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First use Wednesday Morning to demonstrate this and give teachers sites to visit to get video examples of this pedagogy.
Then follow up with summer workshops related to these topics in order for teachers to develop lessons and practice.
Use our PLTW instructors to assist as one model to emulate.
Use our student advocates to model the technology presentations
Use other Wednesday morning meetings to review how lessons actually worked and get further suggestions.
This should be part of the curriculum development process so similar grades do similar activities as we start.

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I like this idea. We will definitely need to work together on this one.

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In response to question about why was this just elementary and middle school:  Our program evaluation was Kindergarten through grade 8.  This was decided after input from Principal Parker.  The decision was made to keep the program evaluation K-8.

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Ideas:
The high school also needs development in these areas.
1.  Have professional development meetings such that teachers can learn about ways to extend/expand lessons further into creative, real-life situations that involve problem solving.
When:
This goal cannot be completed until many of the other goals are completed.  Goals 3 and 7, for example, must be completed before this.  This many not be completed until late 2017 or so.
1.  Have a lesson on what this means.
2.  Have a quick professional development.
3. Communicate what this is.
4.  Presenters
5.  What was this just the elementary and middle school?
Steps:
1.  Have a professional development meeting to educate teachers.
Deadline:
1.  We can not complete this goal until we define what high ability is.

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I believe this needs to be in EVERY class not just HA.I think HA has a unique opportunity to lead on this. It will require us to do some searching on our own and share it with each other. This pedagogy is critical for our students. Every presentation I attend that has a business person there always stresses the need for students with skills of this type.

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Betty and I have already had training with PBL through the high ability language arts units, but would agree it would be good training for other teachers.  It is easy to add and a great idea for science,  and even social studies.

I think it is important that more teachers are aware of some of the models and methods that are used often with high ability students. I may have a link to a video that I can share out and probably have copies of documents somewhere. (Paul's Reasoning Model, Socratic Seminar, Problem Based Learning, Creative Problem Solving, hamburger/dagwood model, etc)

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Annonymous # 1: Problem-based teaching and learning is a strategy that will require structured training for our teachers.  Perhaps it could be accomplished as a part of next summer's staff development.

Annonymous # 2 and Notes From Consultants # 3: All of the core teachers have common planning time by teaching area daily.  This could be easily accomplished.  Perhaps it could also be accomplished as a part of next summer's staff development.

In tough financial times like these, the design and development of a summer Teaching Academy with broader goals than just meeting the needs of the talented and the gifted might be a better use of Title and Gifted funds to support training of all teachers in the corporation. A key strand of the Academy would be the clear development of the Professional Learning Communities Model in each of our schools. Other key strands would be the development of the skill of providing differentiated instruction and the development of the skill of implementing problem-based learning in all of our teachers. We may also want to do training in MTSS to include identification of and provision of systems of support for the gifted and talented.

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After completing a hands-on problem-based lesson ask students for feedback. Use student feedback to plan and improve additional lessons. Teachers can collaborate with each other to discuss student feedback and plan for future lessons.

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Allow teachers a time to visit teacher's classrooms using hands-on learning and problem-based skills. After observing  allow teachers time to collaborate and share ideas that they could use in their classrooms.

Teachers will be responsible for visiting teacher classrooms and collaborating.

Administrators will be responsible for helping to plan times for classroom visits and collaboration.

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Allow planning time for teachers of honors classes at the middle school to work together to determine areas in the curriculum where they could incorporate more varied instructional strategies and authentic problem-solving activities to increase the interest and engagement level of high ability students.