EDLD 5389 Module 2: 
Planning
the Alternative PL 

Introduction to Professional Learning Idea

     During the spring semester of the 2022-23 academic year, I conducted a preliminary needs assessment regarding the teaching & learning of at-risk students at Round Rock High School (RRHS). The findings of this assessment determined that our Emergent Bilingual (EB) students were significantly behind in both academic performance and attendance (Shaffer, 2023-b). The data analysis meeting was followed up by a root cause analysis in which multiple teachers were invited to collaborate in identifying the reasons for this performance gap. Among the reasons identified within our control was the lack of adequate training for teachers working with EB students (Shaffer, 2023-b). This preliminary finding has led me to develop professional learning (PL) on the topic of implementing support for EB students to improve their academic performance.

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     Although a preliminary needs assessment was conducted, a larger needs assessment is conducted every July by the Campus Leadership Team (CLT). An effective needs assessment requires data from a variety of sources (Desravines, et al., 2016). This occurs in late July following the release of STAAR and AP Test Data to ensure that informed decisions are made. Supporting special populations is a topic that was addressed during a Professional Development Committee (PDC) Meeting in May 2023 (Shaffer, 2023-b). Therefore the development of this long-term PL plan regarding support for EB students will be beneficial to RRHS staff. 

 

Course Structure

One of the biggest differences between this PL plan and the current RRHS practice is the long-term nature of the plan to include an implementation support phase. My experience of RRHS PL since 2020 has been primarily one-time workshops without follow-up. Studies have shown that without follow-up, few ideas presented in PL are implemented by teachers (TNTP, 2015). As a member of the RRHS PDC, I will advocate for long-term PL using the Call to Action Video created for Module 1 of 5389 (Shaffer, 2023-a). The structure of this PL is divided into two phases: initial learning and implementation support. This duration of my PL plan is at minimum one semester with the option to extend based on the needs of teachers at our campus. 

 

Initial Learning Phase

     The plan begins with the initial learning phase in which teachers will learn about the EB population, programs, and strategies to support them. This phase will occur during the first 5 pre-service days in August of 2023. The initial learning will take place with the RRHS staff grouped by departments/disciplines. The sessions will be led by the EB Support Team, which includes the EB department chair, the assistant principal over EB, and myself. All resources developed for the PL are adaptable for all disciplines at the secondary level. To help teachers visualize the relation to their content area, examples for language objectives are provided for each of the core disciplines. 

The activities during the initial learning phase are designed for teachers to create materials that will be used in their classroom during the first unit of the year. Rather than simply passively watching a presenter model the strategies, teachers will actively interact with the learned strategies. Here are some examples from the course:

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• In Module 1, learners will use the proficiency level descriptions to identify the levels of EBs described in scenarios. 

• In Module 1, learners will develop a list of barriers and solutions to EB learning.

• In Module 2, learners will identify activities in their classroom that align with the ELPS. 

• In Module 3, learners will identify key vocabulary terms in their first unit and create models of differentiated vocabulary activities.

• In Module 4, learners will create language objectives and a differentiated lesson plan for their first unit.

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     All articles and videos chosen for this course are relatively brief to ensure the majority of time set aside for PL is spent collaborating about implementing these ideas into the first unit of instruction as recommended by McCammon (2015). Teachers are specifically told to choose a lesson from their first unit so they can create the materials that will be used within the next month. By the end of the initial learning period, teachers will have identified ELPS-aligned activities, language objectives, tiered vocabulary with models, culture-building activities, and a fully developed lesson plan to implement during the instruction of their first unit. Teachers will feel more inclined to participate in the PL because it is directly tied to the planning of their instruction (Gulamhussein, 2013). 

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     Modeling strategies allow teachers to visualize how the learned strategies can be successfully implemented into instruction (Goodwin, 2015). To help teachers to be successful during the creation of these materials, examples are provided. Examples of language objectives are given for all four core discipline areas. Models of the vocabulary strategies taught in Module 3 are given using the term “cognates” from the course to help learners see how they benefit students when working with unfamiliar terms. In addition to the strategies and resources created by teachers, more strategies will be modeled for them. For example, the introduction activity of FlipGrid models a way for teachers to get students to speak in the classroom. Speaking is one of the four elements of language identified in the ELPS (Texas Administrative Code §74.4, 2007). 

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Implementation Support Phase

     After the initial learning phase during the August pre-service days, students will move into the implementation support phase. This phase will be led by the department chairs and supervising assistant principals. Time is one of the most difficult resources to allocate to professional learning (TNTP, 2015). To maximize the use of existing resources and ensure discipline relevance, follow-up support meetings will occur at the monthly department meetings on PL days. Round Rock ISD has planned for one PL day each month of the fall semester for 2023-24 (Round Rock ISD, 2023). This calendar ensures there are four follow-up meetings during the fall semester.

 

     At the monthly department meeting, 30 minutes minimum will be allotted to implementation support for EB strategies. These meetings usually address results from district common assessments (DCAs) to track student progress. The data from DCAs can help teachers track the performance of EB students to determine if strategies are effective. Additionally, department leaders will be prescribed 5 questions to guide their discussion to identify the challenges, needs, and successes of teachers in their department in relation to supporting EB students. These questions include the invitation to collaborate in the creation of solutions to the challenges faced within the department. A call for volunteers to be observed during learning walks will also be issued during the meeting. The department leaders will submit a summary of their meeting minutes to administration. The EB department chair, assistant principal, and myself will review the meeting minutes to identify possible resources and additional professional learning that can support staff in the implementation of ideas. 

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     Additional time can be allotted towards implementation support during the weekly professional learning community (PLC) meeting held by instructional teams. During this meeting, teachers on shared instructional teams can share the challenges they face and strategies that are successful with peers who teach the same content. The highlights of these conversations can be forwarded to the administration. Currently, it is standard practice for PLCs to submit weekly meeting minutes to their department chairs. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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(Round Rock ISD, 2023; Shaffer, 2023-a)

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Resources Required

This PL plan does not require the campus to make any significant investments into a curriculum or physical items. All the learning materials and resources are available at no cost online. These materials will be made available to staff using the Google Classroom LMS on the preexisting campus GSuite. Teachers can access the materials using their district-provided laptops. The greatest cost to the district will be the dedicated staff time to experience the initial learning and implementation support meetings. The cost of teachers’ time was identified as one of the greatest costs in professional learning (Gulamhussein, 2013). To maximize existing resources, the proposed PL plan utilizes the predetermined staff development days to prevent the need for extra-duty pay for teachers. 

 

Collaboration

Opportunities for collaboration are implemented throughout both phases of the PL plan. 

 

     During the initial learning phase, many activities utilize discussion forums. In these discussions, learners will share their thoughts on learning materials and the initial elements of the products they will create. Teachers will share their thoughts and experiences with those in their departments and PLCs as they create resources to be used within the first unit. By using discussion boards, teachers will also be able to communicate with the entire school community about the experience in their own classroom. Many teachers feel isolated in their practice and are unsure of what occurs in classrooms other than their own (Goodwin, 2015). These discussions will allow teachers to view ideas and plans beyond their own discipline area to identify interdisciplinary opportunities. For example, in the Module 3 discussion, teachers will be encouraged to identify terms that appear outside of their own discipline to reinforce students’ understanding across multiple content areas. Additionally, teachers will be able to receive feedback on their planning process and refine their products accordingly.

     Collaboration is the primary element during the implementation support phase. During department and PLC meetings, teachers will have the opportunity to share challenges and successes. The prescribed questions for these discussions encourage teachers to work together to develop solutions for challenges their colleagues are facing. By having these discussions with peers in the same discipline teachers will be able to collaborate with those who better understand the content area needs. However, if the team is unable to identify possible solutions, the EB Support Team will be made aware through the meeting minutes and will subsequently provide additional resources that will help teachers with their specific challenges. Teachers will also be able to share their successes and challenges to a school-wide discussion board to allow for interdisciplinary support and feedback. Lastly, a question included in the discussions will allow teachers to share strategies and resources they have found independently. These resources will be collected by the EB Support Team to develop a shared RRHS Campus Guide to EB Differentiation that teachers can reference at any time. This will enable teachers who join RRHS after the initiative to access vetted resources by discipline.