Long-term Staff Development Contracts 

 One of Jane E. Pollock's goals is to customize the workshops and keynotes for the audiences. The most requested staff development is for ongoing work in a district because it results in gains in achievement.  Depending on the size of the district a plan usually involves: 

A small team of 10-12 persons (not including administrators)

Meet five times a year for 1/2 day --

  1 - Overview of The Big Four, Research on Feedback, and GANAG Research-based Lesson Design using HY9*

2 - The Gs of GANAG - Lesson planning and planning for student self- assessment - introduce OSS (scoresheets)

  3 - The ANA of GANAG - Declarative/Procedural Knowledge and Interactive Notebooks, IN9

  4 - Application - Teaching critical and creative thinking skills using technology

  5 - Assessment - Formative and Summative Assessment and Scoring to the Standards 

The other half of the day, Jane and teachers observe teaching and learning 

Districts may request multiple days and days specifically designed for Special Education teachers, teachers of English Language Learners, Instructional Assistants and paraprofessionals, and administrators.

*See Classroom Instruction that Works below

 

Keynotes and Presentation Descriptions for national and international conferences based on publications:

 

 

Feedback: the hinge that joins teaching and learning

Just as a hinge connects two panels so they can swing relative to each other, feedback is the hinge that connects the teacher to the student.  Teachers will learn techniques to use feedback and help-seeking strategies to achieve the curriculum goals in daily lessons; as students become more engaged they provide feedback to teachers, who, in turn, make deliberate decisions to differentiate instruction and assessment.

Learn to teach students to use goal accounting templates to self-regulate and increase classroom engagement.  Learn to update notebook organization to increase interaction.  Learn to track student progress for formative assessment, adding standards-based scoring to reporting practices.  Every student can learn to interact and engage at high levels, even students whose learning is marginalized by poverty, language, and disabilities.  Based on the book by the same title (Corwin, 2012)

 

Minding the Achievement Gap One Classroom at a Time

National goals call for “closing the gap” and “reducing dropout rates.”  Research shows that teachers can make positive gains with all learners, regardless of language, disability, or poverty. Pollock recommends ways to advance in special education, with ELLs, and with students academically at-risk. Teachers and administrators can learn to “mind the gap,” to plan lessons and assessments for all learners to meet curriculum goals and apply powerful feedback strategies.

Learn how to apply research on learning to practical strategies for ELLs and special education students.  Introduce lesson planning for co-teachers to use the strategies.

Learn to teach students to use self-regulating goals forms during class to  increase classroom engagement - specific examples for ELLs, special education, and all students.

Learn to update notebook organization to increase interaction. 

Learn to track student progress for formative assessment, adding standards-based scoring to reporting practices for ELLs, special education, and all students.

Based on the book by the same title (ASCD, 2012).

 

Improving Student Learning One Teacher at a Time

 Jane E. Pollock presents what really works in schools to improve student learning – the teacher.  The teacher who uses “The Big Four” and GANAG makes the difference, and the principal who supervises accordingly, directly contributes to student learning gains.

 

Teachers who:

  1. Use learning targets, ones that are robust, not just daily classroom activities
  2. Use instructional strategies that help learners remember and apply information and skills, not just do schoolwork
  3. Use varied assessment strategies as formative feedback
  4. Track classroom data through grading, record keeping, and reporting for improvement 

 Based on the book by the same title (ASCD, 2007).

 

 

Improving Student Learning One Principal at a Time

Supervision models provide structure for the collaboration between the supervisor and teacher to discuss classroom observations in order to improve teaching.  So, why do classroom observations seem nerve-wracking and sometimes perfunctory to the principal and the teacher?  Jane E. Pollock recommends retooling the Teaching Master Learners Schema from Improving Student Learning One Teacher at a Time (ASCD 2007) into the process so principals or coaches give feedback to the teacher to directly improve student learning, as described in Improving Student Learning One Principal at a Time (ASCD 2009). When supervisors use the same schema to guide conferences about classroom observations that teachers use to plan lessons, the interaction between them results in improved performances for both teachers and students.

Principals will find practical strategies that provide a necessary complement to their current evaluation and supervision frameworks.

 

Classroom Instruction that Works: Introduction to the research on learning in Classroom Instruction that Works (ASCD, January 2001) by Marzano, Pickering, and Pollock.  Participants will learn the research based instructional strategies that have positive effects on student learning. 

Participants will:

  • Learn the nine research-based instructional strategies that have the highest probability of enhancing student achievement
  • Understand different types of knowledge, procedural and declarative, and how they are learned differently and should be taught differently
  • Learn to match the instructional strategies with the different kinds of knowledge
  • Learn to sequence instructional strategies in lesson planning