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Professional Learning Community and Mentoring Model A Planned Variation of the Coca-Cola Valued Youth Program

Texas School Improvement Conference September 30, 2009PresentersAurelio Montemayor, Juanita Garcia (IDRA)Amylyn Borja, Gabriela Velasquez (La Joya ISD). Model Overview. Coca-Cola Valued Youth ProgramLearning CommunityMentoring. Background. Years 1- 3: 2005-2008Nellie Schunior/Dr. Javi

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Professional Learning Community and Mentoring Model A Planned Variation of the Coca-Cola Valued Youth Program

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    1. Professional Learning Community and Mentoring Model A Planned Variation of the Coca-Cola Valued Youth Program

    2. Texas School Improvement Conference September 30, 2009 Presenters Aurelio Montemayor, Juanita Garcia (IDRA) Amylyn Borja, Gabriela Velasquez (La Joya ISD)

    3. Model Overview Coca-Cola Valued Youth Program Learning Community Mentoring

    4. Background Years 1- 3: 2005-2008 Nellie Schunior/Dr. Javier Saenz Middle School, La Joya Independent School District Professional Learning Community (LC) of teachers who become mentors to tutors and non-tutors

    5. Voices from the Field

    6. Highlights Resulted in Greater teacher competencies in instruction, Teacher efficacy student advocacy, and student achievement.

    7. Key Components: PLC&M Team teacher planning LC meets once a week to focus on students’ success Students assigned to LC teachers Students scheduled in linked courses to LC teachers

    8. Key Components: PLC&M Teachers as mentors to tutors Each teacher mentors 2-3 students Professional development IDRA conducts four retreats and monthly technical assistance

    9. Key Components: PLC&M Guided reflection and case studies LC teachers reflect on their tutors’ issues and successes Administrator support Principal facilitates time for LC teachers to meet and tutor assignment to LC teachers Teacher compensation LC teachers are paid stipend for retreat participation

    10. First year was so successful that in Year 2… One LC group of eighth grade content area teachers expanded to two groups of LC teachers at Nellie Schunior Junior Middle School

    11. Second year was so successful that in Year 3… all eighth grade content area teachers at Dr. Javier Saenz Middle School became LC teachers.

    12. Year 2 LC Student TAKS results The Nellie Schunior treatment group showed significant pre to posttest gains (2185.9 to 2242.9) in their TAKS reading scores. TAKS reading scores declined for the comparison group (2228.1 to 2187.1)

    13. Year 3 LC Student TAKS results The LC group showed significant pre to posttest gains: 2011.4 to 2177.1 in reading. TAKS scores declined for the comparison group: 2365.7 to 2236.9 in reading.

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