A Process Model Project:
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Is a group of teachers who collaborate to develop a
concrete product to address problems and issues that arise in the teaching and
learning process.
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Is data driven and linked to school and district goals.
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Most often requires teachers to acquire new knowledge or skills to be able to
complete the work.
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May need to be completed in phases over time.
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May include a combination of these phases of
activity:
Identification of a problem or need based on data
Development of a response or plan which addresses the identified problem or need
Implementation of a plan or development of the product
Preparation of a summary product and report that describes
the results of the learning
Sample Extended Learning Activities for Achieving
Process Model Goals:
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Development of measurable school improvement goals based on student performance
and/or data/background information
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Development of school-wide recommendations for continuous improvement based on
student performance and/or data/background information, i.e. leveled books,
rubrics and assessments, classroom management systems.
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Development of district-wide recommendations for continuous improvement based on
student performance and/or data/background information, i.e. textbook adoption,
common assessments, modification of standards, data storage and retrieval
systems.
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Development of a program implementation plan and/or evaluation system
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Design of a new professional development program or course
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Participation in collaborative grant writing (Board of Education approval
is required prior to writing any grant.)
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Design and implementation of educational events, i.e. summer conferences, parent
night activities, etc.
Underlying Assumptions of Professional
Development:
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Continuous learning and reflection lead to improved professional practice and/or
increased student learning.
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Teachers, working together in collaboration can develop strategies for
addressing many of the persistent problems of education.
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Collaborative problem solving fosters efficacy and interdependence among staff.
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Adults learn well by structuring their own learning.
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Learning that is designed by the individual(s) must be research based, data
driven and centered on student learning.
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Learning must be linked to district, school, and professional growth goals.
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Effective professional development generates results that are talked about and
shared with students and colleagues.
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