Embedded Files
Evidence - GFC Instructional Model 2018-19
Evidence - GFC Instructional Model 2018-19
The image below is of our finalized instructional model at Grand Forks Central High School for the 2018-19 school year. All teachers were involved in the process of creating this model in the fall of 2018 over the course of several weeks. We began with teachers divided into twelve groups, Group 1A, Group 2A, Group 2A, Group 2A, etc.
After the initial work of determining the learning activities and strategies that should, might, or should not be present within smaller groups of teachers, we then worked through the same process in larger groups - Group 1A and 1B combined, for example. Finally, we brought a draft in front of the entire teaching staff for public comment and discussion. It was a valuable learning experience that helped to solidify our focus for the year and was all done with teachers driving the process.
Survey: All teachers were sent this survey to help to appropriately place elements in the correct area of our model. The elements in this survey were those that did not have a definitive response from the previous two group work sessions.
Survey: All teachers were sent this survey to help to appropriately place elements in the correct area of our model. The elements in this survey were those that did not have a definitive response from the previous two group work sessions.
https://forms.gle/fFAgV4hoGDAvwZg9A
Evidence - English Intervention Program:
Evidence - English Intervention Program:
During the 2016-17 school year the Grand Forks Public Schools purchased the Language! curriculum and program to be used for our struggling English/Language Arts students. Implementation of the program at Central was rocky. Teachers reported that the program was not engaging and that students being in a classroom with other struggling learners and the natural labeling that occurred was a challenge. In short, the program was not effective. We began thinking of ways we could work with these students differently and, over time, developed a plan that we proposed to the district office to use in lieu of Language! Teachers drove the development of English courses that are co-taught with special education teachers, which includes placing those identified students in an English enhancement class to support their learning as part of their day, as well. This program, developed and created by teachers, has become a model for other schools across the district. Below is the presentation the lead teachers gave to the school board in December 2018.
During the 2018-19 school year, the HRS committee started outlining a decision organizer to identify who would make certain decisions and came up with three categories
1) Decisions individual teachers or teachers teams make with full autonomy
2) Decisions in which teachers routinely have input
3) Decisions school administration make without teacher input
We started with having the HRS committee look at it
Teachers looked at it in their departments and provided input
Next, teachers looked at it again and formally filled out a google form, providing feedback.
With the retirement of the current principal (Mr. Kasowski) and transition to the new principal (Mr. Strandell), we thought it made sense to put this on hold for this year and look at it again next year.
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