State and District Academic Standards

Professional Development

Maximizing Time Spent on Quality

Instruction
Cristen Simone
Learning Objectives of PD:

1. Teachers will be able to effectively maximize their time on instructional practices in

their classrooms by being able to implement center activities and differentiate

2. Teachers will learn ways to engage students on instruction in their classrooms

School’s Mission and Vision
Today’s activities will align with our schools mission and vision statements by showing teachers how
to maximize instruction time to help students achieve goals.

• Mission Statement: The mission of Paterson Arts and Science Charter School is to provide a high-
quality STEAM-based education in a digital learning environment to empower students to meet and
surpass grade level standards and succeed in college and careers (Paterson Arts and Science, 2020).

• Vision Statement: PASCS students will think critically, communicate and collaborate effectively,
and embrace innovation. PASCS exists to foster a positive, safe, and engaging educational
environment which prepares college and career ready/21 st Century learners that are committed to
success.  It is our role to educate, inspire, and be of service to our students (Paterson Arts and
Science, 2020).
How can we incorporate state and district
standards into content-based learning?
• Teachers should choose resources that align with lesson topic and
have meaning, Why are students completing these tasks? Do they
align?
• Online Resources can be used that assign students work based off
of state standard
• Content should be age appropriate and differentiated based off of
students level
• Work should be task based, student-centered, provide a variety of
skills, and group students according to ability (Moore P., et al.,
2015).
 PD AGENDA
Today’s PD will consist of three different workshop sessions that breakup into different activities
 Workshop 1 (8:30-10:30)
This workshop session will provide teachers with different center options to use in their classrooms. The goal of this
Workshop is to have teachers reinforce material in lessons and maximize time spent on instruction.

Activity 1: Presenter will review examples of center activities that remain engaging while staying content based. Teachers must be
provided with new content knowledge and skills in order to succeed in their practices (Gul, F., et al., 2021).
• Centers are activities that should be used during math and English to reinforce what is being taught during instruction
• Students should be grouped during this time, teachers can group students how they see fit.
• Math Activity examples:
• Technology Center: Teachers can assign students online games that are by NJ state standard, grade level, or by topic
(Freckle.com, mathprodigy.com)
• Game Center: Different Math Games can be incorporated to keep students engaged while reinforcing material
• Manipulative Center: Students can have hands on materials to work on problems (Ex. Counters for addition problems)
• English Activity Examples:
• Vocabulary/Spelling Centers: Sight words or current words can be reinforced during this time (Ex. Flashcards, spell
each word 3x each)
• Reading Center: Students can use this time to read or listen to a story and complete an activity that aligns with current
topics (Ex. Write about the Story elements found in your book)
• Technology Center: Teachers can assign students online games that are by NJ state standard, grade level, or by topic
(Freckle.com, spellingstars.com)
Center Activity Examples
Workshop 1 (8:30-10:30)

Activity 2: Presenter will share materials and free online resources that are
effective to implement during instructional time.
• Freckle.com (Used for ELA/Math to assign lessons by standard or by
topic, this can be whole group or individualized)
• Math Prodigy (Interactive Math Game that assigns topics based off of
standard, keeps students engaged)
• Getepic.com (Reading Resource, teachers can assign books by topic or by
student reading level)
 Workshop 2 (10:45-12:30)
This workshop session will provide teachers with how differentiation should be supported in the classroom
to benefit all types of students. Differentiation allows teachers to maximize instructional time because all
students are working toward the same goal at their own pace.
Video: https://www.youtube.com/watch?v=8BVvImZcnkw
Activity 1: Teachers will explore ways to differentiate during center activities or during instructional time.
Differentiation is important to have in a classroom to provide different style learners a chance to succeed
(Dixon, F. A., et al., 2014)
• Group Students: Students should be grouped or paired (Ex. Low, meeting, exceeding students) to
ensure they are working on material that is on their level
• Students should be given choices for independent work (Ex. Different writing paper, different
worksheets)
• Students should be learning material a variety of ways and work on a variety of activities (Ex.
Visual, hands on with manipulatives, kinesthetic)
Activity 2: Teachers will share/collaborate on their best practices in their classrooms that keep student’s
engagement.
• Teachers will be paired together to share practices they find effective in their classrooms
• After, they will come up with 2 or more ways they can improve differentiation in their classrooms.
 
Workshop 3 (1:45-3:00)
This workshop session provides teachers the opportunity to reflect on what
they liked about today’s presentation. Teachers will have time to plan and
collaborate with other staff on ways they will use today’s knowledge and
implement them in their classroom.
Activity 1: Presenter will review today’s information with key take a
ways:
• Center activities can be implemented during instructional time to
reinforce material and keep students engaged
• Differentiation should be happening in the classroom all the time, even
during center activities
Activity 2: Teachers will have time to look at today’s resources and sign
up to explore them. They can take the remaining time to plan on how
they will implement some of today’s activities and resources into their
practice.
 Evaluation Survey
The survey will be emailed to participants after the PD session to provide feedback.

https://www.surveymonkey.com/r/X8P368F
 Accountability Plan
Teachers will be required to document their successes through a Google
Drive spreadsheet. This document will be shared with each grade level and
with each administrator. It is a live document to include what you are
implementing and what your successes are.
1. Data will be recorded through Google Drive
• Data can include what is being implemented in the classroom
• Teachers and administration will have quarterly meetings throughout
the year to review data and collaborate ways to improve when needed
• Action Plans will be given to teachers who need extra support
2. Students must be showing overall growth
• Grades/student work should reflect growth
3. Teacher observations will be focuses around student centered learning and
student engagement found in classrooms
 References
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional
Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37(2), 111–127.
https://doi-org.lopes.idm.oclc.org/10.1177/0162353214529042
 
Gul, F., Yousaf, A., Masood, S., & Yaqub, S. (2021). Relationship between teachers’ professional
development, instructional strategies and its impact on students’ learning outcomes. Ilkogretim Online, 20(2),
895–902. https://doi-org.lopes.idm.oclc.org/10.17051/ilkonline.2021.02.101

Moore, P., & Lorenzo, F. (2015). Task-based learning and content and language integrated learning materials
design: process and product. Language Learning Journal, 43(3), 334–357. https://doi-
org.lopes.idm.oclc.org/10.1080/09571736.2015.1053282

Paterson Arts and Science Charter School. (2020). NEW JERSEY CHARTER SCHOOL ANNUAL REPORT
2019. Paterson Arts and Science. https://ilearnschools.org/paterson-arts-science-charter-school/

Ullah, H., Rehman, A. U., & Bibi, S. (2015). Gagné’s 9 Events of Instruction - a Time Tested Way to Improve
Teaching. Pakistan Armed Forces Medical Journal, 65(4), 535–539.