Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE) is a peer-reviewed virtual professional development resource. Modules within the resource are collaboratively authored by candidates in their final semester of coursework in the EdD in Curriculum & Instruction at Gardner-Webb University and promote positive, data-informed, sustainable change in instructional practices or organizational structures to improve student learning at the K-12 level and beyond.
The learning cycle featured in the modules in this resource is based on the STAR Legacy Cycle developed by the IRIS Center (2013); http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).
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Diversity Informed Practices for Effective Family and School Communication
Shanda Jones, Joyce Patton, and Tiffani Richardson
This module is designed to encourage teachers to examine their own perceptions of poverty and how these perceptions can influence and impact the degree and quality of parent communication. The module is self-paced and presents teachers with a variety of perspectives and resources to appeal to multiple learning modalities. As teachers increase their knowledge base about perceptions of poverty and family communication they will begin to bridge the home/school communication gap and improve student outcomes.
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From Student Engagement to Student Empowerment
Gail D. Gallman and Kelsey J. Gibson
This Professional Learning Module is designed to provide educators with the resources and skills to move their classroom interactions from engaging students to empowering students. The module focuses on six levels of student empowerment that focus on the whole child: intellectual, emotional, behavioral, physical, social, and cultural engagement. Throughout the module, educators will be provided with a series of activities that provide the educator with the opportunity to reflect on and engage with the strategies as they are represented in their own classrooms.
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Inclusion: A Sense of Belonging
Judith Mills, Pamela Moore, and Alisha Privette
The purpose of this professional development module is to improve knowledge and skills in order to facilitate individual, school-wide, and district-wide improvements for the purpose of increasing academic and social achievement of students with disabilities in the inclusive setting.
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Restorative Practices: An Introduction to a Positive, Research-Based Alternative to a Punitive Discipline System
Mindy Duckworth, Bianca Jeffries, and Kelli Passmore
The purpose of this professional learning module (PLM) is to introduce educators to a positive, research-based alternative to traditional punitive discipline systems and encourage research-based practices to improve behavior. This module is intended to be completed individually.
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How Leaders Create the Conditions for Equity
Charli Kinard, Tieshia Pickett, and Anastasiya Shchetynska
Equity is a complex topic that encompasses many facets of leadership, education reform, and socio-economic issues. This module offers district and school leaders an introduction to equity and the conditions that create equitable school environments. The module provides educational leaders with strategies based on equity frameworks and research-based high-leverage equitable practices to implement in order to begin equity work at their sites and help teachers meet the needs of all of their diverse students. See the additional resources section at the end of this module for links to tools for assessing equity, creating action plans, and seeking support for improving the conditions that reduce opportunity and achievement gaps and establish equitable learning environments for diverse students and staff.
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Building a Foundation for Cultural Responsiveness
Denise Cyrus, Jill Douds, and Sara Newell
This site provides an overview of culturally responsive teaching philosophies and practices in order to make educators aware of the importance of having a culturally responsive mindset. This module also provides research, classroom practice resources, and thought-provoking videos meant to assist educators in using a culturally responsive mindset to improve their practices and positively impact all students.
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Data-Driven PLCs
Camey Whitt, Desirae Ball, and Jodi Witherspoon
The purpose of this professional learning module is to explore how PLCs can be strengthened by using data to support student learning. The goals of this professional learning module is that educators will understand and embrace the three big ideas that drive the work of an effective PLC: A Collaborative Culture, A Results Orientation, and A Focus on Learning.
Educators will develop the shared roles, responsibilities, and relationships within a PLC. Educators will be able to establish and measure the success of SMART goals that align with school and district goals. Educators will be able to answer the following four critical questions:
What do we want our students to learn? How do we know if they have learned it? How do we respond when some students don't learn? How will we extend the learning for students who have demonstrated proficiency?
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Improving Outreach & Collaboration
LaToya Bridgers, Molly Dibble, Karen Garmon, and Carrie Sharp
The module is designed to assist teachers and educational leaders in navigating resources that will aid in parent outreach. Henderson, Mapp, Johnson and Davies (2007) give four core beliefs to build strong partnerships between the home and school: 1. All families have dreams for their children and want what is best for them, 2. All families have the capacity to support their children’s learning, 3. Parents and school staff should be equal partners, 4. Responsibility for building and sustaining partnerships between school and home rests primarily with school staff, especially school leaders. The module, based on those four core principles, provides tools to provide outreach through the lens of partnership, interaction, and feedback to and from families. This module will help educators in learning how to develop trust and understand the families that make up their school communities in the effort to foster comprehensive involvement and improve the overall culture of the school.