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Partners in

Professional

Development


who we are australian united states services in education: Partners in Professional Development Teachers, coaches, and administrators need - and deserve - professional development that helps them implement the most effective practices in education and which provides their students with the highest quality of instruction. For over fifteen years AUSSIE (Australian United States Services in Education) has met this need.  AUSSIE was founded in 1992 by Diane Snowball, an internationally recognized author, educator, and literacy expert. Since then, AUSSIE has partnered with a wide variety of school districts comprising a diverse mix of teachers, students and classroom settings in addressing a range of student needs. Today, AUSSIE has over 200 consultants working in hundreds of schools across the country, successfully providing job-embedded professional development consultancy services. The aim of AUSSIE consultants is to help all students succeed. We not only support the struggling learner, we also motivate the achiever.  

We believe in supporting instructional practices which provide a balance between teacher direction and student input, blend a variety of instructional approaches, and recognize that students are active learners. 2

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Partners in Professional Development


table of contents Unlike other professional development service providers, AUSSIE’s team of experienced consultants provides customized, job-embedded, research-based professional development.   our focus: to provide professional learning across the school community that realizes instructional, curriculum, and often systemic changes.    our goal: to improve the effectiveness of teaching by improving instructional practices.  

who we are

2-3

our consultants

4-5

our research

6-7

our results & case studies

8-17

our services

18-19

our approach: to lay a solid foundation of teaching best practice on which schools can continue to build in the future, and not just provide a “quick fix.” We are committed to ensuring our work has both an immediate and long-term impact. AUSSIE supports the use of ongoing assessment data to measure what students know, to track their progress, and to differentiate instruction accordingly.

our belief: to be effective, professional development must: •

reflect current research;

use data to both customize and monitor the professional development plan;

be embedded in the everyday practice of the participants;

target student achievement by improving instructional practices;

support the use of differentiated instruction, take into account teachers’ previous experiences and build on their knowledge;

build sustainability by providing ongoing professional learning opportunities for all members of the school community.

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our

consultants AUSSIE consultants are committed to providing effective professional development that raises the quality of teaching and learning in every classroom.

who are aussie consultants? AUSSIE consultants are a team of over 200 professional educators with decades of experience as teachers, coaches, administrators, curriculum planners, and professors. The depth and breadth of this experience allows AUSSIE to provide support to all members of the education system, from administrators to parents, by bringing practical, hands-on experience to their consultancy work. AUSSIE consultants bring a global perspective to their work as they assist schools incorporate best practices from around the world. Most consultants have worked in educational communities outside the United States, particularly in Australia and New Zealand, but also in Asia, Africa, and Europe.

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Partners in Professional Development

what skills do aussie consultants have? For professional development services to have a positive impact on student achievement, consultants need to have the expertise to lead others in the process of change. AUSSIE consultants have this expertise. Consultants are selected on the basis of their extensive experience in school improvement and curriculum expertise that includes: • • • • •

a strong theoretical, content, and pedagogical knowledge base; the ability to collect, analyze and effectively use data to bring about change; the capability to plan their time strategically and document their work in a professional manner; the talent for establishing positive relationships and partnerships; the skill to identify and challenge practices and ideology that create barriers to learning.


AUSSIE is committed to providing the same high level of professional development to our consultants as we do for our clients. AUSSIE’s comprehensive internal professional development plan is aimed at supporting the professional growth of each of our consultants, as well as building a strong sense of community and shared vision for school change. AUSSIE consultants attend quarterly professional development days with nationally recognized educational leaders. In addition, AUSSIE consultants regularly participate in content-focused meetings and study groups to:   • critically reflect on their practice in relation to current research; • deepen their theoretical knowledge about whole-school improvement and current issues in education; • identify local, state and national initiatives and the impact these have on their work.

how does aussie ensure high quality consultancy services? AUSSIE’s comprehensive review process ensures that our partners receive the quality professional development consultancy they deserve. Our process includes an on-site review of consultants in their schools and feedback from their administrators and teachers. The review process provides an opportunity to: • • •

ensure the consistency and quality of services provided by consultants; support the ongoing professional development of each consultant; offer detailed feedback with recommendations for future improvement and reports to clients to ensure transparency in our services.

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our

approach

The Research that Supports It

our approach to professional development Our goal is to improve teaching and learning, raise student achievement and enhance professional learning for all members of the school community by providing professional development that adheres to research-based principles. Research has identified several key principles of effective professional development, including that it be ongoing, jobembedded and makes clear links between theory and practice. We have been guided by current research in developing our approach to professional learning.

“ If you’re going to make the changes

in student learning that accountability requires, you have to dra matically increase the skill and knowledge of teachers and principals.� -Richard Elmore

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Partners in Professional Development


what research says effective professional development: ...has a clearly articulated vision focused on maximizing student achievement and is directly linked to the school’s learning goals. It is evidence based and data driven both to guide improvement and measure impact.

National Staff Development Council, 2001.

...is informed by the best available research on effective learning and teaching and is research based in terms of both content and pedagogy. Successful professional learning programs immerse teachers in the content they teach and provide research-based knowledge about how students learn.

Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K., 2001. National Staff Development Council, 2001.

...is planned over time, sustained, rigorous and ongoing. Significant and sustainable change in practice is a continuous process and requires time to implement and to allow reflection on new practices.

Splillane, J.P., 2004. Wenglinski, H., 2002.

...encourages reflection, inquiry, and dialogue in a collaborative learning community. It is an individual and collective responsibility at all levels of the system, not just the school level. It is not optional.

Lambert, L., 2003. Fullan M.G., 1995. Marzano, R., 2003. Dufour, R., & Eaker, R., 1998.

...provides high-quality professional learning opportunities that improve teacher effectiveness.

Darling-Hammond, 2000; Greenwald, Hedges & Laine, 1995; Guskey & Huberman, 1995; Elmore & Burney, 1997; Hawley & Valli, 1999; Elmore, 2002.

...is ongoing and job embedded, is collaborative and makes clear links between theory and practice.

Fullan M.G., 1995.

...is school based and embedded in teachers’ daily work.

Elmore, R. F., 2004. Cohen, D., & Hill, H., 2001. Cross City Campaign for Urban School Reform, 2005. 1 888 287 7439

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% of students performing at or above grade level in literacy (Source: 1st grade running records from 2004 and 2005 taken by AUSSIE consultants at the schools in Harrisburg in which they worked)

2003-04 2004-05 58% 47% 39

%

our results How AUSSIE Measures Up

23%

19%

30%

45% 44% 36%

21%

14

%

5% school 1

2

3

4

5

6

harrisburg, pennsylvania AUSSIE is committed to raising student achievement by providing professional development that improves instructional practices. Our approach to professional development is based on a genuine partnership pursuing common goals. Through customized collaborations, we promote school and/or district-wide improvement guided by our highly skilled and experienced consultants. Nationally, AUSSIE is helping districts raise achievement through professional development solutions aligned to the specific goals of the district involved. The overall measure of our success is based on the achievement gains made by the students in the schools where we work.

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Partners in Professional Development

In 2004-2005, AUSSIE partnered with thirteen schools in the Harrisburg, PA School District. Each school reported fewer than half of their students performing at, or above, grade level in reading at the end of the previous year. After partnering with AUSSIE, all schools reported a significant increase in students’ levels of reading achievement, with an average gain of 13.5% of students performing at, or above, grade level.


increased % in ela level 3 & 4 in aussie districts vs. city average from 2004-05 (Source: ny State ela Test Results 1999-2007)

14.81%

% increase of math level 3 & 4 from 2005-07 in schools featured in these case studies vs. the city average (Source: ny State Math Test Results 1999-2007)

47.0%

13.11%

31.0% 8.14

%

district 9

disctrict 10 city average

11.7

24.6

city average

x331

%

%

k497

ps279

new york city

new york city

As the nation’s largest school district, New York City poses unique challenges in hundreds of schools. AUSSIE has made a profound and positive impact on student achievement.

nyc middle school x331, middle and high school k497, elementary and middle school x279

nyc districts 9 and 10 In Districts 9 and 10, AUSSIE partnered with every school in the 2004-2005 school year. During this time, the number of students performing at the highest achievement levels (levels 3 and 4) in English Language Arts increased an average of 13.96%, compared to a city-wide average of 8.14%. The graph above shows the increase in student levels of achievement over the 2004 and 2005 period.

In three low-performing New York City schools, X331 (Bronx), K497 (Brooklyn), and X279 (Bronx), AUSSIE-led professional development helped create a dramatic turnaround that resulted in these schools significantly outperforming the city average for percentage of students at the highest achievement levels (levels 3 and 4). During 2005-2007, these three schools had an average increase of 34.2% in the number of students performing at levels 3 and 4 in Mathematics compared to a city-wide average of just 11.7%. More detailed case studies about X279 and X331 can be found on pages 16-17.

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our results

case study Raising Student Reading Achievement

The need to improve reading achievement for students is one of the most important challenges facing school districts nationally. In 2003, P.S. 209, a K-2 Public School in the Bronx, New York, faced the challenge of raising student achievement within a school environment where teacher turnover was high and how best to prepare new teachers had long been an issue. This school called upon AUSSIE to help them address several key issues: • • •

how to raise reading achievement for all students; how to provide support for new teachers in delivering quality reading instruction based on data-driven best practices; how to build an infrastructure for professional development within the school that, in turn, would build internal capacity.

Addressing these problems was possible due to the dedication of the school leadership and the unified commitment of the staff. When AUSSIE partnered with this school, there was no formal guided or shared reading instruction and the school lacked formal reading assessments to benchmark students’ reading abilities or measure their growth over time. Teaching was focused on the structure of the program, rather than the needs of the students. Instruction was not focused on developing the strategies needed to produce fluent readers and, as a result, students did not have the skills necessary for ongoing success in reading. 10

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Partners in Professional Development

finding a solution Together, AUSSIE consultant Mardi Gorman and P.S. 209 worked to create an environment where reading instruction was planned, outcomes clearly stated and achievement measured. The professional development process was designed to move staff: • • •

through theory (to learn how it should be done); into modeling (to see it in action) and then; to practice (bringing the assessment and instructional practices to their own classrooms).

The model used made success possible by providing the staff with exactly what they needed to assess students’ learning needs and provide appropriate instruction. The first step was to focus the professional development on introducing sound assessment practices. AUSSIE worked with the school to develop both formal and informal assessment and to effectively use the resulting data to inform instruction. Teachers’ understanding of monitoring students’ literacy development and tracking changes over time was developed through workshops, demonstrations and classroom-based coaching. Support for teachers was also offered on how to use formal and informal assessment to enhance their ability to differentiate their teaching, based on students’ needs.


Next, the school staff and AUSSIE worked together to develop a reading curriculum and classroom instructional practices based on a balanced approach to literacy. Professional development sessions now focused on using shared and guided reading best practices effectively and on how to help students develop the reading strategies necessary for reading success. Finally, after the foundation had been laid, AUSSIE worked with the school to prepare staff to take responsibility for assessment and instructional practices in their own classrooms. This shift in practice included changes on many levels. For example, the school: • • •

redesigned classrooms to include shared libraries with multiple copies of a wide range of leveled texts to better support guided reading; implemented push-in reading support to allow teachers to conduct small group guided reading instruction using a collaborative teaching approach; created a curriculum where all students participate in small group guided instruction every day.

As student achievement in reading increased, the school turned its attention to raising the quality of student writing. The same dedication, energy and focus devoted to reading now centers on writing.

in their own words anne keegan, principal of p.s. 209 Anne Keegan believes that P.S. 209’s success is built on the successful partnership with AUSSIE and a shared vision for the school. With clear objectives and the support of school leadership, AUSSIE has been able to carry out the professional development needed to help P.S. 209 meet its goals. Administrators and teachers from other schools often visit P.S. 209 to learn how they might emulate what P.S. 209 has done. According to Ms. Keegan, “they are often looking for the quick fix. I always tell them that NONE of this would have been possible without the AUSSIE consultant working side by side with us, day after day, to bring our vision to life.”

positive gains In the first year of the school’s work with AUSSIE: • •

85% of students were able to leave Kindergarten reading at Level C, compared to the suggested benchmark of level A; there was a significant decrease in the turnover of staff.

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our results

case study Transforming a “Failing” School

In 2004, P.S./I.S. 50 (The Vito Marcantonio School), located in East Harlem, New York, was generally regarded as a failing school in urgent need of help. School violence was high, parents and guardians were disillusioned, and the building was in a state of disrepair. The challenge was to transform a school where little instruction was taking place into a community of learning focused on student achievement. The effort to bring about this dramatic change was led by the school’s Principal, Rebekah Marler-Mitchell, who drew upon the support of her Regional Local Instructional Superintendent and an AUSSIE consultant, Liz Humphrey. Encouraged by the research of Richard Allington’s “What Really Matters for Struggling Readers – Designing Research Based Programs” (2000), the team created a plan for the school community designed to: • • • • •

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cultivate a caring community through whole-school and classroom-based expectations with a system of natural rewards and consequences; promote strong lines of communication and the development of shared language and values; provide professional development to change instructional practices; establish a culture of conversation between students and teachers, parents and school leaders about goals and how they can be achieved; shift from one-size-fits-all reading instruction to a balanced and comprehensive approach to literacy focused on independent reading at every level and instruction driven by assessment data. aussie

Partners in Professional Development

finding a solution Systemic change in the school culture, the curriculum and instructional practices was needed in order to meet these goals. The Principal recognized that changes had to bring about results quickly in order to gain the support of a tired and frustrated school community. While the school community, led by the Principal, focused on meeting the school’s mission of creating a caring community, the AUSSIE consultant focused on the professional development required to usher in a balanced approach to literacy teaching that incorporated a range of instructional practices. The collaboration between the school and AUSSIE made possible a range of professional development opportunities. The careful planning and resourcing of the professional development were significant factors in its success. This included: • •

weekly whole-staff, or grade-level team meetings using assessment data to plan differentiated instruction; voluntary, paid lunch-time and after school sessions focusing on best practices, positive learning environments, the use of assessment and data analysis, and engaging ways to approach literacy; intra and inter-school visitations to observe effective teaching strategies;


a heavy emphasis on lab site demonstrations to model best practices (these grade-level lab site demonstrations were followed by reflection and planning sessions); a series of grade-level, full-day workshops devoted to the planning of reading and writing curriculum calendars and units of work.

At the heart of the change was the voluntary, monthly teacher planning committee meetings. The committee focused on identifying the challenges and finding solutions to ensure P.S./I.S. 50 continued on a path toward raising student achievement. Success at P.S./I.S. 50 resulted from outstanding school leadership, AUSSIEled professional development, the establishment of professional learning teams, the creation of a caring culture, and the commitment to improving teaching practices and student learning outcomes. P.S./I.S.50 has been transformed into a caring learning community where students have enthusiasm for reading and writing with the stamina to read and write for extended periods, have meaningful conversations about their learning, and have their work celebrated and proudly displayed. Teachers have successfully integrated a balanced literacy curriculum into their daily teaching practices and use assessment to differentiate their instruction.

in their own words rebekah marler-mitchell, principal p.s./i.s. 50 Ms. Marler-Mitchell received the Colin and Alma Powell Legacy Award in recognition of the school’s commitment to and practice of its “whole student philosophy of learning and living.” Ms. Marler-Mitchell describes her experience working with AUSSIE: “...eternal thanks for listening, for hearing the sounds no one else does, and for being our grand maestro – tuning instruments, that had been long ago discarded, into a symphonic delight! I hope you love this metaphor for our shared journey as much as I do! Here’s to more duets and concerts!”

positive gains • • •

a significant increase in school attendance; an increase in school library book circulation from 8,000 books in 2003-2004 to over 20,000 in 2005; an increase in the percentage of students achieving at levels 3 and 4 between 1999 and 2006/2007.

At the same time there was: • •

a significant decrease in school violence and incidents requiring police intervention; a 60% decrease in school suspension rates between 2004 and 2006. 1 888 287 7439

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our results

case study Implementing District-Wide Change in a Large, Urban School District

For more than five years, a large, urban New Jersey school district has worked aggressively to turn the district around through systemic change. This change targeted all areas of curriculum and instruction. The district contracted with AUSSIE to help it realize several critical goals: • • • •

to raise student achievement so the district would no longer be a failing district; to focus on improving student outcomes by improving instructional practices; to train its coaches, curriculum leaders and teachers in how to use assessment data to differentiate instruction; to build a comprehensive approach to using data.

With the full support of district leadership, AUSSIE began working alongside teachers in schools across the district to help realize these goals. What began as a modest school by school effort grew into a robust, district-wide initiative. District-level workshops and planning took place, as well as in-school consultancy. In due course, the need to build capacity within the district was recognized and this led to the creation of school-based literacy coaches who were trained by AUSSIE to work with teachers across the district. The success seen in this large urban school district was largely due to a strong collaboration between the district administration and AUSSIE. The former had a clear understanding of the needs of its schools and knew that in order to bring about change, a greater focus on improving teacher pedagogy was required. This mission included setting high expectations for both students and teachers. 14

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Partners in Professional Development

finding a solution The ongoing planning and assessment of the professional development meant that together AUSSIE and the district could adapt and revise the plan to ensure it made the greatest impact. Changing instructional practices in this district relied on: • •

• •

modeling in the classroom. This was at first led by AUSSIE consultants but is now led by AUSSIE–trained district coaches; full participation by school leadership and teachers in ongoing professional development workshops focused on the pedagogy they are developing and which is being reinforced in the classroom with modeling/coaching; the development of effective formal and informal assessment practices to inform instructional decisions; a consistent review process across the district, including daily goal setting and planning, followed by frequent feedback and debriefs to confirm the approach is working.

What was once one of the lowest-performing districts in the state has now been recognized as one of the five top urban districts in the nation and has been awarded the Broad Prize in Urban Education. This district raised student performance overall, while closing achievement gaps for poor and minority students. This success has resulted in the district being designated as a district NOT in need of improvement based on the requirements of the No Child Left Behind Act.


integrating content and technology our results

To Positively Impact Curriculu m and Engage Students

Across the country a wide array of questions face schools as they look for solutions for how best to utilize technology efficiently, such as:

AUSSIE consultants help impact change by working with school leadership and a teacher technology team to create a schoolwide technology plan that focuses on:

• •

• •

how do we take our school’s use of technology from something that happens in the computer lab once a week to being an integral part of what is happening in every classroom every day? how do we make the best use of our computers and software to impact student learning? how can I prepare my teachers to be comfortable using technology to teach/for student projects and to know how to use it in their teaching to better engage students?

Over the past five years new learning models have emerged that take advantage of the latest advances in technology to bring easy-to-use, yet powerful tools into the classroom. The advent of Web 2.0 hearalded accessible technology tools such as blogging, podcasts, and wiki. These tools make it possible for students to create, publish and share their work with their class, their school or with other students across the country and around the world.

positive gains Through its dedication to improving learning outcomes for students, the district has outperformed districts with similar income levels at the elementary, middle and high school levels in both reading and math.

• • •

how to use technology to impact student learning and outcomes; how technology can drive instruction through project-based learning experiences that interest students, encourage creativity and encourage communication inside and beyond the school walls; how to build capacity within the school to improve teaching, enhance planning or further engage students through the effective use of technology; how to raise teachers’ and students’ comfort with technology so that its use becomes a regular part of the daily routine and that without it the curriculum would feel lacking; how to use model classrooms to show technology integration best practices.

In partnership with AUSSIE, schools have shifted from using technology for technology’s sake to making effective and efficient use of technology in the curriculum.

% increase of students at or above proficient in math 2003-2006 (Source: 2007 District data from http://www.broadprize.org)

18.0%

closing the achievement gap for african american and hispanic students

11.0% urban new state of nj jersey district

Percentage point gaps in mathematics proficiency rates between disadvantaged and advantaged groups (2003-2006): • •

overall average improvement of 11 percentage points among elementary African-American students; overall average improvement of 10 percentage points among elementary Hispanic students.

% increase of students at or above proficient in ela 2003-2006 (Source: 2007 District data from http://www.broadprize.org)

8.0%

3.0%

urban new state of nj jersey district

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our results

case study Using Data to Raise Student Achievement

Across the nation, every school is using data in some way to better understand student performance and to change instruction to raise student achievement. What happens with this data and how effectively it is used varies widely from school to school. Research shows that an effective use of assessment data can bring about a significant improvement in achievement. AUSSIE guides schools to a better understanding of how to make the best use of assessment data to ‘drive’ instruction. The three key elements to this process are:

Next, a review of their current assessment practices took place to see how they were collecting, analyzing and using their data. Finally, the focus shifted to the curriculum being used. Together the schools and AUSSIE looked at how well aligned the curriculum was to the standards, how effectively the curriculum was being delivered, and how well classroom instruction was based on assessment data and aligned to the standards-based curriculum. The answers to these questions shaped a professional development plan that centered on:

• • •

designing effective district and school-based assessments; collecting the data in an efficient and easy-to-use format; analyzing the results so that they can impact instruction.

In New York City, two low-performing schools (Elementary and Middle School X279 and Middle School X331) faced the challenge of implementing new assessment practices within a standards-based, differentiated mathematics curriculum. Both turned to AUSSIE to help them reach these goals.

finding a solution

AUSSIE supported these schools in raising student achievement in mathematics through more effective use of their data. This began by taking a close look at the experience level of the teachers and how much professional development they needed.

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Partners in Professional Development

identifying and implementing a quick means for assessing students’ knowledge of their grade-level content. By doing this teachers were able to spot any gap in a student’s understanding and respond promptly; grade-level meetings where AUSSIE worked with teams of teachers to evaluate their understanding of the standards, as well as how effectively they were covering the standards assessed in the state exam; teacher group sessions that helped guide a better alignment of their curriculum to the standards and improved teacher understanding of the standards; training for coaches so they could help model assessment, curriculum and instructional best practices and reinforce them on a daily basis.

One of the most common concerns throughout this work was that teachers felt they lacked adequate time to teach the entire curriculum. By focusing the curriculum on assessable standards and using data to direct instruction,


case study our results

Raising Math Achievement in a Failing Urban High School

Since 2004, one New York City public school has worked tirelessly to improve teacher performance, deepen teachers’ math content knowledge, implement a solid math curriculum and boost creativity. The aim was to significantly raise math achievement and get off the failing school (New York City Schools Under Registration Review - or SURR) list. Together, AUSSIE and the school leadership created a professional development plan that led them to: •

• • • •

implement a cohesive standards-based mathematics curriculum where instruction was driven by assessment data and adapted to address student needs. It was designed to be free of the gaps which had previously existed in the curriculum; use side-by-side training and group workshops to build teacher expertise in mathematics and help make teachers more comfortable teaching mathematics; find ways to engage students with math and move beyond repetitive exercises; address class management issues to help teachers develop routines and carve out more time to teach; create a clear set of expectations and enforce them consistently.

the teachers began to rethink the way they were teaching. Grade-level meetings and teacher group sessions provided the guidance and resources they needed to realize change in their classroom practices. Success in reaching the schools’ achievement goals required commitment, time and ongoing collaboration and communication between AUSSIE, school leadership and teachers. As the initial work began to unfold it became a priority to ensure that the schools had the internal capacity and processes to keep the new assessment, curriculum and instructional practices moving forward.

In the end, the teachers had the resources, capacity and commitment needed to teach the right mathematics content at the right time in the most effective way. This once failing school was removed from the SURR list and experienced significant gains in student achievement in mathematics.

positive gains • • •

level 3s increased from 6.8% to 50.6% from 2002-2007; levels 3 and 4 increased from 7.6% to 67.7%; between 2002 and 2007, percentage of students in level 1 Math decreased from 67.9% to 12.2%.

“The goal was to help the teachers be at the top of their game. We worked together to increase teacher skills and confidence so that it could have a meaningful impact on student achievement.” - AUSSIE Consultant Rick Swan

positive gains • •

a significant decrease in the percentage of students scoring at the lowest New York City achievement level (level 1) - from 35.5 in 1999 to 8.0 in 2007; a significant increase in the percentage of students scoring at the highest New York City achievement levels (levels 3 and 4) during the same period - from 21.7 in 1999 to 64.7 in 2007.

Based on his experience, AUSSIE consultant Chris Coombes knew how to address the needs of the schools. His training and wide experience have given him the ability to craft professional development that fits each school’s needs. The professional development plan is always built upon: • • •

ensuring that the curriculum matches the standards; using assessment data to impact instruction; providing support to teachers to achieve the above.

The options for implementing this professional development plan required flexibility and customization to ensure success. This is what AUSSIE brought to Elementary and Middle School X279 and Middle School X331 to help them achieve the assessment, curriculum and instructional goals that led to significant gains in student achievement. 1 888 287 7439

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our services partner with us

on-site pd services and workshops

AUSSIE offers a wide range of services, from hands-on, in-school consultancy, to institutes, workshops and seminars. Please contact us for a more comprehensive description of these topics and to find out how we can tailor our support for your school.

With the combined experience of over 200 AUSSIE consultants, we can tailor our services to suit the needs of our partners in Grades Pre K-12 in:

customized support After meeting with staff to set goals and determine needs, AUSSIE will select consultants whose experience is best suited to achieve your school’s goals and meet your needs.

accountability Accountability is crucial in the work we do. Providing feedback about our work through a rigorous reporting system ensures that our partner organizations have a clear understanding of what has been achieved in order to be able to set goals for future work.

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aussie

Partners in Professional Development

literacy literacy in content areas literacy through the arts writing across the curriculum math science social studies educational technology moving adolescent students (mas) differentiated instruction curriculum writing behavior management coach support data-driven instruction design-your-own assessments school leadership


professional development packages

professional development programs

AUSSIE also offers multi-day, on-site packages that focus on increasingly important areas in education. Often used as introductory packages with our partner organizations, they are designed to target specific areas of need in a condensed period of time. Some of our current packages include:

Structured in stages that are delivered in developmental modules, AUSSIE’s professional development programs allow participants to improve their understanding of theory and practice. Workshops with AUSSIE consultants focus on theory, while in-school consulting days allow participants to put theory into practice while working sideby-side with the same consultant.

educational technology Because today’s students are digital thinkers, technology is the key factor in engaging all learners in academic content—challenging high achievers and supporting striving students. With AUSSIE, curriculum always drives the technology, focusing on teaching students to use technology in a pedagogically sound way.

effective use of data A comprehensive look at how students are assessed, what data is collected, and how data is used to inform instruction.

differentiated instruction Support for schools in ensuring that the individual needs of students are identified and instruction is differentiated accordingly, in order to guarantee each child makes real progress.

moving adolescent students (mas) MAS is a professional development program designed to enhance teachers’ understanding of the teaching of literacy for underachieving students in the middle grades. It provides them with a strong theoretical background, along with practical classroom strategies.

leadership for learners This program is intended for administrators who are focused on student achievement and who wish to develop a school culture and leadership philosophy which constantly focuses on student learning.

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We believe in supporting instructional practices which provide a balance between teacher direction and student input, blend a variety of instructional approaches, and recognize that students are active learners.

AUSSIE Professional Development  

An overview.

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