The mission of the Bridgeport Public Schools and it's supporting communities

is to graduate all students college ready and prepared to succeed in life.

Wednesday, December 29, 2010

Learning is for the Teacher Too

Beardsley Principal Amy Marshall Shares How Focused Professional Development is Transforming Her School 

Why is Focused Professional Development so important?

    The Focused Professional Development is necessary for the entire staff so that all instructional staff is utilizing the same instructional language and strategies. Additionally, this professional development was needed to positively impact student achievement.  The teachers at Beardsley School collaborate and cooperate withi n and across grade levels.  The Focus Professional Development provides teachers with the same strategies,  same instructional focus and a common goal.  Having a common goal creates a bond between the teachers and the students. 

What are the benefits as it relates to the NUA process?

A benefit of the Focus Professional Development in relation to the NUA (National Urban Alliance) process is that the students are familiar with the instructional strategies as teachers use them year after year.  This means that instructional time in not lost on how to do something.  Teachers and students can jump right into the content and then move into the High Operational Practices by the teachers  that produce High Intellectual Performance by the students.  Students are actively engaged in learning that is focused on higher order thinking skills.  Another benefit is that through the use of the Focused Professional Development teachers can share ideas within and across grade levels.  This communication of suggestions is inspirational to all of those involved.  One idea triggers another and when the discussion is finished each teacher has a list of activities to use with their students.

What does it look like in your building? Explain how it works.

The Focused Professional Development takes place four times a year, two days each time.  In the morning a group of 5-6 teachers meet with out NUA consultant.  Generally, these groups are made of two sequential grade levels as well as the support staff (ESL teacher, Special Education teachers, Literacy or Numeracy Coach) that works with the particular grade levels.  The group may move to a classroom of one of the participating teachers.  A demonstration lesson is then taught, either by the consultant or the classroom teacher.  Following the demonstration lesson the group of teachers discusses the strengths and weaknesses of the demonstration lesson.  This sequence of events takes places a total of four times during the two days of the consultant’s visit.  It is necessary to secure substitutes to allow the teachers to participate in this professional development.  During the 2010-2011 school year students in grades 5 and 6 are also participating in the Focused Professional Development sessions with the teachers.  They are also doing demonstration lessons in the classrooms in Beardsley School.  This peer to peer teaching has proven to be a powerful instructional strategy.

Share some stories on how this is making a difference for our scholars?

The scholars in grade 6 produced a radio show in the Spring of 2010 as a result of our work with NUA.  Every student in grade 6 participated in this event according to his/her strengths.  There was adult guidance from NUA staff as well as a professional media consultant.  As a result of this radio show that was completed at Beardsley School, two students were interviewed on WICC.  Student achievement has been steadily improving for the last 4 years at Beardsley School due to the Focused Professional Development that we have been offering in instruction and data.  Our students have reached Safe Harbor in Reading and made Adequate Yearly Progress in Math.  Students can be seen on the playground practicing their Dancing Definitions as they review vocabulary for a specific unit of study.  During cooperative group work in any grade level you will see students actively engaged in conversation and the following types of comments will be heard “I agree with what you said but in the text I found evidence of . . . . “  “ I agree with  what Sam said and I can see how he came to that answer.  In our group we talked about  . . . “ .  Students are facilitating their own learning.  The teacher is no longer the sage on the stage.

How are teachers responding?

The teachers have responded by making instructional changes.  These adjustments did not occur overnight.  There was a level of discomfort due to moving away from familiar strategies to new, unfamiliar instructional territory.  The teachers had to understand that the expectations were not for perfection as this new material was utilized in the classroom.  Once the teachers accepted that they too were learners and that making missteps or the sense of awkwardness was part of their learning things began to fall into place.  Student engagement has increased as well as student performance.  Teacher comfort level and expertise has increased significantly as a result of the Focused Professional Development.  This has had a direct positive effect on student learning.

Bridgeport Educators and Community Leaders

Travel to Africa to Share Best Practices

Thanks to the Rotary Foundation

Pictured above:

Front row: Anita Gliniecki, President of HCC; Barbara Welles-Nystrom, Fairfield U and Team Leader; Laurie Noe, HCC Early Childhood Dept. Coordinator and Team member; Donna Thompson-Bennett, Coordinator of PLTI and team member; Julie Reppenhagen, Governor, Rotary District 7980; Betsy O’Connor, Bridgeport Alliance for Young Children (BAYC) Coordinator;

Back Row: Merle Berke-Schlessel, President and CEO of United Way Coastal Fairfield County; John J. Ramos, Superintendent of Bridgeport Public Schools; Tim Bartlett, Executive Director, YMCA and team member; Mayor Bill Finch; Lindsey Davis, Bridgeport Kindergarten teacher and team member; Heather Ferguson, Speech and Language Pathologist, BPS and team member.

In a press conference on Monday, December 13, 2010, the Rotary Foundation along with Rotary Districts 7980 in Connecticut and 9400 in Rustenburg, South Africa, announced the award of a $75,000 grant for Early Childhood Education Training to Bridgeport. The goal of the grant is to improve Early Childhood Education practices in both South Africa and Bridgeport, Connecticut by exchanging ideas and best practices between the teams of early education professionals and early childhood sites. 

“As part of that grant, a Best Practices Seminar in Early Childhood Education focusing on the inner city will be held in Connecticut,” said Julie Reppenhagen, Rotary International District Governor.

The first phase of the grant will send a team of six early childhood experts and practitioners from Bridgeport to South Africa and the Royal Bafokeng area to observe and interact with the early childhood organizations associated with the Royal Bafokeng Institute.

The six member team representing Rotary District 7980 will be led by Rotarian and Associate Professor Dr. Barbara Welles-Nystrom from Fairfield University who is directing the development of a new Early Childhood Education Master's Program.  Laurie Noe, Ed.D and Associate Professor of Early Childhood Education at Housatonic Community College, will lead the training for the six member team that South Africa will then send to Connecticut.  Other team members include Rotarian Tim Bartlett, Executive Director of the YMCA, the largest community–based school readiness program in the Bridgeport; Donna Thompson-Bennett, Coordinator of Bridgeport’s Parent Leadership Training Institute;  Heather Ferguson, a speech and language Pathologist with the Bridgeport Public Schools; and Lindsey Davis, a Kindergarten teacher with Bridgeport Public Schools.  Alternates to the team include St. V Padilla, ABCD, Inc, and Jennifer Amon, Hall Neighborhood House.

While in South Africa, the Bridgeport team will assist in preparing for the establishment of a laboratory school for children of the impoverished rural communities of the Royal Bafokeng area of South Africa.  South Africa will then send a team to Bridgeport to observe and interact with early childhood organizations in Bridgeport. Housatonic Community College will host three full-days of on-campus observation, workshops, and facilitated discussions for South African team members and local ECE participants. The grant also provides for two early childhood education classes offered at Housatonic Community College for twenty-four educators and support for an online discussion board that will link the preschool in South Africa with the HCC laboratory school for ongoing communication and collaboration.

While in Connecticut, the South African team will be guests at meetings of the ABCD Head Start Policy Council, the Parent Leadership Training Institute, and Community Messengers.  Hosted by District7980 Rotarians, the South African team will visit area museums, New York City and a tour of the Coast Guard Academy and United States Naval Submarine Base. 

For more information about the Rotary Foundation grant, contact VTT Chair Nancy Riella, 860-537-0070.  For information about the Bridgeport Alliance for Young Children and activities during the South African team’s visit, call 203-339-6318.