2023-2024 Vertical Days
1:3 September 20, 2023 AGENDA K-12
2:3 October 18, 2023 AGENDA K-1, 2-4, 5-7, 8-12
3:3 February 28, 2024 K-2, 3-6, 7-12 AGENDA
2023-2024 Vertical Days
1:3 September 20, 2023 AGENDA K-12
2:3 October 18, 2023 AGENDA K-1, 2-4, 5-7, 8-12
3:3 February 28, 2024 K-2, 3-6, 7-12 AGENDA
AGENDA: October 30 & November 6
**To make this meeting run efficient....it's important you establish a leader to get discussion going, stay on task and keep an eye on time (or someone just take the lead).
**Please keep vertical meeting to 60 minutes to respect teacher's time.
Bring a chomebook/laptop.
CORE
K-12 SOCIAL STUDIES in MJH Library
K-5 ELA Central Room 12 (Textbook Adoption Email)
6-12 ELA @ MJH in Mrs. Branch's classroom
K-12 MATH @ Senior High in Conference Room B
K-12 SCIENCE is to meet @ Central's Music Room OR conference Room
K-12 SPED: Choose a curricular area to join...IF you would like to meet with other SPED teachers, you can email that out (sorry last miniute change). HS SPED is meeting together.
SPECIALS
K-12 PE is to meet in MJH Board Room.
K-12 Art is to meet in Mrs. Peterman room
K-12 Music is to meet in HS Band/Choir Office
K-12 Counseling is to meet in Mrs. Joan Bass’s office @MJH
K-12 Media/Library is to meet in SH Library
Industrial Tech/ Ag Ed, Business Ed, Foreign language meet in Mr. Ben Vetrovsky’s Room
*IF meeting room does not work, please contact Mr. Bednar and/or make arrangements and communicate with other teachers.
BEFORE VERTICAL PLC
K-4 teachers will need to decide which PLC you will attend. Each content area should have at least one representative from each grade level.
Look over the below agenda to have an idea of what will be expected of you and your PLC. Also, please look at the vertical reminders at the bottom.
Plan on bringing a chromebook/surface/device with access to your essential learnings and other resources on the document vault at www.mccookplc.com You can also place your Vertical PLC notes in the vault for easy access later.
DURING VERTICAL PLC
Be engaged w/ discussion. Add to your PLC. Don't get fixated on problems...find solutions.
Seek input from everyone. Assume best intentions.
Write down things you didn’t get to discuss for next time.
The yellow/green portion of the table below should help guide discussion.
AFTER VERTICAL PLC
Have access to the notes from your vertical PLC so you can return to your regular PLC to update your team on meaningful information that was discussed.
Keep these notes for the next grade level ban
Vertical conversations can strengthen the school as a system and can be a powerful vehicle for building a staircase of proficiency as students move from grade to grade. Building upon the work of horizontal teams, vertical conversations promote a wide-angle view of student learning and further promote collective responsibility for the students within a school. Vertically aligning our learning targets and identifying key gaps/overlaps is crucial in developing a guaranteed and viable curriculum.
What evidence can the receiving team gather about student learning that could be helpful to the sending team? Precise and specific feedback is far more effective than generalities. The statement "These kids don’t know how to write" is not helpful. "Forty percent of the students struggle with making transitions between paragraphs" could be very helpful to a team focusing its efforts on ways to benefit students.
*It can be an easy trap to fall into the "These kids don't know_____". Just a friendly reminder that Teacher TEAMS are working extremely hard. It's not like the previous grade is sitting back and saying....welp, it's their problem next year. Everyone is working hard...let's work together to make sure we are ALL working together!
Collective Teacher Efficacy: (1.57) refers to a staff’s shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged and/or disadvantaged. Educators with high efficacy show greater effort and persistence, a willingness to try new teaching approaches, set more challenging goals, and attend more closely to the needs of students who require extra assistance. In addition, when collective efficacy is present, staffs are better equipped to foster positive behaviour in students and in raising students’ expectations of themselves by convincing them that they can do well in school.