Orange Board of Education



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1. Positive aspects of the 2011-2012 professional development (PD) that Orange plans to retain and replicate include technology integration, job-embedded English Language Arts and mathematics best practices that address specific student achievement needs, Sheltered English, the administrators’ Professional Learning Community PLC, and the four full day and three half-day district PD dates. Additionally, teachers’ Common Planning Time (CPT) will continue to be used to further develop PLCs. The greatest challenge that emerged during the 2011-2012 PD was the level of fidelity when implementing best practices. Personal accountability and inspecting that which is expected will be addressed in the 2012-2013 PD Plan.

2. Yes, Orange has been able to document how PD is improving teacher practices and student learning. All participants in PD workshops, lesson studies, and job-embedded experiences completed evaluation forms online in My Learning Plan. The evaluations were analyzed for effectiveness. Additionally, walkthroughs and observations were utilized to determine the fidelity of implementation in teacher practices. Finally, benchmark and other assessments (NJASK, ACCESS, HSPA, and end-of-course assessments) were utilized to determine the effectiveness of strategies on student learning.

3. First, a needs assessment was conducted and used to determine the root causes preventing optimal student achievement. Next, representatives from each school’s PD Committee met, conducted two PD surveys in their individual schools, and shared their schools’ PD plans. Then, priority areas were determined, based on the District in Need of Improvement (DINI), Plan, CAPA reports, QSAC District Improvement Plan, new NJDOE initiatives, PD survey results, and curriculum alignment needs with the Common Core State Standards (CCSS). Finally, a plan was developed to meet the priority areas.

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1. Common elements in districts’ definitions of student achievement are growth and progress in a variety of domains including: cognitive, social, emotional and physical development. Healthy development in these areas is necessary to support academic learning. As the District Level Professional Development Committee (DLPDC) developed the PD Plan, the growth and progress of students was foremost in each decision that reached consensus.

2. Each school was represented on the DLPDC and communicated district priorities to individual school PD Committees. The district’s priority areas were determined through a needs assessment completed by the District Data Team, the Supervisor of ESL/Bilingual, the Director of Special Services, the Director of Math, Science, and PE/Health, the Director of English Language Arts/Testing, the Deputy Superintendent, the Superintendent. Data was reviewed to provide objective references for student learning. Professional development is provided to analyze data, to make meaning of the data, and how to implement strategies to have a positive impact on student learning. The DLPDC met and analyzed school plans to ascertain congruence with district goals. There is sharing among professional learning communities to have a dialogue and sharing of ideas between the local and district committees.

Evaluations of professional development are completed by participants. Needs of adult learners are assessed through classroom observation, review of lesson plans, walk-throughs, surveys, and student assessment data. Further, staff articulation at staff and grade level meetings address concerns and district curriculum.

3. Both formative and summative assessments were used. Key data of adult learning needs are based on student needs. Specific cluster and subgroup data has been examined for consideration from NJ ASK assessments, HSPA, the District Benchmark Writing Tasks, Study Island and Learnia to address instructional needs. Ongoing formative assessments such as through lesson studies and examining student work are implemented. In March, two surveys were given to teachers, one developed by the NJDOE and the other a district rubric that self-assesses implementation levels of instructional strategies.

4. District priorities include: Common Core State Standards implementation and curriculum alignment, Marzano’s Instructional Domains, three-part objectives, argument writing strategies, tiered vocabulary, mathematics instructional strategies that promote perseverance, ELA skills across the curriculum, collaboration between and among content area departments, reading strategies for informational text. Continued support will be given for Sheltered English, co-teaching, technology integration, Everyday Math implementation, Connected Math implementation, PMI and PSI implementation, Carnegie Math implementation, and project-based learning.

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1. Student learning goals:

During the 2012-2013 school year, all student subgroups will demonstrate a minimal 10% growth increase, as measured by analyses of formative and summative assessments in the areas of text analysis, research, application of tiered vocabulary, argument writing, perseverance in mathematical problems, application and mastery of the Common Core State Standards.

2. Professional Development Goals:

a. During the 2012-2013 school year, all teachers will participate in Professional Learning Communities to unpack the Common Core State Standards and identify and fill curriculum gaps that exist, as measured by meeting minutes, curriculum revisions, lesson plans/designs, and a minimal 10% growth in student achievement.

b. During the 2012-2013 school year, all teachers will participate in Professional Learning Communities to analyze Marzano’s Instructional Strategies and how they relate to the new evaluation system and their individual practices, as measured by self-assessments, walk-throughs, targeted observations, and a minimal 10% growth in student achievement.

c. During the 2012- 2013 school year, ESL, SE, LEP, and GE teachers will participate in differentiated professional learning experiences to increase differentiation of materials and instruction based on Study Island and Learnia data, to employ effective co-teaching strategies, to increase effective strategies for the continued implementation of Sheltered English, Read 180, and System 44, in order to increase student achievement by at least 10%, as measured by student schedules, lesson designs, walk-throughs, and analysis of summative and formative assessments.

d. During the 2012-2013 school year, mathematics teachers will participate in Professional Learning Communities that address professional development in grades K-5 that will continue analyzing the implementation of Everyday Math, in grades 6-8 the continued implementation of inquiry-based investigations in Connected Math, in Algebra I and Algebra II the continued implementation of Carnegie Math and its interactive technology component, in secondary mathematics the implementation of PMI methodology to increase student achievement by at least 10%, as measured by lesson designs, walk-throughs, and analysis of summative and formative assessments.

3. The district goals are aligned with the DINI plan, the QSAC DIP plan, the RTTT grant, and the results of the needs assessment. All plans are in place to increase student achievement.

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1. 80 % of Orange’s 2012-2013 PD opportunities are offered through Professional Learning Communities, online webinars, differentiated workshops, and job-embedded coaching and mentoring. 20% of Orange’s 2012-2013 PD opportunities are out of district workshops, conferences, and university courses. Orange is a partner with Montclair State University’s PRISM/CUSP program, which offers science, math, and technology. Rutgers University Center for Science, Math, and Technology Education will continue to provide job-embedded coaching and mentoring, as well as our partnership with the graduate program in middle school mathematics. Kean University will continue to partner with Orange, providing PD in PMI and PSI to secondary mathematics and science teachers.

2. The primary focus of the 2012-2013 PD centers on unpacking and implementing the Common Core State Standards at every grade level in every subject. Through RTTT funding, a PLC will begin the process in July 2012 and will become the teacher leaders in their schools and subject areas, forming grade level and department PLC’s to analyze our curricula for gaps and to co-plan necessary curriculum changes in a collaborative manner. Additionally, the CCSS brings with it a change in teacher and administrator evaluations; therefore, PD in Marzano’s Instructional Strategies will be more deeply implemented. Finally, teachers who are continue to struggle to implement best practices will receive differentiated job-embedded coaching and mentoring to assist them in increasing student achievement.

3. The District Professional Development Plan Committee will serve as a district council for the sharing and support of school Professional Development Plans. Serving as a conduit, the district will facilitate intraschool, interschool, and district wide initiatives to support shared as well as unique goals. We will continue to analyze and evaluate data responses from professional development experiences, and in a collaborative manner continue to provide additional professional development to support ongoing as well as new initiatives.

4. The process will include analysis of data and monitoring of benchmark assessments, District Writing Assessment, Journeys, Learnia, Study Island, Access, NJASK, and HSPA will be reviewed and analyzed to determine and address gaps. Conversations among the school teams, in collaboration with the district curriculum and testing department will address gaps based on the data analysis, and formulate a process to address any relevant issues in a collaborative manner.

5. Each school is represented on the District Professional Development Plan Committee. Additionally, the district Data Team provides schools with an analysis of the district assessment results on a regular basis. Each school has a PD Committee that collaborates with the school’s Data Team, in order to make informed decisions. Using the process established by the NJDOE, schools communicate with the stakeholders and subgroup representatives within the school and across the district. There is a continuous flow of information.

6. The district plan will be communicated to all stakeholders at Curriculum Committee Meetings, through the District Professional Development Plan Committee and Principals’ meetings to link with the school-based committees including SCLs. Further communication may be communicated at a faculty meeting, parent meeting, and on the district’s website. Teachers may share those aspects of the plan with students that relate to the teacher-student portion that is relevant.

7. The district continues to strengthen the connection between student learning goals and professional development opportunities. Identified student learning goals are the driving force behind the development of professional development opportunities. Efforts to identify student learning concerns in a timely manner are underway, in order to maintain focus on designing more rigorous professional development opportunities that result in improved student performance.

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1. Twice per week teachers meet during Common Planning Time and have become PLCs through lesson studies, master teacher presentations, debriefs with job-embedded consultants, technology implementation strategy. Additionally, the schools’ faculty meetings have developed into school-wide PLCs that collaborate between grade levels. Vertical articulation occurs across the district on specific dates on the district calendar. The district has identified internal and external expertise to support the PD plan through evaluations of former PD facilitation and nationally recognized experts in our priority areas. Four professional days of professional learning have been provided for district wide staff members geared toward their specific positions. Outside consultants with specialized knowledge in language arts literacy and mathematics have maintained supported on-going job embedded professional development.

2. The district has adopted My Learning Plan Inc., a flexible online system designed for fast and easy planning, management, and reporting of professional development offerings, appraisal processes, and more, to support focused educator growth resulting in effective classroom instruction and improved student achievement.

Teacher leaders continue to be recognized and supported for their expertise, and are encouraged to share strategies that have been successful. Teachers who attend external professional learning must share their resources at staff meetings. Professional development models for coaches to support teacher learning is viewed by the appropriate community of adult learners. The model is then implemented with students and the community of adult learners. This coach-teacher leader model is then replicated, using these strategies and lessons in their respective buildings.

The district has secured the funding for a district PLC to unpack the CCSS and develop school-based, subject-based, and cross-curricular PLCs to analyze curriculum gaps and to implement best practices to address these new standards. The district PLC will meet for two weeks in the summer of 2012 and will meet monthly throughout the 2012-2013 school year. This has a direct impact on student learning because it directly addresses the necessary shift in content and pedagogy. We have partnered with Scholastic for CCSS implementation; Kean University for PMI/PSI implementation; Metamorphosis, Dr. E. Morrell, and Ms T. Baulknight for job-embedded coaching and the master teacher PLC; PRISM/CUSP at Montclair State University for best practices in science education; and LlAMAE for Sheltered English job-embedded professional development. The district has identified key teachers and administrators as facilitators of professional development for Marzano’s Instructional Strategies and for co-teaching best practices.

3. The district’s Professional Development Summer Leadership Academy meets for five days, during which district administrators collaborate and articulate district initiatives, goals and objectives for the coming school year. Principals, supervisors, directors, student support and technology staff attend to support the delivery of teaching and learning. During the school year, the district leadership meets weekly, and with Principals on at least a monthly basis where student learning and achievement concerns are paramount.

Parent involvement is a key component to student academic success. The district provides numerous opportunities to involve parents as partners in their children’s learning. The Superintendent held community forums in the evening and on Saturdays to share key data and invite parent involvement at PTSO/A meetings. Principals’ invite parents to morning coffee hours to share relevant student achievement information. District curricular leadership continues to attend parent meetings to inform them about instructional matters, and provide suggestions for what parents can do to support their children’s’ learning. District Curriculum Council meetings are open to parents. Board of Education meetings consistently focus on student achievement goals, and data about district student performance, as well as initiatives to promote and support students and teachers are shared with the community in this venue.

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1. Evidence of the knowledge, skills or behaviors learned by professionals are a result of this plan will be seen during walk through, lesson design activities and turn key sessions. The specific areas of professional development to be implemented are as follows: CCSS implementation, Marzano’s Instructional Strategies, three-part objectives, PMI/PSI, Mathematics Lesson Studies and Best Practices, Sheltered English, English language arts lesson studies and best practices, and co-teaching strategies.

2. Formative and summative assessments will continue to be analyzed to determine the impact of PD on student academic growth. Additionally, walk-throughs and teacher observations will be utilized, focusing on student engagement, CCSS alignment, and the level of rigor.

3. The district will collect additional data to support the program evaluation process from the following areas: ACCESS, NJASK scores for grades 3-8, HSPA and the end-of-course state assessments for grades 9-12, district quarterly benchmarks (including Study Island, and Learnia pre and post assessments. In addition, monthly progress monitoring, pre- and post- data reviews, and peer reviews of student work incorporating the use of rubrics, portfolios, and project-based learning will be viewed.

4. The District Professional Development Plan will continue to support job-embedded professional development from district curricular staff, Master Teachers, peer coaching, common planning time, interclass visitations, and consultants. The schools’ leadership has supported continued development of a trusting, respectful learning environment, which includes building both collegial and congenial relationships. Minutes from meetings will serve as evidence that articulation and evaluations are occurring. Additionally the district professional development calendar and My Learning Plan will continue to be updated regularly.

5. Surveys are conducted as an evaluation instrument at the conclusion of formal professional development offerings. Discussion is used after on-going professional development with different learning constituencies. These focus groups consisting of parents and staff are generally smaller in number and provide for a meaningful exchange of viewpoints, among members as they continue to address learning goals. Community members attend and support district events. Parents are encouraged to participate through PTSO/PTA and other parents meetings conducted within the schools to support the learning and development of their children.

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1. Successful key elements of the previous professional development include: analysis of student data; Sheltered English; focus on content specific gaps and concerns to address the instructional process; content coaching; project based learning; best practices in mathematics, writing and analyzing text.

2. Student achievement is defined as growth and progress in a variety of domains including; cognitive, social emotional and physical development. Healthy development in these areas is necessary to support academic learning. In order for students to become productive members of the school and the community at large, the district will provide programs that support character education, nutrition awareness and healthy lifestyles. Key findings from the needs assessment include CCSS curriculum gap, uneven implementation of best practices, uneven fidelity in implementing mathematics programs, uneven implementation of co-teaching strategies, and lack of attention to tiered vocabulary/scaffolding in LEP classes.

3. The professional development goals are aligned to the New Jersey Professional Standards for Teachers and School Leaders that impact knowledge, dispositions and performance. Goals are connected to student learning outcomes with in the school district. We will continue to look at incremental progress toward achievement proficiency for students on standardized tests, and maintain focus on having more students achieve advanced proficient scores on state mandated assessments.

4. Schools will utilize Common Planning Time, faculty meetings, and job-embedded coaching and mentoring for professional development as outlined in their PD plans. Professional learning will occur in grade level PLCs, department PLCs, and cross-curricular PLCs. These school PLCs will have representation on district PLCs to ensure collaboration between all schools. All professional development opportunities will be published in My Learning Plan and participants will evaluate the professional learning.

5. Partnerships with Montclair State University, Kean University, Metamorphosis, Scholastic, Dr. E. Morrell, and Ms T. Baulknight will be monitored through My Learning Plan and debriefs with providers. Additionally, master teachers and administrators will confer with the schools’ and district’s PD Committees to ensure that all plans are implemented and evaluated.

6. Evaluation of Professional Development initiatives will occur through surveys, focused dialogue, walkthroughs, observations, and student assessment data analysis and feedback opportunities. The goal is to implement best practices with 100% fidelity, provide differentiated coaching and mentoring for struggling teachers, increase student achievement by a minimal 10%.

Cleveland Street School

Cleveland Street Elementary School has offered professional development that is collaborative, ongoing, and job embedded. The professional learning opportunities that are planned for the 2012-2013 school year will expand upon what was previously instituted in prior plans. Key elements of the previous professional development that will be leveraged in the new plan include content coaching, lesson study, and lesson design. Continued professional development in content specific programs and strategies, as well as content knowledge, will increase teachers’ mastery of the subjects that they teach. Training in data analysis, technology, portfolios, 3-part objective and teaching and learning strategies will also be replicated.

The focus of professional development will be job-embedded; however we will also offer professional learning experiences through partners and outside providers that will further enhance teaching practices. The three identified content areas in the school operational plan areas are language arts, mathematics and science. Technology will be incorporated in each content area and will be a major focus for the advancement of teacher preparation to better facilitate instruction and further personal growth.

Increasing student achievement is Cleveland Street School’s first priority. This includes making sure that all students have the skills and knowledge to function successfully in the school so that they may succeed as adults. Student success can be defined as the ability of a student to support him or herself in this society after completing the educational process. Multiple school-based performance data will be analyzed to reveal strengths and obstacles including student assessment data, minutes from meetings with stakeholders, and staff professional development surveys. The SMT and PD committee will collaborate with the staff to identify areas in need of improvement and develop a plan of action that includes ways to address the learning needs of the staff.

The school’s learning goals include increasing student achievement by 10% on standardized tests in mathematics, language arts, science, and social studies with the integration of technology into these areas by May of 2013. Teachers will become experts in teaching these content areas through content coaching with master teachers and training offered by Metamorphosis, Conquer Math, PRISM, Liberty Science Center, and other outside providers on curriculum initiatives such as Everyday Math, Connected Math, Journeys, LEADS, 6+1 writing traits, FOSS, and CPO Science.

Professional development opportunities will be focused on a collaborative goal of understanding and implementing the Common Core Standards. Emphasis of professional learning on instructional strategies, best practices in teaching, improving student discourse, content area specific learning strategies, alignment of instruction to technology integration, and curriculum program implementation as documented in the Needs Assessment will also be a priority. Professional learning for Cleveland Street School staff will continue to take place as a combination of out of district, in district, and job-embedded opportunities; however, we will concentrate on providing job-embedded professional learning opportunities. Job-embedded professional learning will be provided by the master teachers, technology coordinator, social worker, and principal and will take place during scheduled time during the school day including common planning meetings, SLC meetings, grade level meetings, and staff meetings. In addition, the administrator will recommend or mandate professional development for individual teachers based on their observations, evaluations and Professional Improvement Plans.

In order to increase our academic achievement level within our special education population we will educate teachers to remediate those who have yet to acquire the needed skills or background of reading. We will continue to provide intensive individualized and differentiated instruction across all content areas as we have experienced a number of successes in student progress. We will continue the execution of our plan to acquire full implementation.

In mathematics and language arts, professional learning experiences will focus on implementing the Common Core Standards, increasing content knowledge, and improving the implementation of content specific programs. Professional learning in math will continue to include professional learning opportunities in Everyday Math and Connected Math programs; discovery based teaching and learning as well as the use of technology in mathematics. It will focus on using data to drive instruction and involving students in that data analysis. To strengthen professional learning in language arts, experiences will be centered on Writer’s Workshop, nonfiction reading comprehension, LEADS, Journeys, and Prentice Hall Literature. Common Core areas in college readiness for reading and writing will also be addressed.

Professional learning experiences in science and technology will focus on the NJ CCCS and district initiatives. In science we will target the NJ CCCS, utilizing the FOSS and CPO science hands-on discovery-based learning system, science notebooks, and the integration of science with literacy and mathematics. Each of these content areas will focus on academic discourse, Common Core Standards, data analysis to drive instruction, portfolios, lesson design, accountable talk, and promoting a student-centered learning environment among other teaching and learning strategies. In technology will focus on the infusion of technology into lessons of all content areas, utilizing the classroom computers as learning stations and SmartBoard. In special education, teachers will be engaging in professional learning related to instructional strategies for differentiation and behavioral interventions for hard to handle students.

Cleveland Street School will also focus on providing training in effective and positive communication with students to improve the overall climate of the school and to motivate students to success. Additional training in HIB and tolerance will further enhance the positive climate of the school.

Teachers will improve their practice and enhance instruction through professional learning related to aligning the NJ CCCS and CCSS to instruction. Teachers will receive training in facilitating student discourse to promote a more student-centered learning environment. Professional learning will continue to include data analysis to drive instructional practices, integration of literacy and technology across all areas, as well as focus on higher order thinking skills, accountable talk, rigorous instruction, and differentiation.

As we strive for excellence, we will employ Multiple Learning Theory, Bloom’s Taxonomy, as well as various differentiated techniques and tools in order to address the various learning styles and abilities within our student population. It is our goal through the implementation of this outlined professional development plan to enable our teachers to provide instruction that is both engaging and rigorous in all three identified content areas.

The School Professional Development Plan supports job-embedded learning and professional collaboration by scheduling common planning time, SLC meetings, grade level meetings, staff meetings, professional learning sessions, and professional development days. All of these structures are built into the school day and the regular schedules of the teachers. In addition, teachers are permitted to attend workshops from partners and outside providers both in district and out of district.

Knowledge, skills and behaviors learned during professional development opportunities will be evident through the increase in student achievement and school improvement demonstrated in the school performance data and student assessment data. In addition, the principal and master teachers will be able to document improved teacher practices document an improvement in teacher practices. Workshop evaluation forms, professional development assessments, and staff surveys will be administered to staff and focus groups will form to discuss the value of professional development opportunities to staff.

Professional learning is done on a continuous basis to ensure the highest quality of instruction and to attain a comfort level for the implementation of research-based best practices for teachers and paraprofessionals. These professional learning opportunities seek to improve the learning of all students by organizing adults into communities that will explore coherent, strategic planning which is research-based, collaborative and a result of the evaluation of pertinent data. In line with our school’s vision and mission statements, Cleveland Street Elementary School seeks to enable and prepare educators to hold high expectations for the achievement of all students and support their academic, social, emotional, and physical development in a supportive learning environment. Continued professional learning will assist teachers in acquiring the knowledge to effectively identify and remediate student weaknesses. The ultimate goal of Cleveland Street Elementary School is not to maintain but to increase the level of academic achievement for all students.

Early Childhood Center

The OECC will provide PD in smaller learning communities in the areas of language and literacy development, child assessment data and instruction, social and emotional development and best practice in multicultural and multi-linguistic classrooms. Teachers will reflect on their current practices, complete short relevant assignments, discuss those assignments with co-workers, share ideas, and discuss best practices and reading assignments. In addition they will be observed by support staff and their peers and given individual feedback. Through observations, learning walks, lesson plan reviews, surveys and assessment data, etc, the Professional Development Plan will be monitored.

The OECC has defined student achievement as individual growth in cognitive, physical, and social/emotional development in such a way that students are able to think critically, problem solve, take risks, and inquire about the world around them. In order for the children to reach their greatest potential the OECC will identify adult learning priorities using informal and formal assessments such as classroom observations/feedback sessions, reviewing of the lesson plans, classroom focused walks, child assessment data, structured observation tools, and staff professional development surveys. The professional goals for the 2012-2013 school year are language & literacy development, linking child assessment to instruction, multi-cultural and multi-linguistic strategies and techniques, and social and emotional development (positive behavior support).

Professional development sessions will be done in a variety of ways including the following:

large and small groups, one on one instruction, Professional Learning Communities, and peer to peer observations and feedback. Professional development plans will be communicated to all staff via staff meetings, newsletters and emails.

Early Childhood will need the following resources for professional development: time for the High/Scope certified teachers to participate in a PLC and share ideas. In addition, time is needed for teachers to visit their peers in other sites/districts for them to have opportunities for networking with their colleagues.

As a result of the professional development plan, instructional staff will implement the curriculum at a high level and become High/Scope certified. Also teachers will score 5 or better on all structured observation tools, they will have positive classroom observations, there will be noticeable changes in the children’s play, cognitive skills and the way they problem solve (as indicated in the child assessment report). There will be fewer children with challenging behaviors and less referrals made to the preschool intervention and referral specialists.

Forest Street School

Forest Street School will continue to utilize the academic master teachers, technology coordinator, consultants, colleges/universities, district supervisors, and building administration to provide professional development opportunities in best practices in literacy, mathematics science and technology practices to prepare staff members for providing students with optimal instructional opportunities. All professional development opportunities will address the teaching and learning process to increase teacher content knowledge in core subjects, the use of scientifically based instructional best practices, alignment to the New Jersey Core Curriculum Content Standards, Common Core State Standards, and data analysis to inform instruction.

Professional learning opportunities of the Common Core State Standards will take place during weekly team meetings, monthly staff professional meetings, horizontal and vertical articulation, job-embedded workshops, in and out of district workshops. All learning opportunities will continue to be collaborative, targeted to the needs of staff and students based on summative and formative assessment data.

The School Professional Development Committee will continue to meet once per marking cycle to review and monitor school wide data, teacher surveys/input and provide feedback on professional development needs in literacy, science and mathematics instruction, differentiated instruction, developing higher order thinking skills, integrating technology, analyzing student data and implementing the Common Core Standards . Teachers will be held accountable for utilizing student data to drive instruction.

Budgeted resources will include expenditures to pay for substitutes, contracted outside provides, materials and external conferences to ensure that teachers maximum benefit for professional learning opportunities. Seventeen percent of the professional learning budget will go towards substitutes, four percent will be allocated for materials, forty-two percent will be allocated for contracted outside providers and thirty-seven percent will be allocated for external conferences and/or workshops.

60% of teachers’ practices will improve as evidenced by student data, walk-throughs, lesson plans, and observations.

Heywood Avenue School

1. The teachers, paraprofessionals and administration at Heywood Avenue will continue to analyze student data gathered from state and local assessments (formal and informal). When analyzing the data, we will continue to evaluate an individual child’s progress (several times a year through the use of Study Island benchmarks) from each year to determine if there are patterns. We will continue to focus on patterns that are school wide and develop workshops for those deficiencies. Workshops will be developed based on the needs of the students, as evidenced in their performance data, and the needs of the teachers as to where they feel they need to support.

2. Heywood Avenue School’s definition of student achievement is realized in our students’ preparation in becoming productive and responsible citizens. Their individual achievement will be evident in their development of character, independence in their learning, development and application of critical thinking and problem solving skills, social and emotional strengths, and academic achievement evidenced in varied learning styles, modalities, and experiences, both formal and informal.

3. Our school’s professional development goals are:

• Staff will be trained to establish Professional Learning Communities (PLC) to collaborate on lesson planning, development of formative and summative assessments, discuss student modifications for ELL, Special Education, and other student subgroups. The PLC would further enhance the cohesiveness in the school community.

• Further incorporate the technology resources available to staff in their classroom instruction (i.e. Smartboard, Student Response Systems, handheld electronic devices).

• Improve teachers’ ability to model the Writing Process and craft various writing pieces themselves in order to teach these skills to their students.

• Attend to a consistent area of need as evidenced by student state assessment data: Analyzing and Working with Text.

• All teachers having at least (2) collegial visits to obtain ideas on instruction from their colleagues.

• Improve student performance in Reading Comprehension and Number Sense.

• To implement the framework of Writer’s Workshop to increase the frequency and quality of student writing.

• Professional development that advances the knowledge of all students uses multiple student data (Benchmarks, NJASK) to determine staff priorities, monitor progress, and help maintain continuous progress.

4. Our professional development goals align with our school goals in that all of the training priorities defined have a direct impact on students attaining the learning goals we have collectively identified that we desire that they achieve. Teacher preparation, through effective training, will translate into increased student performance in the areas we have noted as our measurable and attainable goals.

5. In order to meet the professional development goals more time is needed to provide for professional development workshops. Flexible scheduling opportunities are necessary in order for teachers to work in collegial groups to collaborate, develop effective professional learning communities, and to set and enforce standards of instruction and learning.

Currently, time is allocated for professional development through grade level meetings, staff meetings, half day workshops, afterschool workshops, and occasional summer workshops provided by the district. Teachers receive certificates and professional development hours (C.E.U.) as incentives for attending approved programs. Teachers use planning time for collaborative professional learning. One prep period per week is allocated to collaborative learning amongst colleagues to address topics which will directly affect their classroom practices and student achievement. All subject area teachers including the arts, physical education, and technology are encouraged to collaborate with all grade level teachers and across all content areas to increase student learning. The district’s administrative staff and staff developers will continue to formally and informally observe and evaluate teachers, giving valuable constructive criticism to members of the district.

6. Administrators and teachers work together to pinpoint professional development needs. A number of professional development resource materials and consultant expertise is provided for professional learning. Teachers are encouraged to seek out individual professional development opportunities. Within the district, teachers with advanced degrees and in depth knowledge in a subject area are recruited to share best practices and train staff as needed. Prism staffs from Montclair State University have trained staff in the Everyday Math and Connected Math Series. Our Technology Coordinator provides afterschool workshops to train staff on technology use and integration.

In order to demonstrate that the school community values and nurtures quality professional development the school administration consistently provides staff with professional learning opportunities by coordinating professional development days for all grade levels. Substitutes are provided to cover classes as needed and outside consultants are brought in to train staff throughout the year. The district has also dedicated three days in the school calendar for district-wide professional development. This ensures that each staff member who attends all district year-long training sessions will receive their required 20 hours of professional development without having to leave the district.

Lincoln Avenue School

1 We will continue to support last years’ professional learning opportunities in the areas of guided reading, writing, word study, vocabulary development, literacy work stations, the writing process (6+1), writers’ workshop and higher order thinking skills in Bloom’s Taxonomy.

2 The definition of student achievement is the daily and weekly improvement of skills reflected in students’ oral and written work and applying these skills to higher level thinking and problem solving.

3The Professional Goals that are connected to the student learning goals for the school /district are:

• Increase student achievement by 10% from the previous school year based on district benchmark assessments and the state exam

• Teachers will participate in workshops relating to the writing process to encourage students to be writers

• Collaborative lesson planning in all grade levels

• The school principal/assistant principal will be responsible for walkthroughs and formal observations to monitor classroom instruction properly aligned to CCS and student learning

• Professional development to increase technology integration into all subject areas

• Specialty area teachers will integrate content area skills, aligned to CCS into their specialty area lesson.

• Teachers will participate in collegial visits to obtain better instructional practices

4 The process and structure that will be used in order to provide professional development will be

• Addressing the needs of the teachers based on feedback and dialogue during staff meeting, grade level meeting, PLCs and evaluation surveys

• Student data analysis of formal and informal assessments

• Infusion of technology in all areas

• Outside consultants, district-wide professional development, on-line and video training (Success at the Core and Kahn Academy).

5 Evaluation of our professional development goals in the first year will be immediate feedback (workshop evaluation) after each professional development workshop, teacher survey rating the 2012-2013 workshops and teachers’ strengths and weaknesses to determine future workshops.

Oakwood Avenue School

1) Professional development will continue to foster improvements in student learning and teacher instruction. Job-embedded training, content coaching, in district workshops, out-of-district conferences, memberships in learning organizations, and professional collaboration during common planning time, grade level, I&RS, SLC, and staff meetings are the ways in which Central School will increase academic discourse amongst teachers, and thereby improve student learning.

2) The school’s level of achievement is measured by various methods of assessment which include norm referenced measurement, portfolios, projected based learning, teacher observation, and state established rubrics. In reflecting on the needs based on the measures administered, it is determined that the learning needs to focus on problem solving and higher order thinking in math, language arts, and science, as well as academic language development that would enhance their comprehension, written fluency, and language discourse.

 

3) The professional development goals connected to the student learning goals include establishing professional learning communities, facilitate the utilization of research based strategies, implement job embedded PD reflecting data driven instruction, expand teacher knowledge in the content areas and the increased utilization of technology.

 

4) Professional development and the implementation of these goals will occur at grade-level meetings and common planning time, faculty meetings, job-embedded training (with peer visitations and coaching), district-wide professional development, and via outside consultants and collaborative partnerships. In addition, district-mandated programs and support such as Journeys, Everyday and Connected Mathematics, and Metamorphosis will be used to provide professional learning opportunities.

 

5) Professional development resources will include (but are not limited to) Orange Board of Education, Rutgers University, USDOE, Seton Hall University, Montclair State University will align practices to a focus on instructional strategies and academic best practices. These resources will ensure that professional learning is ongoing.

 

6) The goals for evaluation of our professional development are: to determine if the program goals were met the effectiveness of the presentation, the engagement of the program, and the appropriateness of the program. In addition, job-embedded professional learning opportunities will be structured by Master Teachers, the Technology Coordinator, and administration.

Orange High School

1. Trend data reflects a long term failure to demonstrate mastery in reasoning and writing skills. It would be beneficial to continue our efforts in these areas.

2. The school defines student achievement as the evidence of knowledge and growth in our students’ social, academic and emotional development. Evidence of student achievement, academically, has come in the form of a ten percent decrease in student failure from the March HSPA administration to the October HSPA administration. We also decreased our overall student failure by fifteen percent and our mean scores have increased. Students who were persistent discipline cases have demonstrated fewer to no disciplinary infractions. We have established an effective partnership with student support services in order to address social and emotional needs that impede student progress.

3. Our professional development goals that are connected to the school’s learning goals include:

a. Teachers will deliver engaging, aligned, and rigorous instruction.

b. Teachers will enact effective classroom management rituals and routines that are supported by a clear and effective administrative policy.

c. Teachers and administrators will collaborate within their professional learning communities by sharing best practices.

d. Teachers will be afforded to opportunity to audit classes and participate in focus walks with the goal of peer sharing.

e. Teachers will incorporate into their repertoire cooperative learning.

f. Teachers will be well versed in multiple strategies and modalities, including cooperative learning, Socratic questioning, addressing essential questions, integrating “talk moves” in the classroom, designing 3 part objectives and developing S.M.A.R.T. goals.

g. Teachers will be skilled in creating Authentic Assessments

h. Teachers will be well versed in understanding, adapting, and providing quality instruction in the Common Core State Standards.

i. Teachers will incorporate the use of student portfolios into the class setting

j. Teachers will be well versed in Marzano instructional strategies

4. Common Planning Time (CPT) meetings, Small Learning Community (SLC) meetings, faculty meetings, job-embedded coaching, District level training sessions, and department-based prep meetings are means by which staff has met to address our professional development goals. Most of these opportunities are embedded within the teacher’s individual schedule. Staff members, Administrative team members, and consultants are utilized to turnkey, support, and mentor implementation of strategies and instructional practices. In addition to professional development days that are embedded in the school calendar, we collaborate with other schools, training facilities, universities, and consultants. Staff members are given opportunities to receive job-embedded coaching.

5. The school will ensure that professional development will be ongoing by implementing the professional learning and unified action plans. The master schedule accommodates the facilitation of our professional development activities within the school day which is most useful and cost effective.

6. Our goals for evaluation of our professional development are to:

a. Observe/assess PD for rigorous instruction and efficacy through participant feedback.

b. Assess effectiveness and needs of school discipline plan in supporting an ideal learning environment through stakeholder surveys.

c. An assessment at the end of each marking cycle focused on the success of the technological initiative. This assessment will focus on:

i. the level that technology is integrated in all content areas

ii. the manner is which technology is utilized

iii. the level of functionality and ease of use by the teacher and student

Orange Preparatory Academy (Orange Middle School)

1. The key elements of 2011-2012 professional development plan leveraged in the 2012-2013 plan are:

• collaborative job-embedded professional learning opportunities utilizing coaches, administrators, peers, and consultants

• differentiated learning and honing of skills in using instructional time appropriately, writing a three-part objective effectively, implementing higher order thinking skills, Math Lesson Studies, Data Analysis, SIOP, Educational Leadership, Project-based Learning, Technology Integration, curriculum mapping, argument writing strategies, aligning instructional objectives with the Common Core State Standards, and training in holistic scoring including 4 point responses

• results-driven, research-based team learning

• content-based pedagogy with a focus on student work that is results oriented

2. Orange Preparatory Academy’s definition of student achievement: “Student achievement is demonstrated by individual growth, character development, and success in attaining new academic skills, social skills and knowledge, as well as applying these skills and knowledge to real life problems.” Our needs assessment revealed that professional development must be differentiated, just as student learning activities are differentiated. Evaluations of the current professional learning opportunities revealed that the ratings were satisfactory. Additionally, the professional development rubric survey revealed that knowledge and implementation of Carnegie Math and Cognitive Tutor is the area of greatest self-reported weakness. Therefore, it is a priority for 2012-2013. Other areas of noted need were Breaking Down the Block/Learning Centers, Guided Reading, Talk Moves, CCSS, and the Marzano and Danielson teacher evaluation models. Finally, time and accountability are factors in attaining and implementing professional learning strategies.

3. Professional Learning Goals:

In conjuction with the NJEA’s definition of professional development, “a comprehensive, sustained and intensive approach to improving teachers’ and administrators’ effectiveness in raising student achievement,” and the eleven NJ Professional Standards for Teachers (N.J.A.C. 6A:9-15), Orange Preparatory Academy’s differentiated, specific, measurable, attainable, results-based, and time-bound goals are as follows:

• Teachers and administrators will participate in planned and meaningful job-embedded professional learning that enhances the delivery of instruction, especially as it relates to the NJCCCS and CCSS, as measured by the growth of their students’ academic achievement on summative and formative assessments during the 2011-2012 school year.

• Mathematics teachers and language arts literacy teachers (GE, SE, and ELL) will participate in planned and meaningful lesson studies that minimally increase proficiency/advanced proficiency on mathematics benchmark assessments, NJASK, End-of-Course State Assessments, Learnia, weekly school-based assessments and periodic district checks by 10% by June 2013.

• Planned and meaningful job-embedded professional development in Sheltered English (SIOP) strategies that will increases ELL student achievement in inclusion classes and newly-exited ESL/Bilingual students as measured by lesson designs and a 10% increase in proficiency/advanced proficiency on summative and formative assessments by June 2013.

• Teachers will participate in planned and meaningful job-embedded professional learning in strategies that foster technology skills needed for successful implementation of student-centered learning environments as measured by lesson designs that lead to minimal 10% increase in student achievement by June 2013.

• Teachers will participate in planned and meaningful job-embedded professional learning that increases data analysis from summative and formative assessments to drive instruction as measured by lesson designs with differentiated activities and a minimal 10% increase in student achievement by June 2013.

• Teachers and administrators will participate in planned and meaningful job-embedded professional learning that tackles social-emotional aspects of learning as measured by a 10% decrease in behavior referrals and suspensions.

• Teachers and administrators will participate in planned and meaningful professional learning as mandated by the district and individual professional development plans as measured by observations and evaluations by June 2013.

4. Professional development will be offered in a variety of structures, but most will be job-embedded team based learning. We are in partnership with Rutgers University’s Center for Mathematics, Science, and Computer Education and Montclair State University through PRISM. Small learning communities and departments will analyze student work and departments will develop common assessments. Through lesson studies and tuning protocols, teachers will observe the practices of other team members. ELL and special education teachers participate in subject area professional learning with general education teachers, but professional development specific to their needs is provided. Additionally, various presenters, including district appointed consultants, as well as district teacher trainers to conduct staff development days in the fall, faculty and department meetings, and during the school day throughout the year.

5. The district calendar provides two district professional development days and one Orange Education Association professional development day. Arrangements are made for class coverage for professional learning opportunities. Funds to support professional development at Orange Preparatory Academy will be included in the annual budget. Additionally, SINI funds, DINI funds, and SIAa, funds are earmarked for professional development. These financial resources will defray the cost of the following: individual staff members to attend professional development workshops and seminars not offered within the district, outside presenters to offer workshops within our school, substitute teachers to cover for staff members while attending content-specific in-house workshops conducted by school consultants. Leadership training occurs during the summer. Often, district-driven professional development is held during the summer.

6. The 2012-2013 professional development plan will be monitored regularly throughout the school year by the central administration, building administration, and professional development committee. Student achievement data derived from various benchmark assessments and the NJ ASK will be reviewed to assist in the mentoring of all professional development. By June of 2013, there will be a minimal 10% increase in NJASK, Learnia, ACCESS, benchmark assessment, end-of-course state assessments, Study Island scores, building-based assessments, and periodic district checks. Staff members will complete evaluation forms rating the quality and pertinence of all professional development opportunities offered throughout the year. The February 2013 Professional Development Rubric Survey will show at least a .2 increase in the areas that scored below a 3.0. Climate surveys will increase by at least 10% and the number of discipline referrals and suspensions will decrease by at least 5%.

Park Avenue School

Through high quality collaborative professional learning, teachers and support staff will continue to improve student learning by being a resource to each other. Park Avenue School will continue to offer professional development opportunities to staff in various forms to include: job-embedded training, content coaching, in district workshops, out of district conferences, memberships in learning organizations, and professional collaboration during common planning time, grade level, SLC, and staff meetings. Key elements of the previous professional development that will be leveraged in the new plan include content coaching, lesson study, and lesson design. Continued professional development in content specific programs and strategies as well as content knowledge will increase teachers’ mastery of the subjects that they teach. Training in data analysis, technology, portfolios, 3-part objective and teaching and learning strategies will also be replicated.

Park Avenue School is committed to providing both challenging and enriching academic and social programs that will nurture the whole child and foster success. Park Avenue’s definition of student achievement is “Student achievement is described as the academic, social, emotional, and physical growth and development of the individual. It includes the attainment and application of new skills and knowledge that lead to the accomplishment of goals and future success.” In order to determine the best way to support student achievement, we first determine the professional learning needs of the staff by collecting and examining multiple types of data, including student assessment data, minutes from meetings with stakeholders, and staff professional development surveys. After highlighting possible causes for obstacles in student performance and/or staff development needs; staff will come together, brainstorm and draft a plan of action for improvement. In turn, the Professional Development Committee will use the information to address the professional development needs of the staff.

Park Avenue School’s professional development goals focus on improving instruction to meet the academic needs of students as well as their social and emotional needs. The school’s learning goals focus on increasing student achievement by 10% on standardized tests in mathematics, language arts and science, with the integration of technology into these areas by May of 2013. The professional development goals all aim to improve instruction in the areas of language arts, math, science, social studies, technology, and social-emotional by offering professional learning through collaborative learning structures at the school level.

Professional development opportunities will be focused on a collaborative goal of understanding and implementing the Common Core State Standards. Emphasis of professional learning on instructional strategies, best practices in teaching, improving student discourse, content area specific learning strategies, alignment of instruction to technology integration, and curriculum program implementation as documented in the Needs Assessment will also be a priority. Professional learning for Park Avenue School staff will continue to take place as a combination of out of district, in district, and job-embedded opportunities however; we will concentrate on providing job-embedded professional learning opportunities. Job-embedded professional learning will be provided by the master teachers, technology coordinator, social worker, and principal and will take place during scheduled time during the school day including common planning meetings, SLC meetings, grade level meetings, and staff meetings. In addition, administrators will recommend or mandate professional development for individual teachers based on their observations/evaluations and Professional Improvement Plans.

Park Avenue School will also provide training in effective and positive communication with students to improve the overall climate of the school and to motivate students to success. Additional training in HIB, abstinence, and tolerance will further enhance the positive climate of the school. In special education, teachers will be engaging in professional learning related to instructional strategies for differentiation, life skills, and behavioral interventions for hard to handle students.

Park Avenue School will continue to partner with PRISM, NJECC, and the Liberty Science Center, Metamorphosis, as well as reach out and collaborate with other schools within the district for information on successful programs and professional learning opportunities. Teachers who attend conferences or seminars in or out of district will turnkey the information to others at staff meetings and grade level meetings. In addition, opportunities for after school hours professional development is expanding at Park Avenue School to include study groups, PD sessions, summer professional development academies, and an in-house professional library and media library. Support staff members and lead teachers are also developing their staff web sites to act as resources for teachers. On staff web sites teachers can find literature, research, web links, webinars, podcasts, and screen casts for teachers.

Skills and behaviors learned during professional development opportunities will be evident through the increase in student achievement and school improvement demonstrated in the school performance data and student assessment data. In addition, the principal and master teachers will be able to document improved teacher practices document an improvement in teacher practices. Workshop evaluation forms, professional development assessments, and surveys will be administered to staff and focus groups will form to discuss the value of professional development opportunities to staff. Surveys will also be administered to students and parents to solicit the areas in need of improvement.

Park Avenue School expects that the gains in student achievement will be significant, as teachers become experts in their respective areas. As a result of both job-embedded, in district and out of district learning opportunities provided to staff, it is expected that teachers will be better equipped and their practice will continue to improve. A culture shift to a professional learning community will enhance and refine teacher practice as well as provide professional learning in best teaching practices and instructional strategies that will in turn lead to an increase in student achievement.

Rosa Parks Central Community School (Main Street School and Central Elementary Schools)

Reflection:

We will leverage the following elements of previous professional development in the new plan:

• SIOP (Sheltered Instruction, Observation Protocol)

• Valuable Discussions via Student Portfolios/Tuning Protocol

• Co-Teaching Model

• PRISM (Professional Resources in Science and Mathematics) Montclair State University

• LEADS (Literacy is Essential to Adolescent Development and Success)

• High Scope

• Metamorphosis Teaching Learning

• Job-Embedded Coaching and Support-

• Instructional 3 Part Objective

Needs Assessment/Student Achievement

Student Achievement Defined: Our definition of student achievement is quite simple; student achievement is measuring the success rate of our student’s ability to problem solve, make wise decisions independently, work collaboratively, take personal responsibility and accountability for one’s learning, and achieve proficiency or better on rigorous assessments (i.e., formative, high stakes). A positive, safe environment that stimulates the habits of mind centered on student achievement, created within each classroom and the school as a whole, affects the rate of student achievement. Our goal is to provide students with the opportunity to become confident, life-long learners actively engaged in their own achievement. Student-centered, constructivist learning will demonstrate higher-order thinking, communication skills, problem solving, and synthesis of attained knowledge. We understand that children learn in different increments; academic and social achievement in our school should be judged individually as well as collectively.

Needs Assessment: According to the Professional Development Needs Survey issued to our instructional staff, we would benefit most from professional development in the following areas:

• Common Core Standards

• Marzano’s Instructional Strategies

• Instructional 3 Part Objectives

• Student Created Authentic Assessment

• Everyday and Connected Math

• Journeys/LEADS

• Implementing Higher Order Thinking Skills

• Integrating Technology

• Analyzing Student Assessment Data

Professional Development Opportunities:

Professional Development will be delivered using the following methodologies:

• Job-embedded with Master Teachers

• Content-based team learning via Common Planning Time (Grade Level, Small Learning Communities, and Vertical Articulation Meeting)

• On-line Learning Opportunities (i.e., Webinars)

• District-provided Professional Development Opportunities

• Teacher-Driven Professional Development Opportunities

Professional Development Resources:

We will reference the following resources as we map our professional development and develop our PLCs:

Establishing PLCs



Data Teams

Ainsley, R. et al Data Teams: the Big Picture- Looking at Data Teams Through a Collaborative Lens

Coaching/Curriculum Support

(Metamorphosis Teaching Learning Communities)

(The SIOP Institute)

Math



(Everyday Math PD Resources)

(Connected Math PD Resources)

Language Arts Literacy

(International Reading Association)



Science



(PRISM – Montclair State University)





Early Childhood

Hohmann, M., Weikart, D. Educating Young Children (High Scope)

Harms, T. et al Early Childhood Environment Rating Scale

(Work Sampling)

Jablon, J. Powerful Interactions How to Connect with Children to Extend their Learning

Common Core Standards and Assessment





Marzano’s Instructional Strategies

(Marzano’s Research Laboratory)

Evaluation Goals:

For the first year, we will evaluate the effectiveness of our goals by utilizing and analyzing survey results, record and maintain agendas/minutes/handouts/feedback. We will also look for implementation of professional development content in lesson plans, teacher observations, district walkthroughs, student work portfolios, and student assessment results.

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