Perspectives for a Diverse Hawai‘i PDe3 Face-to-Face Professional Development Day #2"
June 3, 2016 8:30am – 4:30pm"
Honolulu Museum of Art School "Linekona, Room 203 "Amber Strong Makaiau, PhD (amakaiau@hawaii.edu)"
Patricia Halagao, PhD (phalagao@hawaii.edu)"PDH HIDOE PDe3 Perspectives for a Diverse Hawai‘i Portfolio Requirements

Introduction to the Portfolio: Explain the rationale behind the PDA curriculum and describe how PDA supports teaching andstudent growth."
2. PD Webinars: Watch and write a brief reflection on each of the four PDA webinars: The Anti-bias Framework in Perspectives,
Complex and Diverse Texts for the Common Core and More, How to Build a Learning Plan, and one of your choice (see:http://www.tolerance.org/webinars)"
3. Integrated Learning Plan (Unit): Design and implement a culturally relevant PDA Integrated Learning Plan (which has aminimum of three lessons) using the Common Core and the C3 Framework."
4. Assessing Student Work: Collect student work that was completed during the implementation of the Integrated Learning Plan. Useformative and summative assessment to measure student engagement and learning. Evidence of student learning should include
student learning evidence from at least three students at varying levels of proficiency – this evidence should be collected at twopoints in time demonstrating how you acted on the evidence to improve the students’ learning. A total of 6 pieces of student work
should be included. One of student work samples should come from the culminating assessment task. When students complete thisassessment task they must include commentary describing their engagement with the activities in the unit and this culminating task. "5. Personal Reflection: Reflect on the relationship between PDA and your own teaching practice by summarizing in your portfolio.
What happened? Why did it happen? What might it mean? What are the implications for my practice? Make sure to include asummary of the documents in the portfolio and trace how the documents and the training activity have captured and portrayed
growth, integration, and learning."
6. Professional Sharing: Take informed action and advocate for social justice and multicultural education by sharing your experience(e.g. professional presentation, displaying student work, letters to a school newspaper, posters, etc.) with PDA curriculum to a wider
audience (e.g. school community, parents, colleagues, etc.). Include evidence in your portfolio."
Captions: Each and every document in the portfolio including all student work samples must contain a caption that does the following: (1)Explains what the document is; (2) Why it is being provided as evidence; and (3) What it is evidence of.
Submit: Submit your portfolio by November 1, 2016 via a Google Doc or Google Site. Please notify either Dr. Makaiau or Dr. Halagao via
email when you submit your portfolio.
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Time"

Day Two (6/3/16) Objectives and Agenda

8:30 – 8:40"

Part One – Agenda and Objectives (10 minutes)"
1. Agenda
2. Review Portfolio Requirements
3. Today’s Objectives
Objectives 1: Describe the PDA webinars and explain how what you learned will inform your planning, teaching, andassessment practices.
Objective 2: Identify additional resources and tools for designing a culturally relevant PDA Integrated Learning Plan.
Objective 3: Design a culturally relevant PDA Integrated Learning Plan using the Common Core and C3 Framework.

8:40 – 9:40"

Part Two – Reconnecting and Reviewing the Webinars (1 hour)
1. Use the community ball to remind the group about:• Name, School, and Grade/Subject Taught• Personal Cultural Artifact Sharing: Describe the artifact that you brought that represents your cultural background(language, ethnicity, gender, class, sexuality, religion, place, etc.).
2. Webinar review• Create three groups and each person presents on one webinar (required and choice)o What was the webinar about?
o What did you learn from the Webinar that will inform your planning, teaching, and assessment practices?

9:45 – 10:15"

Part Three – Na Hopeno A’o• Guest lecture by Jessica Worchel, Office of Hawaiian Education, Hawaii Department of Education• http://www.hawaiipublicschools.org/DOE%20Forms/NaHopenaAoE3.pdf"1"

10:15 – 11:25"

Part Five – Appendix D: A Tool for Selecting Diverse Texts
1. Overview of Appendix D
2. Turn and Talk
3. Use “Appendix D” & “Judge A Book” to analyze a culturally relevant text (not included in the PDA Text Anthology)
4. Share out loud

11:30 – 12:30 "Lunch at the Honolulu Museum of Art Café

12:30 – 1:00

Visit the Honolulu Museum of Art
1. Map out personal experience in the museum

1:10 – 2:15"

Part Four – An Introduction the Honolulu Museum of Art Lending Collection"
1. An introduction to the lending collection and how it represents diverse perspectives• Justin Davies presentation
2. Ideas of how to integrate the lending collection into your PDA Integrated Learning Plan
• Group brainstorm
3. Explore the lending collection• Select an object(s) to incorporate into your PDA Integrated Learning Plan

2:15 – 3:45 "Part Six –Design Your PDA ILP "1. What Common Core, C3 Framework, and Na Hopeno A’o standards your PDA ILP? (Be sure to include this in thefinal draft of your portfolio).
2. Participants will use the PDA online resource and any of the additional tools and resources to design and complete their
PDA ILPs.

3:45 – 4:00 "Part Seven – Community of Inquiry"
1. Questions or issues related to designing your PDA ILP
2. Discussion

3:30 – 4:30"

Part Nine – Summary & Reflection (1 hour)"
1. Review portfolio requirements and what needs to be completed by December 1, 2016. Highlight the professional
sharing piece of the portfolio
2. Respond to the Following Prompts in Writing and Share: Participants will use the “community ball” to take turns
sharing their reflections out loud.
● What is your time line/plan of action for completing this portfolio!

"To Learn More –"● Read the PDA National Evaluation Study (http://www.tolerance.org/sites/default/files/general/PDA%20Pilot%20Study.pdf)"● Read the PDA Hawaii Case Study (http://www.tolerance.org/sites/default/files/general/PDA_Hawaii_Final_Report.pdf)"

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"Please remember to bring the following to our 6/3/16 meeting:
1. A personal cultural artifact (e.g. an interesting object, picture, etc.) to share with the rest of the group. This artifact should be somethingthat you believe represents your cultural background (language, ethnicity, gender, class, sexuality, religion, place, etc.).
2. An idea/outline of your PDA ILP that addresses these questions:● What grade level/content area do you want to design an ILP for?"● What do you want your students to learn in the ILP? What are the important understandings and core concepts you want students todevelop within this ILP? What HCPS III, Common Core Standards, C3 Framework Benchmarks will you address in your ILP?"● How is the teaching you propose informed by your knowledge of students (e.g. cultural and community assets, ethnicity, socio-economic
status, place, language, etc.)? "● What instructional strategies, learning tasks, and assessments do you think you might use to support student learning and language use inyour ILP? "3. At least one additional culturally relevant text that you currently use in your practice or that you plan to use in your PDA ILP.
4. Your lap top computer (preferable) or other electronic device that has access to the Internet. Also remember to bring your chargers.
5. A reusable bottle for refilling water
6. Something warm to wear.
7. Neighbor Island teachers will need to bring all travel reimbursement documents.

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