California Department of Education
Taking Center Stage – Act II

Initiatives Crosswalk

Recommendation 10—Professional Learning

Use this chart to research key components of state and national initiatives that relate to professional learning.

Recommendation 10—Professional Learning. Build and sustain professional learning communities through recruitment, training, coaching, and interdependent collaboration. Use data, research, the California Standards for the Teaching Profession, and best practices as the basis for continuous professional growth and improvement in instruction and student achievement.




Initiatives that Support Student Learning
Key Components that Relate to Recommendation 10 of the California Department of Education's 12 Recommendations for Middle Grades Success

Essential Program Components for School Improvement

Essential Program Components #3, 4, 6, and 7

  1. B 430 (2005) professional development for administrators
  2. Fully credentialed teachers and teacher participation in AB 472 (2005) professional development for teachers on SBE-adopted standards, frameworks, and instructional materials.
  1. Ongoing instructional assistance and support for teachers (use of content experts and instructional coaches)
  2. Ongoing teacher collaboration by grade level
No Child Left Behind
(NCLB)
Highly qualified teachers

National Forum to Accelerate Middle Grades Reform (Outside Source)
California Schools to Watch™-Taking Center Stage (STW-TCS) School Self-Study and Rating Rubric
(DOC;413KB; 9pp.)

Academic Excellence #8; Social Equity #1, 3, and 9 ; Organization Structures and Processes #4 and 8

Academic Excellence

  1. The adults in the school are provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and to improve their standards-based practice.

Social Equity

  1. To the fullest extent possible, all students, including English learners, students with disabilities, and gifted and honors students, participate in heterogeneous classes with high academic and behavioral expectations.
  2. Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet their students' diverse and changing needs.
  3. Staff members understand and support the family backgrounds and values of their students.

Organizational Structures and Processes

  1. The school and district devote resources to content-rich professional development, which is connected to reaching and sustaining the school vision and increasing student achievement.
  2. The school and district staffs work with colleges and universities to recruit, prepare, and mentor novice and experienced teachers.
Advancement Via Individual Determination (AVID) (Outside Source)

Essential Elements #7, 8, 9, 10, and 11

  1. Collaboration, including structured AVID tutorials (as opposed to one-on-one tutoring or homework study sessions), is used to bring students together to develop their critical thinking skills and enable them to take responsibility for their own learning.
  2. A sufficient number of tutors (recommended ratio is 1 tutor to 7 students) must be available in the AVID class to facilitate student access to rigorous curriculum. Tutors should be students from colleges and universities, and they must be trained to implement the WIC-R (writing, inquiry, collaboration and reading) methodologies used in AVID.
  3. AVID program implementation and student progress must be monitored through the AVID Data System, and results must be analyzed to ensure success. All sites must complete the online General Data Collection, the online Certification Initial Self-Study and Certification Self-Study. High school sites with seniors must complete the Senior Data Collection.
  4. The school must identify resources for program costs, agree to implement the AVID Program Implementation Essentials (all 11) to participate in AVID Certification, and commit to ongoing participation in AVID professional development.
  5. The school must have an active interdisciplinary site team that meets regularly and collaborates on issues of student access to and success in rigorous college preparatory classes. This site team should routinely set site goals, develop and implement a site plan, and document evidence to illustrate support for students’ access to and success in rigorous curriculum.
GEAR UP (Outside Source) School Self-Assessment Rubric (PDF; 92KB; 15 pp.) High Quality Teaching

Breaking Ranks in the Middle
(Outside Source)

Cornerstone Strategies #3, 5, 9, and 27

  1. Each school will regard itself as a community in which members of the staff collaborate to develop and implement the school’s learning goals.
  1. Every school will be a learning community in which professional development for teachers and the principal is guided by a Personal Learning Plan that addresses his or her own learning and professional development needs as they relate to the academic achievement and developmental needs of students at the middle level.
  1. Align the schoolwide comprehensive, ongoing professional development program and the personal learning plans of staff members with the requisite knowledge of content, instructional strategies, and student developmental factors.
  1. Teachers will be adept at acting as coaches and facilitators to promote more active involvement of students in their own learning.
This We Believe (Outside Source)
and
Fundamentals for Student Success in the Middle Grades (Outside Source)

Curriculum is relevant, challenging, integrative, and exploratory.

High expectations are set for every member of the learning community.

Works in Progress: A Report on Middle and High School Improvement Programs, (PDF; Outside Source) Comprehensive School Reform Quality Center

Key issues in middle school

In addition, there is a growing awareness of the need to incorporate testing accommodations and professional development to ensure that instruction and assessment practices are more effective (p. 21).

To meet accountability standards for students and their teachers, teacher preparation for instructing ELLs has become a target for national reform efforts as a means to ensure the ability of teachers. . . . Based on their observations, the researchers concluded that teachers need sufficient time and long-term professional development to understand standards and their implications for teaching ELLs and to explore new ideas that connect with practice. In addition, they noted that building relationships among English language arts, ESL, and bilingual teachers is important to support students’ learning. In addition to common planning time, it is essential that teachers build trusting professional relationships in which they seek each other’s advice and enrich each other with respect to standards
Comprehensive School Reform Quality Center Report on Middle and High School Comprehensive Reform Models (PDF; Outside Source)

This report provides specific details about research results on key school reform models in the middle and high school levels.

Developed by American Institutes for Research (AIR) for the Comprehensive School Reform Quality Center, October 2006.

Initiatives Crosswalk Index

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