Penn Yan Central School District



Newark Central School District

Professional Development Plan

September 2017- August 2018

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“The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.”

Part 100.2 of the Regulations of the Commissioner of Education.

This plan will be reviewed on an annual basis.

Approved by the Board of Education on August 16, 2017

Vision

Newark Central School District is the centerpiece of our community that binds students, staff, families and neighbors through a profound sense of hometown pride. We engage all students with the diverse opportunities and academic experiences they need to reach their maximum potential. Our students thrive in an environment of high expectations, collaboration and respect. Effective communication and sustained connections foster a sense of importance, contributing to the success of every student every day.

The 2016 Professional Development Planning Team

Robin Uveges Coordinator of Professional Development and Literacy Initiatives/Teacher

Krista Lewis Assistant Superintendent for Curriculum and Instruction

Chelsey Cook Teacher

Amy O’Connor Teacher

Shannon Breen Teacher

Cheryl McGurk Teacher

Kirsten Roides Teacher

Brooke Hartpence Teacher

Alicia Nardozzi Teacher

Melanie Schneeman Teacher

Lora Prebalick Teacher

Donna Hamlin Teacher

Valerie Michaels ELA Instructional Coach K-2/Teacher

Stephanie Miller Principal, Lincoln Elementary School

Tom Roote Principal, Newark High School

Ryan Wagner Assistant Principal, Newark High School

Teresa Prinzi Principal, Newark Middle School

Susan Achille Principal, Perkins Elementary School

Jeff Hamelinck Principal, Kelley Intermediate School

Jennifer Singer Director of Pupil Services

Introduction

The Newark Central School District (NCSD) has two elementary buildings, one intermediate school, one middle school, and one high school. The Professional Development Planning Team will coordinate the professional development offerings among these buildings. The district Curriculum Instructional Council and Building Leadership Teams will assist in the planning and coordination of these activities.

The Professional Development Planning Team is responsible for analyzing data, setting goals for the plan, establishing mechanisms for evaluation of professional development, and for allocating resources to implement the activities as part of an action plan to support this Professional Development Plan. This plan will be reviewed regularly throughout the year in order to inform the following year’s plan. A Professional Development Plan will be developed formally on an annual basis and, if necessary, revisions will be submitted to the Board of Education for approval.

Goal

The goal of the Professional Development Plan in NCSD is to ensure that all instructional and administrative staff continue to develop professionally so that all students are provided with diverse opportunities and the academic experiences they need to reach their maximum potential.

Philosophy

Professional development in the Newark Central School District is integral to the teaching and learning process. It is a critical support for the achievement of the district’s vision. Classroom instruction is the most significant factor affecting student achievement. Therefore, we believe in order to achieve excellence in teaching, professional development must be continuous and sustained through the use of effective methods and approaches. Newark Central School District has significantly increased instructional coaching staff in order to support these efforts. While our plan contains several professional development sessions, either mandatory or elective, instructional coaches will provide the direct job-embedded support and follow up in the classroom that is needed to really impact instruction and therefore, student achievement.

Teachers in the district will spend a minimum of 20 hours engaged in professional development activities each year.

Measuring Impact of the Plan

NCSD will utilize the Professional Development Plan to create and sustain a culture of professional learning that positively impacts student achievement, which will be measured by:

- Common formative and summative state, third party and locally developed student assessments including subgroup performance

- Annual graduation rates

- Review of data sources listed in the actions of this plan

- Other collaboratively identified data sets including actions to modify curriculum, instruction and assessment

- Ongoing focus district and focus school review processes, including continuing needs identification through such venues as surveys and focus group reflections

New York State Professional Development Standards

In a commitment to raising the knowledge, skills, and opportunity of its citizens, New York State seeks to enhance students’ cognitive, social, emotional and academic achievement throughout its schools. Given that research indicates that teacher quality is the single most powerful influence on student achievement, it is essential to ensure that teachers are provided with ongoing, high quality professional development to sustain and enhance their practice. Indeed, teacher professional development is an essential element of comprehensive school improvement. The professional development needs of other members of school community, including administrators and support personnel, must also be addressed to ensure a focus on continuous learning and to create the conditions necessary for closing the achievement gap and improving the achievement of all students. These standards provide guidance for achieving high quality professional development planning, design, delivery and assessment, and should serve as a foundation for all professional development in our schools. (SED, 2009)

1. Designing Professional Development:  Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn. 

2. Content Knowledge and Quality Teaching:  Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress. 

3. Research-based Professional Learning:  Professional development is research-based and provides educators with opportunities to analyze, apply and engage in research.

4. Collaboration:  Professional development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment. 

5. Diverse Learning:  Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students. 

6. Student Learning Environments:  Professional development ensures that educators are able to create safe, secure, supportive, and equitable learning environments for all students. 

7. Parent, Family and Community Engagement:  Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education. 

8. Data-driven Professional Practice:  Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth. 

9. Technology:  Professional development promotes technological literacy and facilitates the effective use of all appropriate technology. 

10. Evaluation:  Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning. 

District Resources to Support the Professional Development Plan

Examples include, but are not limited to:

Time: release time, faculty meetings, department meetings, grade level meetings, conference days, after school workshops, instructional coaching sessions, and summer work.

Human Resources: instructional coaches, Coordinator of Professional Development, in-district trainers, administrative interns, TOSA-CSE and Instructional Support, department and grade level leaders and administrators.

External Providers: BOCES, Teacher Center, RSE-TASC, Institutions of Higher Education, consultants, external conferences and workshops, and community-based groups.

Fiscal Resources: Consolidated Grant- Title IIA, ESEA/Title One Grant, Federal IDEA Section 611, and general operating funds.

2017 Goals for Professional Development Within the Newark Central School District

The Professional Development Plan should support staff to meet the District Strategic Plan Goals as well as the District Comprehensive Education Plan as it is aligned with specific School Comprehensive Education Plans and Building Plans for Excellence.

The following Professional Development Goals will support major initiatives of the above listed plans and NYS requirements:

1. To provide quality standards-based learning experiences to help all students achieve NYS Learning Standards

2. To provide quality standards-based learning experiences to help all ELL students achieve NYS Learning Standards

3. To effectively utilize data to inform instruction and interventions

4. To meet NYSED requirements requiring School Violence Prevention and Intervention Training, including promoting mental health and wellness.

5. To support students’ social/emotional developmental health

Regulatory Provisions

Continuing Teacher and Leader Education (CTLE)

As of July 1, 2016, the law requiring 175 hours for certain certification holders has changed to 100 hours with more specifics related to approved activities and sponsors. A full list of registration and CTLE requirements by certification type and employment status can be found below:

|Registration and CTLE Requirements |

|Certificate Type |Employment Status |Registration Requirements |CTLE Requirements |

|Permanent Certificate Holders |

|PERMANENT Classroom Teacher/School Leader |Practicing in a NYS school district or |Active registration is required | |

| |BOCES | |NOT subject to CTLE |

|PERMANENT Classroom Teacher/School Leader |NOT practicing in a NYS school district |May choose “INACTIVE” status for their| |

| |or BOCES |registration |NOT subject to CTLE |

|PERMANENT Pupil Personnel Services (PPS) such as | | | |

|School Attendance Teachers, School Counselors, | | | |

|School Psychologists, School Social Workers, | | | |

|School Dental Hygiene Teachers and School Nurse |Practicing OR NOT practicing in a NYS |NOT subject to registration | |

|Teachers |school district or BOCES | |NOT subject to CTLE |

|Professional Certificate Holders |

| | | |100 hours of CTLE is required|

|PROFESSIONAL Classroom Teacher/School Leader |Practicing in a NYS school district or |Active registration is required |during every five year |

| |BOCES | |registration period |

| | |May choose “INACTIVE” status for their| |

|PROFESSIONAL Classroom Teacher/School Leader |NOT practicing in a NYS school district |registration |NOT subject to CTLE if |

| |or BOCES | |INACTIVE |

|Teaching Assistant Certificate Holders |

| | | |100 hours of CTLE is required|

|Level III Teaching Assistant |Practicing in a NYS school district or |Active registration is required |during every five year |

| |BOCES | |registration period |

| | | | |

| |NOT practicing in a NYS school district |May choose “INACTIVE” status for their|NOT subject to CTLE if |

|Level III Teaching Assistant |or BOCES |registration |INACTIVE |

| |Practicing OR NOT practicing in a NYS | | |

|Continuing Teaching Assistant |school district or BOCES |NOT subject to registration |NOT subject to CTLE |

| |Practicing OR NOT practicing in a NYS | | |

|Level I, Level I Renewal, Level II Teaching |school district or BOCES |NOT subject to registration |NOT subject to CTLE |

|Assistants | | | |

|Other Certificate Holders |

| |Practicing OR NOT practicing in a NYS | | |

|Initial Classroom Teacher/School Leader |school district or BOCES |NOT subject to registration |NOT subject to CTLE |

|Provisional Classroom Teacher or Provisional |Practicing OR NOT practicing in a NYS | | |

|School Administrator/Supervisor |school district or BOCES |NOT subject to registration |NOT subject to CTLE |

| |Practicing OR NOT practicing in a NYS | | |

|Provisional Pupil Personnel Services (PPS) |school district or BOCES |NOT subject to registration |NOT subject to CTLE |

Approved Sponsors

NYSED law requires the Department to approve all CTLE sponsors. Newark Central School District (NCSD), along with other NYS school districts and BOCES will submit their professional development plan and attest that their plan is consistent with 100.2(dd) of the Commissioner’s Regulations and that they meet the requirements of Subpart 80-6 for approved CTLE. Other entities that may become sponsors include: Teacher centers, NYS institutes of higher education, Professional organizations and unions and any other entity approved by the Department. Professional development plans should include a list of contracted entities or individuals that will provide CTLE on behalf of the school district. NCSD will contract with the following individuals or entities to provide CTLE hours on behalf of the school district:

• Newark Central School District

• Wayne-Finger Lakes BOCES

• All other school districts, BOCES, entities, organizations, or individuals who are approved by the Department and listed on the Office of Teaching website.

Additional Certificate Holder Responsibilities

Certificate holders will attest to the number of hours completed annually through the TEACH system which must include name of course, focus of course, sponsor of course, and clock hours. Additionally, as individuals, certificate holders must maintain a record of completed CTLE for their 5 year cycle and 2 years thereafter, which include:

• Title of Program

• Total number of hours completed

• Number of hours completed in language acquisition for ELL students (possible waiver exemption)

• Sponsor’s name and identifying number

• Attendance verification

• Date and location of program

Acceptable CTLE

Acceptable CTLE must be conducted through activities designed to improve the teacher or leader’s pedagogical and/or leadership skills, targeted at improving student performance, including but not limited to formal CTLE activities. Such activities shall promote the professionalization of teaching and educational leadership, as applicable, and be closely aligned to district goals for student performance. Acceptable CTLE must be taken from a sponsor approved by the Department and shall be study in the content area of any certificate title held by the individual or in pedagogy, and include any required study in language acquisition addressing the needs of English language learners as described in section 80-6.3 of Commissioner’s Regulations. 

School Violence Prevention and Intervention Training

Newark Central School District is committed to hiring teachers who have fulfilled the requirements of certification, including participation in workshops covering school prevention and intervention. Such workshops shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior.

Upon request or determination of necessity, Newark Central School District will provide refreshers on school violence prevention and intervention.

In instructional settings, Newark Central School District will also utilize the interpersonal violence prevention education package provided by the State Education Department. These materials will be incorporated as part of the health or other related curricula or programs for students in grades K through 12.

A district-wide safety team representing all stakeholders will meet to regularly revise relevant documents. The district provides yearly violence training for all staff and drill procedures including fire, sheltering, Emergency Response Procedures, and evacuation. The district provides First Aid and AED training throughout the year. The district intends to explore other possible trainings to ensure the safety of our students and train our staff in how to react to unsafe situations.

Annual Professional Performance Review

Purpose:  The Professional Development Plan includes support for staff to meet the performance criteria established in the APPR.  Some programs provide direct teaching of these areas, while other programs support these criteria through follow-up, department meetings, workshop practices, or curriculum projects.

The NYSUT Seven Teaching Standards of the APPR Process:   

Standard I:       Knowledge of Students and Student Learning   

Standard II:      Knowledge of Content and Instructional Planning  

Standard III:     Instructional Practice                

Standard IV:     Learning Environment      

Standard V:      Assessment and Student Learning      

Standard VI:     Professional Responsibilities and Collaboration   

Standard VII:    Professional Growth       

Orientation, Training and Support for New Teachers

New teachers to the Newark Central School District are provided with mentors (outlined below) and also participate in a two-day teacher orientation over the summer. New teachers who begin after the start of the school year in September are provided with an orientation session highlighting the major points of the training from the summer session. In addition, continued training for new teachers is provided as part of the new teacher training program, consisting of monthly professional development sessions and opportunities for more extensive training throughout the pre-tenure period.

New Teacher Support Program Including Mentoring

PURPOSE

Newark Central School District has designed a support program for new teachers consisting of a complement of people: mentors, coaches and grade level or department leaders. The support program is not evaluative in any way.

Mentors, coaches and grade level or department leaders work together to strive to provide the new teachers with tools for reflective practice in non-judgmental ways. They empower new teachers by sharing their strategies and tools for the classroom. Their job is not necessarily to solve the problems of the new teacher, but to teach them a problem solving process that is viable within our district.

GOALS

← To continue to develop the capacity and confidence of our new teachers

← To enrich the new teachers’ knowledge about teaching to maximize student learning

← To integrate new teachers into the culture of the school, district and community

← To provide opportunities for current teachers to grow professionally through the mentoring role.

MENTOR: This is an assigned teacher to serve as a mentor to whom the novice teacher can turn for immediate, simple help, such as answers to school procedural questions or quick advice.

The Mentor’s Responsibilities:

• Makes the new teacher feel welcome

• Helps the new teacher find the essentials

• Provides information on routines, procedures and roles

• Shares ideas (parent communication, record keeping procedures, report card procedures)

• Provides a sounding board and some nonjudgmental advice

• Is a support- helps in the development of collegiality between new teachers and their professional colleagues, support with time management (professional/personal)

COACH: This is a teacher with expertise in instructional skills who assists with skills in classroom instruction and management.

The Coach’s Responsibilities:

• Instructional planning

• Classroom management

• Development of instructional skills

• Setting appropriate expectations

• Curriculum support

• Student assessment

• Resource acquisition

• Data analysis and the use of data to inform instruction

• Self-analysis and reflection

• Models lessons and provides professional development

Grade Level or Department Leader: The grade level or department leader can help with subject matter questions and assist teachers with becoming acclimated to grade levels/departments.

The Grade Level or Department Leader’s Responsibilities:

• Shares knowledge of NYS and Newark CSD curriculum documents and State standards

• Supports the administration of NYS and local assessments

• Supports the use of data to make instructional decisions

• Acclimates new teachers to department/grade level specific tasks, expectations and priorities

• Assists with identifying budgetary needs and coordinates necessary purchases

• Works with administrators and coaches to promote, co-facilitate or deliver professional development opportunities for a grade level or department

All of the mentors, coaches and grade level or department leaders receive training and release time may be provided upon request to the building principal to assist new teachers as needed.

Professional Development and Administrative Support and Monitoring: In addition, new teachers receive assistance from the Coordinator of Professional Development as well as administrators from both the District Office and the school.

New Teacher Mentoring- need to include revised program here

PURPOSE

Mentors provide support for new teachers in order to ease the transition from teacher preparation to practice, thereby increasing the retention of teachers, and to increase the skills of new teachers in order to improve student achievement in accordance with the New York State Learning Standards.

The program is not evaluative in any way.

MENTOR: This is an assigned teacher to serve as a mentor to whom the novice teacher can turn for immediate, simple help, such as answers to school procedural questions or quick advice.

The Mentor’s Responsibilities:

• Makes the new teacher feel welcome

• Helps the new teacher find the essentials

• Provides information on routines, procedures and roles

• Shares ideas (parent communication, record keeping procedures, report card procedures)

• Provides a sounding board and some nonjudgmental advice

• Is a support- helps in the development of collegiality between new teachers and their professional colleagues, support with time management (professional/personal)

Expectations of Mentors

• On the first Superintendent’s Conference Day of the school year when the district assembles, mentors and new teachers will attend a special breakfast prior to the district assembly.

• Attend an orientation session for mentors (one session to be held for secondary and one for elementary) to be scheduled within the first two weeks of school.

QUALITIES/ QUALIFICATIONS OF MENTORS:

|Professional Criteria |Personal Qualities |

| | |

| |Has a positive outlook on students, subject area, school |

|Permanently certified |Is dependable |

|Tenured |Works well with all staff in the building |

| |Is able to provide honest feedback |

|Supports the standards, expectations, and goals of the District |Is a life-long learner |

| |Is able to keep confidences |

| |Uses situations as learning experiences |

| |Responds rather than reacts |

| |Has effective communication skills |

| |Acts as a facilitator |

MENTOR SELECTION PROCESS

• There will be a sign up process at each building prior to the last teacher work day in the spring for those interested in signing up to be considered as a mentor.

• Pool of interested mentors is created

• Principal pairs the mentor with the new teacher through consultation with the mentor committee

• Appointments are for one year

Things for a Principal to Consider When Pairing a Mentor with a New Teacher (prioritized, but not all inclusive):

• Grade Level

• Content Area

• Proximity

It is recommended that first preference be given to pairing mentors with mentees at the same grade level or within the same department. When that is not possible, proximity would be the next most important thing to consider.

• To maximize support, three different people must fill the mentor, coach and grade level leader positions for each new teacher

GUIDELINES FOR MENTOR-NEW TEACHER MEETING PLANS

← Approximately twice per month with the understanding that more contact may be needed at the beginning of the school year or at various points throughout. Personal contact on a consistent basis is strongly recommended, although it is recognized that check ins via other modes in addition to personal contact can be beneficial. The process is designed to give flexibility for the mentor-mentee to maximize this support.

← Mentor will complete a contact log of meetings with the mentee. Contact logs will be turned in twice per year (first log due by January 1st, and the second log due by May 31st).

NOTE:

New Teachers are to receive a full year of mentoring.

Teachers that begin during the school year will have their mentoring extended into the following school year to provide a full year of support.

Mentor Program Check Ins

Members of the mentor committee in each building will conduct check ins with new teachers to gain feedback regarding mentoring by the end of November, March and June.

English as a New Language (ENL)

The Newark Central School District has historically had fewer than 30 English Language Learners enrolled. As prescribed in the Commissioner’s Regulations, the District has annually requested permission for an exemption from the professional development requirements identified in 100.2(dd). Regardless, the District has made ENL specific professional development opportunities available to its staff. To meet the Continuing Teacher and Leader Education (CTLE) requirements, all holders of professional certificates in the certificate title of English to speakers of other languages (all grades) who, unless waived due to district population, must complete a minimum of 50 percent of the required professional development clock hours for such certificate title in language acquisition aligned with the core content area of instruction taught, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for English language learners. The district provides opportunities for such teachers to participate in district-provided professional development through elective offerings (a fall series and a spring series), as well as the use of outside providers such as, but not limited to, Regional Bilingual Educator Resource Network (R-Bern), conferences, trainings, and webinars to allow for this requirement to be met.

In addition, for all other holders of professional certificates in the classroom teaching service, a minimum of 15 percent of the required professional development clock hours, unless waived due to district population, in language acquisition addressing the needs of English language learners, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for such English language learners must be completed. The district provides opportunities for such teachers to participate in district-provided professional development through elective offerings (a fall series and a spring series), as well as the use of outside providers, such as, but not limited to, R-BERN, conferences, trainings, workshops and webinars to meet this requirement. The district has required professional development sessions held after school hours approximately monthly and these sessions may also be used by the ENL department for meeting the required hours.

Holders of a level III teaching assistant certificate must also complete a minimum of 15 percent of the required professional development clock hours in language acquisition addressing the needs of English language learners and integrating language and content instruction for such English language learners. The district provides opportunities for level III teaching assistants to participate in district-provided professional development through elective offerings (a fall series and a spring series) and offerings on release days allotted for staff development, as well as the use of outside providers, such as, but not limited to, R-BERN, conferences, trainings, workshops and webinars to meet this requirement.

Technology

The Newark Central School District supports the integration of appropriate technology into the academic program. The District Technology Committee is a representative group who collects data, conducts research and determines best practices to meet the needs of students in the Newark Central School District. The belief in the importance of technology is outlined in the District’s Technology Plan.

This plan includes the following Professional Development Goals:

• The Newark Central School District will maximize student achievement by enhancing the use of instructional technology and maximizing efficiency.

• The Newark Central School District will utilize technology to enhance the student centered learning environment by strengthening instructional practices and maximizing operational efficiency and communication.

NEEDS ANALYSIS

School Improvement Reviews and Planning Process: The District underwent a Strategic Planning Process in which a comprehensive needs assessment occurred. In addition, a required Focus District review and Focus School reviews at Kelley and Perkins Schools were implemented. Lincoln School, Newark Middle School and Newark High School followed a local self-reflection process. In all cases, extensive data was reviewed in regard to student achievement, culture and climate and family/community/school partnerships as per the Diagnostic Tool for School and District Effectiveness (DTSDE) tool:

❖ longitudinal NYS State and local assessment data

❖ surveys of students, staff, parents and community

❖ graduation rates

❖ drop-out rates

❖ attendance rates

❖ student discipline data

❖ focus group interviews with students

❖ focus group interviews with parents

❖ focus group interviews with staff

❖ focus group interviews with community members

❖ focus group interviews with administrators

❖ NYS School Report Card data and State Benchmarks for School Performance

❖ Comparison data from local and regional schools

❖ Classroom walk-through data from State reviews

❖ District Targeted Assistance Review for Focus District

❖ District-Led Reviews for Focus Schools (Perkins Elementary and Kelley Intermediate)

Identified Needs: Using the above data, a District Strategic Plan, District Comprehensive Improvement Plan, Perkins School Comprehensive Education Plan, Kelley School Comprehensive Education Plan and Plans for Excellence at Lincoln, Newark Middle School and Newark High School were developed. Identified needs from each of these plans in conjunction with the review processes were used to develop this Professional Development Plan. The following are some of the identified needs aligned with district initiatives:

1) Academic/Instruction

a. Designing Meaningful Lessons

b. Learning Target Model

c. Differentiation

d. Planned Higher Order Questioning

e. Formative Assessment

f. Integration of Technology to Promote Learning

g. Personalized Learning

h. Balanced Literacy

i. Student Self-Assessment and Goal Setting

2) Social Emotional Learning

3) Use of Data

a. Data Driven Instruction

b. Effective Personal Learning Communities

c. Closed-Loop Multi- Tiered System of Supports (MTSS)

Newark Central School District

Professional Development Plan

2016-17 School Year

GOAL 1: 100% of staff will provide quality, standards-based learning experiences to help all students reach NYS Standards.

Objective A: Increase understanding and implementation of standards based lessons tailored to meet students’ needs.

Objective B: Increase differentiation and personalized learning so that more students achieve mastery.

Objective C: Integrate technology into standards based lessons.

Impact: All students are provided with opportunities to reach their maximum potential.

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

|Design and share clear learning targets with success |Mandatory |All Teachers, |August 2017-June 2018 |Coordinator of PD, |Lesson Plans, Walk-Through Data |

|criteria within a formative learning cycle | |Administrators, | |Instructional Coaches, | |

| | |Teaching Assistants | |Auddie Mastroleo | |

| | | | | | |

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

|Student self-assessment and goal setting |Mandatory |All UPK-5 Teachers, |August 2017-June 2018 |Coordinator of PD, |Attendance at Professional |

| | |Administrators | |Instructional Coaches |Development, Lesson Plans, |

| | |Teaching Assistants | | |Walk-Through Data |

| | | | | | |

| | | | | | |

| | | | | | |

|Professional Development Sessions on the Use of Microsoft |Mandatory and Electives |All Faculty and Staff, |September 2017-June 2018 |Director of Technology, |Attendance at Professional |

|365 | |Administrators | |ASI, Technology |Development, Walk-Through Data, |

| | | | |Integration Specialist, |Staff Surveys |

| | | | |Instructional Coaches | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

|K-3 Being a Writer program: Understanding and implementing |Mandatory |K-3 Teachers, Teaching |September 2017-June 2018 |Coordinator of PD, |Attendance at Professional |

|the components necessary for quality writing instruction as | |Assistants, Administrators| |Coaches, ASI, Building |Development, Bi-Weekly Check-In |

|part of an ELA instructional block | | | |Principals, Christine |Meetings, Walk-Through Data |

| | | | |Venturis, Suzanne Bright | |

|K-2 Being a Reader/Making Meaning Program: Understanding and|Mandatory |K-2 Teachers, Teaching |September 2017-June 2018 |Coordinator of PD, |Attendance at Professional |

|implementing the components necessary for quality reading | |Assistants, Administrators| |Coaches, ASI, Building |Development, Bi-Weekly Check-In |

|instruction as part of an ELA instructional block. | | | |Principals, Christine |Meetings, Walk-Through Data |

| | | | |Venturis, Suzanne Bright | |

|Designing useful, common curriculum maps to be used to guide|Mandatory |Teachers |July 2017-June 2018 |ASI, Administrators, |Completed Curriculum Maps, Lesson |

|instructional planning | | | |Curriculum Review |Plan Reviews, Curriculum Reviews |

| | | | |Subcommittee of CIC |by Content Area |

|Use of protocols that incorporate differentiation and higher|Elective |Teachers, Teaching |September 2017-October |Coordinator of PD, |Attendance at Professional |

|order thinking and can be used as formative data | |Assistants, Administrators|2017 |Instructional Coaches |Development, Walk-throughs, Lesson|

| | | | | |Plans |

GOAL 2: 100% of ELL students will be provided quality, standards-based learning experiences to reach NYS Standards.

Objective A: Increase understanding of language acquisition.

Objective B:. Increase understanding of how to differentiate and personalize lessons to meet the needs of ELL students.

Objective C: Increase understanding of co-teaching as a model to meet the needs of ELL students.

Impact: All students are provided with opportunities to reach their maximum potential.

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

|Best Practices for Assessing ELL Students | Elective |All Teachers |October 2017 |Coordinator of PD, WNY |Attendance at PD, Lesson Plans, |

| | | | |R-Bern |Student Performance Data |

GOAL 3: 100% of staff will learn to effectively utilize data to inform instruction and determine interventions.

Objective A: Develop quality lessons based on student data.

Objective B: Systematically analyze assessment data to develop instructional action plans

Objective C: Develop a closed-loop multi-tiered system of support (MTSS) using data to drive student interventions

Impact: Student achievement increases as a result of quality, targeted instruction and interventions.

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

|Developing a data driven instructional (DDI) framework to |Mandatory |All Teachers, |October 2017-June |ASI, Coordinator of |Attendance at Professional Development, Local |

|support quality instruction and interventions, including the| |Administrators |2018 |Professional Development |and State Assessment Results |

|roles of effective professional learning communities (PLCs) | | | |(PD), Curriculum | |

|at the K-5 level. | | | |Instructional Council | |

| | | | |(CIC), Instructional | |

| | | | |Coaches | |

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

GOAL 4: 100% of staff will meet NYSED requirements requiring School Violence Prevention and Intervention Training, including promoting mental health and wellness.

Objective A: Identify warning signs within a developmental and social context that relate to violence and other troubling behaviors in children.

Objective B: Identify the statutes, regulations, and policies relating to a safe nonviolent school climate.

Objective C: Identify effective classroom management techniques and other academic supports that promote nonviolent school climate and enhance learning.

Objective D: Understand how social and problem solving skill development can be integrated within the regular curriculum.

Objective E: Understand intervention techniques designed to address a school violence situation.

Objective F: Understand how to participate in an effective school/community referral process for students exhibiting violent behavior.

Impact: Student achievement increases as a result of a safe, supportive school environment.

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

GOAL 5: The district will provide all faculty and staff with training to support students’ social/emotional developmental health.

Objective A: To ensure that all students are supported in their development

Objective B: To ensure that staff have effective tools for providing higher levels of support for students in need

Impact: Students experiences higher levels of success as their needs are supported

|Professional Development Activities/Strategies |Format |Participants |Timeline |Person(s) Responsible |Evaluation |

|Therapeutic Crisis Intervention (TCI) Training |Mandatory |K-5 Teachers, |July 2017 – June 2018|Director of Pupil |Student Discipline Data, Survey Data |

| | |Transportation Department | |Services, Assistant | |

| | |Members, Selected Teaching| |Director of Pupil | |

| | |Assistants, Administrators| |Services, TCI Trainers, | |

| | | | |School Psychologists | |

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Every Student, Every Day

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