NASH-ROCKY MOUNT PUBLIC SCHOOLS

PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM

Northern Nash High School

REMINDER: PROPOSAL MUST REFLECT A MINIMUM OF 10 CONTACT HOURS TO GET CEU RENEWAL CREDIT
Title: Date(s): ​Target Audience Total CEU Credits: _​ 1.0__
Strengthening Tier I: Building Student Engagement ☐ ​PreK-2 ​☐ ​3-5 ​☐ ​6-8 CEU Credit Type​:
and Growth through the NRMPS Instructional September 2017- May 2018 ☒ ​ 9-12 ​ ​Administrators
☒ ​☐​Lit ​☐​Tec ​☐​Aca ​☒​Gen
☐ Other :
Framework; Using Literacy Strategies Across All
Content Areas; Managing Behavior within the
Classroom

Description: ​Teachers will engage in professional development that focuses on aligning classroom ​Subject Area Total Number Expected:
instruction with the district’s instructional framework and increases student engagement and literacy ☐ ​ELA ☐Math ☐ Sci ☐Soc. Stud. __55___
skills. Student engagement and growth are possible if we learn to examine our practices, student Content Appropriate for
data, and relationships with students, and adapt those in a way that strengthens our Tier I (Core) ☐ Arts ☐EC ☐Health/PE ☐ CTE
☒ ​Beginners or​ ​☐ ​Advanced
curriculum, instruction, and school environment.
☐ ELL ☐Technology ☒ Other:

LOCATION:​ ​☐​TRC PD#1 ​☐​TRC PD#2 ​☐​TRC PD#3 ​☐​TRC Computer Lab ​☒ ​Other​: Northern Nash High School
SECTION 1: RATIONALE FOR PROVIDING THIS PROFESSIONAL DEVELOPMENT (CHECK ALL THAT APPLY)
☐ S​tate or federal mandated PD​ ​ D
☒ ​ istrict strategic plan initiative​ ​ ​Faculty level performance data analysis​
☐ ​☐ ​Certification needs
X P​ rofessional growth interests indicated by staff​ ​ ​School-wide analysis of student achievement data ​
☒ ​☐ ​Other (Describe)
SECTION 2: PROFESSIONAL DEVELOPMENT OUTCOMES AND INDICATORS

☒ Teacher Outcomes (Learning Targets) Teacher Indicators (Criteria for Success)

● Will be able to integrate instructional literacy strategies into non-ELA content
course work
● Will be able to recognize indicators in student behavior, body language, and
communication, that may indicate they are experiencing frustration with
material, social situations, or stressors unrelated to school, and are at-risk for
becoming escalated at school. They will be able to implement strategies to
help students regulate emotions and behaviors before they reach a state of
crisis, and when the behaviors or emotions are impacting their attention,
motivation, and participation in class and assignments.
● Actively engage in creating lesson plans that comply with the NRMS
Instructional Framework, AND incorporate literacy strategies
● Will be observed utilizing de-escalation strategies in situations where
this is appropriate; this will be evidenced by a decrease in ODRs that
could be more appropriately handled through classroom management
by the teacher. Over time, use of these strategies should result in a
decrease of suspensions.
● Related to Ms Palin’s sessions
   
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM

● Will be able to ​(Related to Ms Palin’s sessions)

☐ Student Outcomes (Learning Targets) Student Indicators (Criteria for Success)

​*Decreased office discipline referrals and suspensions

* Increase student achievement as evidenced by SPG indicators
* I​ ncrease student growth as indicated by teacher-made tests and other
formative assessments

ALIGNMENT WITH SCHOOL IMPROVEMENT PLAN, DISTRICT GOALS, AND

NC PROF. TEACHING STANDARDS:
Addresses the following School Improvement Goal: Aligns with the following NRMPS goal:
Relates to the following NC Prof. Teaching Standard(s) ☐
​ ​I ​☒ ​II ☐
​ ​ III ​☒​ IV ​☒ ​V Consulted with the following depts:​ ​☒​Content ☐
​ ​Tech ☐
​ ​PD ​☐​EC ​☐​CTE ​☐​ PreK

SECTION 3: ACTIVE LEARNING STRATEGIES FOR ADULT LEARNING

​ anipulatives
☐ M ​ ☒ ​Use of pre-test/post-tests (ActiVotes, etc)​ ​ ☒​S
​ mall Group Collaboration​ ☐
​ ​ hinking Maps​
T ☐ ​Paideia ​
☒ ​Problem-Based Learning

☒ I​ nteractive Technology Tools​ (LiveBinder, Edmodo, DropBox, Moodle, Symbaloo, Discovery Education, Socrative, Padlet, Polleverywhere, Blogging, etc)

☒ ​ P​ rofessional Practice (​ Readings, Book Study, Case Studies, Self-reflection, Student Work Samples, Digital Journals, Mentoring/Coaching, Peer Observations, Action Research, Webinars/Modules,
Lesson Plan Creation, Collegial Collaboration)

Other​ (Describe):

Section 4: Professional Learning Activities, Follow-Up, and Evaluation

Use this table to outline the learning activities and follow-up that will be included in the professional development. Be sure to describe how the
professional development will be evaluated and how you will know the professional development achieved the intended goals.

PROFESSIONAL LEARNING ROLE OF SCHOOL
ACTIVITIES LEADERS
What evidence based How will the principal
strategies/activities will be and/or other school
leaders be involved?
DATA SHOWING EVIDENCE OF TIMELINE FOR PREDICTED IMPACT ON STUDENT
IMPLEMENTATION ACHIEVING LEARNING NEEDS
How will you know ​and monitor GOALS What data and evidence will
that the strategy/activities were you collect to determine
implemented?

NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM
implemented to meet the identified
teacher learning need?
Initial activity:
Follow-up activities:
Time required to complete
all: __ hours
Initial activity: Why Literacy?
Session with educational
specialists; Read article provided
and be prepared for discussion
Follow-up activities: Exit ticket
Time required to complete
all: __1__ hours
Admin will provide time
during planning period for
teachers to receive this
information and assist with
room assignment and
technology if necessary
Amy Keith will provide
face-to-face session and
facilitate discussion
When are goals whether the activities had an
expected to be impact on students?
achieved?
Be specific.
9/2017-10/2017
EOC/NCFE scores, teacher-made
An Exit Ticket will hold staff 10/25/2017 tests and formative assessments;
accountable for participation pass/fail rates
After completing all 4 parts of this
training on literacy, teachers will be
observed (during walkthroughs by
admin and peers) integrating these
strategies in their instruction
   
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM

Initial activity: The Importance of

11/8/2017 EOC/NCFE scores, teacher-made
Questioning
Admin will provide tests and formative assessments;
time during planning pass/fail rates
period for teachers to An assignment will be required as
Follow-up activities: Develop receive this information part of earning this credit to
text-dependent questions based on and assist with room demonstrate that learning has taken
what was learned assignment and place​.
technology if necessary
After completing all 4 parts of this
Amy Keith will provide training on literacy, teachers will be
Time required to complete face-to-face session and observed (during walkthroughs by
all: __1__ hours facilitate discussion admin and peers) integrating these
strategies in their instruction

Initial activity: CPI (first 6 units) on Admin will provide 1st session: October ODRs; ISS and OSS numbers
12th?
de-escalation and crisis time after school for
Observed student participation, completion
management teachers to receive this 2nd session: December of assignments, and attendance
information and assist 13, 2017 ?
with space and
Follow-up activities: technology if necessary 3rd session: February
1st?

Tracy Barnes will 4th session: March 1st?

provide face-to-face PD
Time required to complete over 4 sessions
all: __4__ hours

NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM
Initial activity:
Collaboration-accountable talk and
increasing speaking and listening
skills
Follow-up activities: Exit ticket
Time required to complete
all: __1_ hours
Initial activity: Literacy across
content areas “wrap-up” and
applying what we learned
Follow-up activities: create a lesson
plan based on what was learned and
the NRMS Instructional Framework
Time required to complete
all: __1__ hours
Initial activity:
Follow-up activities:
Time required to complete
all: ____ hours
Admin will provide An Exit Ticket will hold staff 2/2018-3/2018 EOC/NCFE scores, teacher-made
time during planning accountable for participation tests and formative assessments;
period for teachers to pass/fail rates
receive this information After completing all 4 parts of this
and assist with room training on literacy, teachers will be
assignment and observed (during walkthroughs by
technology if necessary admin and peers) integrating these
strategies in their instruction
Amy Keith will provide
face-to-face session and
facilitate discussion
regarding
Admin will provide Staff will create a lesson plan that 3/2018-4/2018 EOC/NCFE scores, teacher-made
time during planning aligns with NRMS Instructional tests and formative assessments;
period for teachers to Framework and integrates pass/fail rates
receive this information instructional strategies they have
and assist with room gained knowledge on through these
assignment and sessions
technology if necessary
Amy Keith will provide After completing all 4 parts of this
face-to-face session and training on literacy, teachers will be
facilitate discussion observed (during walkthroughs by
regarding admin and peers) integrating these
strategies in their instruction
   
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM

Add rows as needed.

   
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM

Section 5: Budget Plan

Use this table to allocate resources necessary to ensure that the professional learning activities, related follow-up, and evaluation will take place as
planned. Insert additional rows in the table as needed.

RESOURCE(S) NEEDED AMOUNT ALLOCATED SOURCE OF FUNDING

$0

Total Allocations

Submit Planning Form to the Office of Professional Development

c/o Cathy Wittman c​ gwittman@nrms.k12.nc.us
   
NASH-ROCKY MOUNT PUBLIC SCHOOLS
PROFESSIONAL DEVELOPMENT PLANNING/PROPOSAL FORM