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Intervention Plan: A Theory of Action

Current District Training
There are multiple opportunities for teacher to attend trainings. Training
occurs during the summer and throughout the academic school year. Staff
development trainings are also offered in the district throughout the school year.
Super Week sessions offer opportunity for teachers to attend courses. The focus
varies and are set by the district (and have not been determined or posted.)
Below are samples of trainings offered by the district.
Thursday, August 18, 2016 and Friday, August 19, 2016
TWO-DAY INSTITUTE
Topic
Audience
TK-6 New Teacher Institute

TK-6 Teachers new to GGUSD

including RS, MM, and MS Teachers

Time
8:00-3:00
2 Days

Monday, August 22, 2016 to Friday, August 26, 2016

MORNING
G4 Mathematical Connections: Pearson,
IMPs and Mathematical Fluency
G5 The WONDERful World of Writing:
Connecting the Effective Writing Block to
our New ELA/ELD Program
GTK Supporting a Full Transitional
Kindergarten Classroom

Grade 4 Teachers including RS and MM

Teachers
Grade 5 Teachers including RS Teachers

8:00-11:00

Transitional Kindergarten Teachers

including Transitional Kindergarten MM
Teachers

8:00-11:00

Grade 2 Teachers including RS and MM

Teachers
Grade 3 Teachers including RS Teachers

12:00-3:00

8:00-11:00

AFTERNOON
G2 Mathematical Connections: Pearson,
IMPs and Mathematical Fluency
G3 The WONDERful World of Writing:
Connecting the Effective Writing Block to
our New ELA/ELD Program

12:00-3:00

Friday, August 26, 2015

ALL DAY
Topic

Audience

Time

GK-G6 Demonstration Teacher

Training

Invited Demonstration Teachers

Kindergarten through Sixth Grade

8:00-3:00

Grade 1 Teachers including RS

Teachers

8:00-11:00

MORNING
G1 The WONDERful World of Writing:
Connecting the Effective Writing Block

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to our New ELA/ELD Program
AFTERNOON
GK-G6 Instructional Leadership Team
Facilitator Training

Grades K through 6 Instructional

Leadership Team Facilitators

12:00-3:00

Data Collection Methodology

Data collection will begin in August to December 2016. Participating
teachers will be interviewed no later than 3 to 5 weeks after the training so
teachers have time to use what was learned in the classroom. Evaluation should
not be immediate because it is too soon to ask and it will not be authentic.
General Ideas
Issues and concerns
There is a need to take a closer look at the current training practices for
teachers in regards to the CCSS. In examining the topic, there are key topics
that should be carefully investigated.
Support Training
One of the concerns is support and training. Support is given for physical,
moral, and content. The purpose of support is to help and improve current
practices and to bolster weakness that do or will exist. Support is usually
focused and deliberate. There is general support and specific support.

General

support is the understanding of ideas and concepts. Specific support focuses on

the practices and procedures.
But sometimes needs are met in general and not specific. And a
misunderstanding of the appropriateness occurs. Example: Teaching how to
teaching how to add and teaching numbers. Add is a concept but without
understanding of number sense the concept is lost.

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Effective support is when the content of the support and the needs of the
people are met. Effectiveness is not based on the audiences opinion of the
presentation. It is how the content of the presentation meets the needs and how
the content is utilized.
Topic is based on data and the voiced concerns. There is evidence that
there is a need. The concerns are then analyzed and a plan of action is created
to address the perceived needs. Needs are complex and varied. This creates
the dilemma when the topic is not sufficient. Going to the doctor with symptoms
does not always have the correct diagnoses. Some issues have similar
symptoms that are mistreated.
The intent of any support is always good. However, even the best intent
does not always produce positive outcome. There are multiple factors that can
create unwanted results. One reason is when the content of the support does
not address the specific needs. The interpretation of data and needs can be
skewed and the support system is not meeting the needs.
Evaluation
Another concern is evaluation. The purpose of evaluation is to measure
success looking at the results and outcomes. It determines if more data needs to
be gathered and to see if needs are met. It measures trainees moral, needs, and
progress. The evaluation process is a guide to make it better. However
evaluation when not in depth can be superficial and does not meet the purpose
intended.

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Anyone in the process can evaluate. There are those more essential than
other. The trainees evaluation is important because the training is meant to
meet their needs. A lot of time the administrative perspective is weighed heavily.
Evaluation is based on effectiveness. Effectiveness is not on the basis of
did you like it or did you not like it. It is also not about if you thought it helped. It
is based on whether it created the change intended. Did it address the needs?
Time is the key. Was there time for authentic evaluation? An example is talking
an aspirin for a headache takes time to take effect. Seldom is immediate.
Knowing the general key topics, research can be done in finding more about
what support currently exists and if the content is sufficient in covering teachers'
expectations of inquiry-based learning. Below are issues and concerns that need
to be focused carefully:

Why is teacher authentic evaluation important?

When is evaluation appropriate instead of immediate?
Why is deconstruction of standards not as important?
Why should lesson strategies be important for training?
How does collaboration help? How does collaboration not help?
What makes teachers feel confident?

From my tentative analysis report of the data and expected outcomes, I will
incorporate the discussion about the content of training. It should be examine to
focus on teaching than it is on content. Authentic practical applications should
be measured without negative recourses. I think District
Representatives/Trainer/TOSAs should apply what they discover before training.
Other plans to consider are: (1) Unedited information should be given; (2)
Hints, clues and details of lessons should be accessible (online or in person
support); (3) Forums should be created and lead by District rep/Trainers/TOSAs

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that have experience? (4) Teachers Representative can bring up concerns at
meetings; (5) Teachers should be able to use survey monkey anonymously; (6)
Similar schools should be working together (GATE schools data should be
excluded from analysis?)