Description of School

Wherry Elementary is a K-5 public school in Albuquerque, New Mexico, situated on Kirtland Air Force Base, but drawing two-thirds of its 645 students from outside of the base.

Student Demographics

Background and Goals

The district mandated the creation of school-based management/shared decision-making teams called School Restructuring Councils (SRC). The SRC is the leadership team that has instructional improvement as its stated purpose and directs and evaluates the school?s professional development process and results. Within this new structure, Wherry teachers examined their students? low achievement on standardized measures in literacy and decided that was where they needed to focus their professional improvement. Supporting this plan is the principal?s belief that teacher expertise is the single most important factor in impacting student achievement. A literacy specialist offered her consultant services to assist with Wherry?s professional development rounding out the team.

The broad goals for professional development at Wherry are to improve student achievement in reading and writing, facilitate and encourage changes in classroom practice to better meet the needs of all students, and allow time and support for change to take place.

Professional Development Design and Implementation

Content: The content for all professional development is determined by analysis of student achievement data. It focuses on research/theory pertaining to literacy development, assessments that guide instruction, and proven teaching strategies. Presently, the professional development is centered on the improvement of students? reading and writing skills. It has specifically focused on the New Zealand Model for Balanced Literacy and Six Trait Writing.

Literacy Consultant: The literacy consultant is the key to facilitation of professional development activities and is funded through Title I, Bilingual, University of New Mexico, Learning Community Network, Re:Learning, and PTA moneys.

Time: Time is generated (four full day inservices) through the voluntary 10-minute lengthening of each school day by the faculty. Time is built-in for the staff to share what they are learning and implementing, to talk about concerns, and to problem solve.

Additional Support: Study groups, monthly mini inservices, and individual consultations with the literacy specialist are available.

Individual Professional Development Plans and Observations of Peers Teacher preparation of individual professional development plans and observations of peers are part of the evaluation.

Determining Next Steps: Student data is reviewed and teacher needs assessments are done continually to determine next learning steps.

Objective Evidence of Success

Between 1994 and 1998, standardized test scores in literacy have risen from 33% to 57%, writing assessment scores have risen from 2.02 to 2.96 (on a 1-6 scale), and teachers report (and the principal observes) dramatic changes in the way instruction is delivered.

Teachers speak openly of how dramatically their instructional practices have changed since they began their efforts in 1994. In an anonymous survey to determine the extent of literacy instructional strategy usage, teachers report significant use of new strategies. The quality of teacher-designed next learning steps for professional development demonstrates the depth of learning and reflection. Teachers are more willing to be observed by colleagues, and willingly give up preparation time in order to fund professional development.

Contact Information

Rita Martinez, Principal
Wherry Elementary School
Building 25000
Kirtland Air Force Base
Albuquerque, NM 87116
(505) 266-0093
505) 266-0093 (fax)
martinez_ri@aps.edu

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