Goal: Continue to develop and support the workshop model in all classrooms:
i. Participate in professional learning activities in order to improve teaching and learning to support the Common Core curriculum
ii. Continue to inform families about the function and meaning of the Workshop Model
Background and Rationale:
McCarthy-Towne School will be entering the third year of a professional learning relationship with Teachers College Reading and Writing Project (TCRWP) at Columbia University. For the fifth year in a row, we will be sending a group of teachers to the Teachers College Summer Reading Institutes and one teacher will be attending the Summer Writing Institute. These weeklong Institutes add to teacher knowledge and skill base around the Reading and Writing Workshop model and synthesize the work that is done over the school year with the summer work when the Project Staff Developers visit our school and work with our teachers.
We are also continuing the work of using the workshop model for mathematics instruction. This effort is teacher-driven, using a mix of a variety of existing math workshop ideas and concepts and making the effort to fit them within the essence of the structural framework of the Reader’s and Writer’s Workshop models as outlined by Teachers College. Familiarity and experience with this structure will allow educators and students alike to more easily transition into the instruction.
a) Continue to participate as a Project School
b) Continue to send Faculty Members to Teachers College at Columbia University for on-going training at the Reading and Writing Project
c) Continue to integrate content instruction during the Workshop time
d) Adjust classroom and school-wide schedules to support instructional change
a) Pilot within two grade-level teams the exploration and implementation of the workshop model to advance mathematical concepts and skills
b) Explore the use of assistants to support classroom math instruction
c) Adjust classroom and school-wide schedules to support instructional change
d) Allow time for faculty observation of math workshop in action in schools outside of this district
Teachers will continue to explore and use new methodology to adjust instruction, examine and integrate Common Core standards, effectively integrate new lessons into the curriculum, and refine lessons to address identified needs.
Goal: Responsive Classroom for the entire school community
We will take a pro-active, educational approach to creating a positive social environment that fosters respect and compassion for all. We will set school community-wide expectations and norms that include both adults and children.
Background and Rationale:
This goal is an ongoing one for our school community. Each year we work with a consultant from the Responsive Classroom organization who spends a day with the faculty working on a specific approach to enhancing a positive social atmosphere with specific strategies for both educators and students. We will also be using the Responsive Classroom platform to tie in with district-wide goals around building social/emotional health for all students and faculty in the ABRSD.
a) Schedule parent information forums that specifically address the mechanics and philosophy of the Responsive Classroom
b) Plan to offer workshops on the Responsive Classroom for the entire faculty
c) Continue to offer summer professional learning opportunities for teachers as presented by Responsive Classroom
d) Use the language and strategies of Social Thinking in conjunction with the structures of the Responsive Classroom
To increase student and adult self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These factors all contribute to stronger community building for educators, students and families.