In Georgetown County School District, SEDL staff are using the Professional Teaching and Learning Cycle to foster a culture of collaboration and continuous learning to improve teaching. In 2009, SEDL began a 2-year project with the Georgetown County School District to support the implementation of the PTLC.
The PTLC focuses on improvement at the classroom level and is a key component of SEDL's Working Systemically approach for school reform. During this process, SEDL staff serve as facilitators, helping teachers use data, build their content knowledge, incorporate research-based instructional strategies, and improve the quality and coherence of instruction across classrooms and grades.
To focus improvement efforts, district and school leaders pinpointed literacy as the core content area to target.
Although SEDL's work in Georgetown County is still in its early stages, the PTLC process is beginning to take hold.
Georgetown County teachers, who did some common planning before, now are working together far more extensively to discuss instruction, review student work, and share their practices, knowledge, and expertise. Research supports the PTLC's emphasis on collaboration through professional learning communities. SEDL's goal is to give Georgetown County's educators the knowledge and skills to take over after the project ends.
Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins Classroom Instruction that Works. Understanding by Design Stage 3 Understanding by Design Professional Development Workbook by Jay McTighe and Grant Wiggins Classroom Instruction that Works by Robert J. Stage 3 Plan learning experiences and instruction Think through most appropriate instructional activities. H Hook students at the beginning of a new learning experience and hold their interest throughout. E Build in opportunities for ongoing evaluation, including opportunities for students to self- evaluate and set goals What do you really understand about…? End of the Unit Include strategies for helping students determine how well they have achieved their goals.
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids by Carol Ann Tomlinson and Jay McTighe.
Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by Sherah B. Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 May 29, 2012.
Differentiated Instruction (DI) Meets Understand by Design (UbD) UB EDUC- 503 October 15, 2012.


GEORGIA PERFORMANCE STANDARDS Days 4 and 5: Making Instructional Decisions Curriculum and Special Education Directors. Chapter 8- The Methodology of Social Studies: Unit Design Learning Topics Independent Inquiry Units of Study Combined (Split) Grade Planning for Social.
Creating Focused Units of Instruction Integrating Differentiated Instruction & Understanding by Design Tomlinson, C.A. UBD Backward Planning Understanding by Design - The Backward Planning Model Based on the work of Grant Wiggins and Jay McTighe Plan Backwards! Understanding by Design Our goal is creating curriculum that is responsive to the needs of the learners it serves.
Professional development for teachers and support staff is an integral component of a successful school. Teachers who often worked alone are coming together to discuss student performance, identify strategies for improving instruction, develop standards-based lessons, and learn from one another. Consisting of six steps, the PTLC helps educators align curriculum, instruction, and assessment to their state standards through collaboration, collective learning, and shared practice. At the same time, SEDL works with school and district leaders to help them support the PTLC process. In particular, they wanted to improve students' ability to read and use informational texts. Program associate Erin McCann worked with Georgetown County to develop the evaluation plan. Patti Hammel, the district's executive director for Student Performance and Federal Programs, is excited about the shift she is seeing. UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.
Bringing It All Together: Curriculum and Instruction Through the Lens of UbD and DI How do the principles of backward. Overview This session on assessment presents various assessment methods and highlights transformative.
Tan, PhD National Institute for Science and Mathematics Education Development University of the.
Teachers have the greatest direct impact on student achievement when considering all of the factors within a school system (Schmoker, 2006). Helping drive this shift is SEDL's Professional Teaching and Learning Cycle (PTLC), an ongoing, job-embedded professional development process for improving teaching and learning. Initially involving three middle schools, it has since expanded to include three high schools and one elementary school.


The process reflects the research on best practices in professional development and school improvement.
As the graphic shows, leaders do this by clearly communicating their expectations, building staff capacity to meet those expectations, and developing a system to monitor and review the results.
SEDL staff worked with the leadership teams to identify relevant state standards, research-based instructional strategies, and assessment techniques. McCann will process and analyze data from a variety of sources: meeting forms, discussion logs, focus group feedback, survey questionnaires, classroom walkthroughs, and student grades and standardized test data. What enabling knowledge and skills will students need to perform effectively and achieve the desired results? Fremont teachers are supported in the classroom through multiple and varied professional development opportunities. Edward Tobia, a project director in SEDL's Improving School Performance group, is leading the team, which includes staff with expertise in literacy, special education, school improvement, professional development, and research and evaluation. The teams then use the discussions to guide them as they plan and implement lessons aligned to the standards.
The SEDL team then began helping teachers to develop and carry out common lessons, and to hold follow-up meetings to review and refine their practices. She will provide district and school leaders with formative evaluations on teacher and student progress at regular intervals as well as a summative evaluation at the end of the project. Now we're allowing teachers to look at it all and talk about strategies they're going to use together. After carrying out the lessons, teacher teams meet again to share their successes and challenges, analyze student work, diagnose student needs, and adjust their lessons accordingly.
Periodically review and articulate clear learning goals as a result of each segment of learning. Professional development also exists for out teachers new to the district through a state-approved mentoring program. Use systematic pre-assessment and on- going assessment aligned with goals to make instructional decisions and adaptations.
Regard learner differences as inevitable, important, and valuable in teaching and learning.



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