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This area holds materials (hand-outs, templates, samples, bulletins, etc.) that were presented at professional development sessions.

I. BRIEF DESCRIPTION OF COURSE

This course coheres various research/data-based instructional priorities into a structure that undergirds the most widespread structure that impacts classroom learning—the articulated unit of study. In this course, participants focus on a common product, teachers consistently engage in a lesson design model that most rationally imitates the cycle for responsive instruction: planning, teaching, reflection, presentation. By the end of the course, participants will demonstrate proficiency in IB (mainly in the planning of IB units), and builds a professional learning community that supports instruction through consistency, feedback, reflection.

II. Blend of state and local standards with course aims and objectives:

IB units of study provide the template to unify various experiences, trainings, content and strategies that already enrich and deepen instruction in the high school. Both product and process of IB coalesce the diversity within an instructional repertoire and student benchmarks are existent as well as mandated in a highly rigorous academic environment. This course references standards from institutions not limited to: California Department of Education (State Content Standards and California Standards for the Teaching Profession); Gifted and Talented Education (GATE); Lesson Design; National Academy Foundation; California Partnership academy mandates, College Board, and various staff-initiatives based on data analysis of student performance in CSTs, CAHSEE, AP and SATs.

III. Role of the Areas of Interaction in your course.

Participants will implement their learning primarily by examining various Approaches to Learning. As teachers design units, they will ask questions like:

How do I (and my students) learn best?

How do I (and my students) know?

How do I (and my students) communicate understanding?

Through approaches to learning, participants are provided with the tools to enable them to take responsibility for their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies

IV. Texts and resources

Participants will use resources templates and rubrics for the MYP Unit Planner; Reflection Protocols; MYP Standards and Objectives and other resources from IBO. Participants also will utilize texts and resources particular to their own course and unit development.

V. Methodology

This course will rely primarily in building proficiency in the use of the MYP Unit Planner, and incorporate key collaborative protocols—including reflection, looking at rubrics, samples, critical questions—and observations and conferencing to help participants achieve this goal. These protocols allowed teachers, facilitators and students experience cohesion as well progress in teacher-produced curricula. The course will also build a community of professionals who learn from each other by creating multiple feedback loops through class room observations and debrief as well as student/educator presentations. Thus, each workshop will follow a format of reflection; presentation; focus instruction; guided work time; and debrief; PD evaluation.

WORKTIME:

MYP Unit Planner

Rubric Guided-Reflective Questioning/Conversations:

PD Evaluation Tools: Survey Monkey or Evaluation Form

VI. Methods of Assessment

Participants will be evaluated primarily through their process and product in response to this assignment:

In collaboration with fellow teachers in either shared grade level Content Area or Interdisciplinary (PLE) teams, plan, teach reflect and present on a unit of study that reflects proficiency in IB through self and peer evaluation of criteria established in IB rubrics.

Participants will demonstrate evidence of their process through attending and participating at workshops and maintaining a record of reflection.

Participants will demonstrate evidence of completing the course by submitting final unit, and possible presentation of work either throughout the PD or at the conclusion of the course.