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- standard based practices/ grading
-essential question objective-driven lessons
-Let students know why we are doing this
-For Teachers: Reading/taking classes in your content, field trips, late night walks with your dog to think
-Professional collaboration
-Using other's ideas in your own classroom

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-peer coaching
-compare and analyze assessments among colleagues (including grading practices)
-consider the diverse needs of students
-formative assessments to redirect instruction
-continue emphasis on professional development
-identify needs of teachers

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Give student choice: in project design, book choices, etc...

New model into MARS: choices for mods that students can take

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-tracking student growth
-Sharing learning with different levels
-offering more input
-allowing time for students who want more depth
-cross curricula - align learning in order to foster connections and relevance

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Diary or a journal
A blog that explains what was done during the year and what you have learned
Encourage "I can" statements from students
Make measurable goals that the students can reflect on throughout the year
Narrative descriptive feedback

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- structured system for peer observation with time/structure for processing after the observation
- Time, to work with your content partners on the topics that we learn in heterogeneous groups at PD.
- PD Committee has gathered info from staff about what is needed, next steps will be important.
-Continue with EdCamp model with options for specialized focus or general topics. "Unconference"
- Balance of integration of different roles with specialized groupings.
- Professional sharing of ideas via email , google folder, a la Twitter style.
-- Teachers teaching teachers PD
-- ******Teacher Rounds-- be a "student" for a day. Visit every classroom during an in-house day, visit 6th, 7th and 8th to see articulation and do a reflection on the takeaways. See difference in the cultures of the different grade levels.

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-teachers should be authentic to their strengths
-ability to adapt and mold to their own style
-peer observations
-coteaching models
-job sharing
-reflection moments
-using feedback from the ----------evaluation process to grow as a professional
-using cluster meeting time to discuss teaching practices
-collaborative thinking and processing

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Shared planning and reflection time
Notes from classroom observations
Co-teaching
Surveys for staff on PD needs
Collaboration with

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Common Planning Time among various disciplines and grades
Data driven
Teacher driven professional days
Team collaboration time
Opportunity to observe peers
Common reflection time
Support for teachers
Common goals and goal development
More focused goals

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Ed  Camp - choosing our own knowledge

Articulating between grade levels

Common planning

Co-teaching situations

Common practices - habits of mind -  across disciplines

Department meetings

Job-embedded days across grade levels to make for easier transitions