How Can You Create Lessons that Foster Active, Intellectual Engagement of All Students?

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A. Professional Development Need Professional development is needed in helping teachers plan lessons that foster active, intellectual engagement of all students. The essential question that will be answered during the professional development is: How can you create lessons that foster active, intellectual engagement of all students? A1. How Need Was Identified This professional development was identified by analyzing trends in the student data, as well as current trends in data collected from the teacher’s recent observations. When talking to the principal at the practicum school site, he was concerned with the overall trends from observations completed by the administrators and district evaluators. These trends showed that the…show more content…
A. Professional Development Need Professional development is needed in helping teachers plan lessons that foster active, intellectual engagement of all students. The essential question that will be answered during the professional development is: How can you create lessons that foster active, intellectual engagement of all students? A1. How Need Was Identified This professional development was identified by analyzing trends in the student data, as well as current trends in data collected from the teacher’s recent observations. When talking to the principal at the practicum school site, he was concerned with the overall trends from observations completed by the administrators and district evaluators. These trends showed that the majority of the teachers were being rated in the progressing category (J. Grantham, personal communication, November 1, 2013). During this discussion he felt that this had a direct link to the student’s achievement data which shows students are struggling. He wanted to provide his teachers a professional development to improve the planning of lessons so that more students’ individual needs are being met and all students are intellectually engaged. A2. Relation to Student Achievement Data According to Dr. Grantham, less than 50% of the students scored at a level three or higher on the FCAT reading and math assessment (personal communication, November 1, 2013). Because the scores were low, it has been a major focus of the school. He
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