepts are taught throughout the school and across the curriculum as established in policy.

‍Demonstrator 2. Principal Leadership: Principals are the primary leaders of all writing efforts and support teacher leadership through shared and distributed leadership strategies and actions. 

A) The principal enlists teacher leaders to collaborate, evaluate and reflect on impact of the writing instruction practices on overall student achievement in the school.

Writing Demonstrator-1-B-Using data from practice EOC to self assess. Writing Demonstrator 4-D-Using Quality Core to write a correct response. Writing-Formative and Summative Demonstrator 1-B Self Assessing to monitor progress using Quality Core Data

Demonstrator 1. Student Access: All students should have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities

B) Students have access and use equipment and materials designed to meet their individual needs as determined by data (e.g., formative assessments)

Arts and Humanities-Demonstrator 4-F PLCS -Demonstrator 4-H

Arts and Humanities:
F) Students are supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school.


PLCS:
H) Students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments.


Students have been offered opportunities to demonstrate their artistic abilities as well as their writing skills. I have a bulletin board in my room where students are invited to find information about the opportunities to win money or scholarships.  

Writing Demonstrator 4-B- Students work effectively with people from a range of social and cultural backgrounds. Arts and Humanities- Curriculum and Instruction Demonstrator 4-C

Writing......................B) Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face and virtually) to build on and articulate their own ideas.

Arts & Humanities..........C) Students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products.

Students have been learning about Industrialization from a more modern day point of view.  To begin the lesson, students were assigned to work with predetermined groups from varying social classes.  From there, they had to...

1. Define technology as it applies to their lives.

2. Define Social Class and what determines social class.

3. Explain how they are affected by immigration.

4. Define urbanization and explain how they are or are not affected by it.

5. Work together to reach an agreements to the questions above. 

6. Create artwork to demonstrate their understanding of the topics. 

Program Review PLCS-Demonstrator 4-H-Opportunity to develop career and leadership skills.

Demonstrator 4. Career Education: Students have equitable access to high quality, rigorous career education curriculum.

H) Students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments



Posted in my room and discussed daily to encourage students to get involved and apply.