building systemic instructional capacity through professional

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Professional learning Conceptual

Framework

Building Systemic Capacity through Professional Learning 2009

Page | 2

Purpose of Publication

The Des Moines Public Schools are committed to creating the

rich, meaningful, and powerful learning experiences and

environments necessary to ensure students thrive in a democratic

society and diverse, changing world. These capacities are

illustrated in our community-generated district Ends. Engaging

and empowering learning can only happen if the education

professionals closest to the learners have the time and

opportunities to grow their individual and collective capacities to

create such learning. To assure quality student learning, DMPS is

dedicated to nurturing and growing the professional capacities of

the employees who work most closely with our youth.

In this publication, you will find the vision and conceptual

framework for the DMPS professional learning plan that provides

focus, integration, and prioritization to professional learning while

remaining flexible. If we are to individually and collectively excel

at building the capacities of our students, then developing the

capacities of our DMPS professionals is essential.

District Professional Development Steering Committee


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Table of Contents

1. Professional Learning Overview 4 Vision, Operating Principles, Goals

2. Developing District Capacity 5

3. District Areas of Professional Learning 6

4. Developing Organizational Capacity 7

5. Developing Building-Level Capacity 8 -9

Building Professional Learning Plan Template

6. Supporting Individual Career Educator Capacity 9 -10

Individual Professional Development Plan Template

7. Professional Learning Continuous Improvement 12

8. Appendices 13-26 A. New Ends for a New Century B. Potential Sources of Data C. Possible Resources for Professional Learning D. Des Moines Public Schools Comprehensive School Improvement

and Annual Progress Goals E. Ninety Minute Adjusted Dismissal Time Professional Learning

Focus Schedule F. Organizational Professional Learning Strand Options


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Professional Learning overview

District Operating Principles of Professional Learning

Focus on curriculum, instruction, and assessment and enhanced

alignment

Alignment among district, building and individual professional

learning goals and opportunities

Goals are developed to build organizational capacity by assessing and

diagnosing needs

Quantitative and qualitative outcomes are learner-centered and align

with district, building and individual goals

Professional learning takes place within a positive culture and climate.

Monitoring the implementation and processes are an important

component of evaluating the impact of professional learning

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Building District Capacity

Vision: The Des Moines Public Schools will provide meaningful,

ongoing, differentiated, high-quality learning opportunities for

those entrusted with the learning of our students. Building the

capacities of our professional staff will take place primarily in

learning communities comprised of those who share common

values, purpose, vision, and commitment.

Provide professional learning opportunities which lead to the

implementation of the professional learning community process to

establish meaningful learning environments.

use of strategies designed to meet the needs of all learners

use of strategies designed to enhance skills as well as content

knowledge.

development of meaningful assessments to measure student

progress.

effective integration of technology to enhance learning for all.


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Developing District Capacity

The following professional learning strands represent the primary areas of study to build the capacity of the district to support the

learning of all.

Developing Building-Level Capacity Professional learning will enhance capacity at the

building-level to achieve School Improvement Goals that

align to the needs of the student and organizational goals.

Supporting Individual Career Capacity

Professional learning will enhance the capacity of

individuals to achieve professional goals that align to the

needs of the students, building-level and organizational

goals.

Developing Organizational Capacity Professional learning will enhance the organizational

capacity to achieve the Board Ends and Des Moines

Comprehensive School Improvement Goals.

Building

Individual

Content

Knowledge

Teaching/

Learning

Strategies

Climate and

Culture

Technology

Integration

Organizational

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District Areas of Professional Learning

New Ends for a New Century* Graduates demonstrate strategies for lifelong learning.

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas. Graduates possess technological and informational literacy

Graduates have world awareness. Graduates possess the knowledge and skills to be self-directed and autonomous.

Primary Areas of Learning Content Knowledge Teaching and Learning

Strategies & Delivery of Services

Climate and Culture Technology Integration

Core and Ends Curriculum

Integration

Characteristics of Effective

Instruction

Professional Learning

Communities

Technology Integration

Additional Areas of Learning** Fine Arts: FAME Grant

Literacy: Fluency and Vocabulary

Math: CGI

History: Project Clio

International Baccalaureate

Formative/Authentic Assessments

Problem/Project Based Learning

Differentiated Instruction

High School Academy Integration

Response To Interventions

National Counseling Model

Nursing professional standards

21st Century Information Literacy

skills

Capturing Kids Hearts

CHARACTER COUNTS!

Cultural Proficiency

Positive Behavioral Supports

Web 2.0

Tableau – data analysis and

strategies

*See full version of New Ends for a New Century in Appendix A

** Examples are included but not limited to these opportunities. Please refer to Appendix E for specific examples

Building Systemic Capacity through Professional Development 2009

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Developing Organizational Capacity

Beginning Teachers: 1st & 2

nd Year (Training Required)

DMPS Curriculum (Board Ends/Iowa Core) is embedded within all PD Strands

Mandatory Training Description DMPS Technology Beginning staff will become proficient users of district technology by participating in

training on the use of district technology components including Infinite Campus,

Outlook and Sharepoint.

DMPS Curriculum

Overview

Beginning staff will participate in an orientation of the New Ends for a New Century

and the Iowa Core Curriculum. This familiarity will help guide them in their

professional growth efforts and instructional decision-making.

Teaching In Urban

Education Setting

Beginning staff will participate in professional learning highlighting effective

strategies used in teaching in an urban setting.

Career Teachers (Suggested Options)

DMPS Curriculum (Board Ends/ Iowa Core) is embedded within all PD Strands

PD Strands Systems of Support Resources Monitoring for Effectiveness*

Content

Knowledge

Curriculum

Coordinator

PD Sessions

Teacher Leaders

EQ Funds

Grants

Review of Individual PD Plan

Student learning gains

Reduction of achievement gaps

Teaching and

Learning

Curriculum

Coordinator

PD Sessions

PLC Collaboration

Teacher Leaders

EQ Funds

Grants

Title VI



Increased engagement and achievement

Assessments for learning

Climate & Culture

Consultant

AEA Heartland

Leadership Teams

Teacher Leaders

EQ Funds

District PD Funds


Improved cultural competency


Teacher survey

Technology

Integration

Site-based technology

coordinators

District IT personnel

Teacher Leaders

Microsoft Grant

EQ Funds

E2/T2 funds

Review Individual PD Plans

Increased engagement and achievement

Teacher skill survey

Non-Classroom Certified Staff (Counselors, Nurses, Librarians, Coordinators etc…)

PD Strands Systems of Support Resources Monitoring for Effectiveness*

Field Specialty

“Content”

Knowledge

Field Supervisors

AEA Heartland

EQ Funds


Supervisor and Peer Observations

Delivery of

Services

Field Supervisors

AEA Heartland

EQ Funds


Student and adult learning indicators

Satisfaction Surveys

Climate & Culture

Consultant

PLC - Solution Tree

EQ Funds

District PD Funds



Early Indicator Data

Technology

Integration

Site-based technology

coordinators

District IT personnel

Microsoft Grant

EQ Funds

E2/T2 funds

Review Individual PD Plans

Data informed decision-making

Increased communication and shared

information

Teacher skill survey

* Systems of Support, Resources, and Monitoring for Effectiveness strategies are not limited to listed examples


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Developing Building-Level Capacity

Building-Level Professional Learning Planning

Processes and Protocols

1. Select a building committee that is representative of all staff and works collaboratively

to develop and communicate the building professional learning plan based on data and

aligned with district Graduate Ends/Goals and building school improvement goals. {See Appendix D “Des Moines Public Schools Comprehensive School Improvement and

Annual Progress Goals}

2. Use results of a building needs assessment(s) to diagnose strengths and areas of

opportunities for building-wide professional learning. Prioritize areas of opportunities

based on potential impact on student learning. {See Appendix B “Potential Sources of

Data”}

3. Identify the process used to select professional learning opportunities based on data

that supports meeting the district Board Ends as well as school improvement goals. {See Appendix D “Des Moines Public Schools Comprehensive School Improvement and

Annual Progress Goals}

4. Determine and allocate current financial resources from grants, Title I, and Educator

Quality funds that are designated for professional learning. {See Appendix C “Possible

Resources for Professional Learning}

5. Implement the building professional learning plan through a professional learning

community process that includes collective accountability and responsibility.

6. Monitor and evaluate the impact of professional learning in terms of staff and student

learning that includes a timeline for data collection and analysis.

7. Review data on staff and student outcomes from which modifications and additions

will be made.

Identify Building Strengths and

Improvement Areas

(Data Assessment)

Connection to building vision and DMPS

organization goals

(Vision)

Identify Building Level Professional Learning

Goals (Goals)

Determine resources to support building level

PD plan

(Resources)

Complete Building Level Professional

Learning Plan Template

Each building within DMPS will establish building level professional learning goals based on data that

supports district and building level school improvement goals. Building level administration will

work collaboratively with building leadership teams to establish a building level professional learning

plan, which is to be submitted to regional leadership once every year. Buildings will be given

additional time to further implement their building professional learning plans during monthly School

Improvement Plan Initiative dates during adjusted dismissal times. Annual updates and revisions will

be expected in accordance to the direction of the building leadership team.


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Building Level Professional Learning Plan

Projected Professional Learning Schedule Date Total

Time

(hrs.)

PD Topic Student Outcome(s) PLC –

Collaborative

Structure

Identify Building Improvement Goals that will be addressed during professional learning opportunities:

Describe the process used to select targeted professional learning opportunities. (Based on summary of data):

Summarize how professional learning opportunities will be monitored, demonstrated and/or measured.


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Share plan with a peer for feedback and an administrator for advice and support in meeting the goal(s).

Supporting individual Career

Educator Capacity

Individual Professional Learning Planning Process

Processes and Protocols

1. Review building and district level professional learning goals and objectives as well

as student work and performance data to determine the area of most student need.

{See Appendix B “Potential Sources of Data” for further suggestions.}

2. Develop individual aligned measureable goal(s) for professional growth that

addresses the Iowa Teaching Standards. (“Goal Area in IPDP”)

3. List steps with approximate dates to implement the Individual Professional

Development Plan. (“Implementation Plan in IPDP”)

4. Employ established district or building processes and protocols to access resources to

support Individual Professional Development Plan.

5. Determine evidence necessary to demonstrate whether the Individual Professional

Development Plan goal(s) was met, needs to continue, or needs modification.

(“Evaluation/Documentation in IPDP”)

6. Plan to share information with peers if requesting building-level Educator Quality

funds. Educator Quality Proposal form is available on Sharepoint.

7. Reflect and summarize how the personal learning experience enhanced professional

growth. (“Personal Reflection in IPDP”)

Each standard licensed certified staff member, within DMPS, will establish his/her Individual

Professional Development Plan based on the needs of the educator, Iowa Teaching Standards,

and students learning goals of the building and district. Building level administration will work

collaboratively with staff members in an effort to advise and support the progress of

implementing individual plans. Each educator will be given additional time to further

implement his/her Individual Professional Development Plan during monthly Professional

Planning, Growth and Preparation dates on adjusted dismissal time days. Annual updates and

revisions will be expected in accordance to the comprehensive agreement.

Develop a one to three year individual professional growth plan based on data and aligned with building and district goals.

Actively participate in learning opportunities in support of individual, building and district goals

Actively participate in learning opportunities as an individual, member of a building staff and a district learner.


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INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN AND ANNUAL UPDATE

The following individual plan shall be based, at minimum, on the needs of the teacher, Iowa Teaching

Standards and student learning goals of the attendance center as well as the school district as outlined

in the comprehensive school improvement plan. This plan template is available on Sharepoint.

Name: School:

Plan Initiation Date: Projected Completion Date:

Goal Area (Include Standards Addressed)

Implementation Plan (Steps that will be taken, include time line)

Evaluation/Documentation (Evidences that the goal was met/not met)

Personal Reflection (You become professionally stronger when you really think about and articulate what you learned and how it

fits into your evolving philosophy of education. Answer the question: How did you develop professionally?

Specifically what did you learn?) Use this space for the annual update and start with the date for each entry.


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Continuous Improvement Process in


The incorporation of the Iowa Professional Development Model and Continuous Improvement stresses the importance of constantly planning for professional learning that results in quality opportunities for educators. Implementation of new learning requires collaboration with peers and on-going data collection to monitor fidelity as well as student achievement. Necessary adjustments are expected along the way to fully meet the desired outcomes.

ACT Program Evaluation

Opportunities for Revisions

PLAN Collect/Analyze Student Data

Set Goals

Design PD Process

STUDY Ongoing Data Collection

Formative/Authentic Assessments Implementation Level

DO Training/Learning Opportunities

Collaboration and Implementation


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APPENDICES

A. New Ends for a New Century

B. Potential Sources of Data

C. Possible Resources for Professional Learning

D. Des Moines Public Schools Comprehensive School

Improvement and Annual Progress Goals

E. Ninety Minute Adjusted Dismissal Time Professional Learning Focus Schedule

F. Organizational Professional Learning Strand

Options


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Appendix A: New Ends for a New Century

The Des Moines Public Schools Exist So That Graduates Possess the Knowledge, Skills and Abilities to Be Successful at the Next Stage of Their Lives. Graduates demonstrate the ability to adapt successfully in educational, workplace and community settings through their ability to think, communicate and interact. Graduates demonstrate strategies for lifelong learning • They exhibit competent thinking

• They exhibit intuitive thinking

• They understand systems and processes, including the understanding of underlying structures

• They exhibit creative and innovative thinking

• They anticipate future trends

• They demonstrate critical thinking and problem solving abilities

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas • They demonstrate proficiency in reading, writing, speaking and listening

• They demonstrate proficiency in mathematics, including algebra and geometry

• They demonstrate proficiency in science, including life, earth and physical science

• They demonstrate proficiency in civics and government

• They demonstrate financial and economic literacy

• They demonstrate an understanding of the value of fine and applied arts in society

Graduates possess technological and information literacy • They can access and evaluate information from a variety of sources to continue their learning

• They understand, manage and create oral, written and multimedia communication

• They utilize appropriate technology to apply or analyze information

Graduates have world awareness • They understand the rights and obligations of citizenship at local, state, national and global levels

• They learn from and work with individuals representing diverse cultures and religions in a spirit of

mutual respect in school, work and community contexts

• They are aware of issues facing the world

• They are actively engaged in community life

Graduates possess the knowledge and skills to be self-directed and autonomous • They demonstrate an understanding of the attributes of physical and mental well-being

• They act responsibly with the interests of the larger community in mind

• They exercise sound reasoning in making complex choices

• They monitor their own understanding and learning needs

• They understand the role of work and productivity in shaping the circumstances of their daily lives

• They have identified career interests and developed related academic and technical skills


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Appendix B: Potential Sources of Data

Infinite Campus Data Warehouse Other Iowa Tests of Basic

Skills/Iowa Tests of

Educational Development

Iowa Tests of Basic

Skills/Iowa Tests of

Educational Development

HS Personalization Survey

Reading Inventories Criterion-Referenced Tests Participation rates

Failed courses PA Readiness Profile Senior Survey

Attendance rates Common assessments Building-based data

Behavior data English Language

Development Assessment

Classroom-based data

Early Indicator System Reading Inventories Graduation Rate

Credits Earned Special Education data

English Language

Development Assessment

ACT and SAT scores

Grade distributions National Clearing House

Scholastic Reading Inventory

Student portfolios


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Appendix C: Possible Resources for


1. Educator Quality Funds: State legislated professional learning funds divided by

buildings or job-alike full time equivalents

2. Title Funds: Reading and math

3. Grants with Professional Learning Components

Comprehensive School-wide Redesign

Grant and Summary Project

Coordinator

I II III IV

Smaller Learning Communities: Redesign high school program structure and curriculum to

increase rigor, relevance, personalization, and student success. PD to support new structures and

instructional strategies.

Connie Cook

X

X

X

GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs):

Academic support, career exploration, advisement, and college planning to ensure cohort (currently 10th grade) student is prepared for success in post secondary education. PD in

differentiated instruction; best practices in literacy, science, and math; instructional technology;

data to inform instruction; high expectations; advisory skills; working with low-income students/families; ELL strategies.

Nancy Wright

X

X

X

X

GEAR UP Iowa: Academic support, career exploration, college planning to ensure cohort

(currently 10th grade) is prepared for success in post secondary education. PD for differentiated

instruction; best practices literacy, science, and math; instructional technology; high expectations;

advisory skills; working with low-income students/families; ELL strategies.

Michael Anderson

(Iowa College Student Aid

Commission)

X

X

X

X

Elementary School Counseling: Implement national standards based counseling program. PD

for national standards and best counseling practices.

Penny Bisignano

X

X

Academic Achievement in Content Areas

Grant and Summary Project

Coordinator

I II III IV

Reading First: Increase K-3 literacy. PD in specific literacy strategies. JoEllen Latham X

E2T2: Increase use of technology to enhance classroom instruction. Focus is middle school

writing project. PD on program and use of technology.

Greg Davis

X

X

Math Partnership: Primary focus is on PD in implementing Cognitive Guided Instruction in

elementary classrooms.

Barb Adams

X

X

Fine Arts Model for Education: Primary focus is on professional development for K-12 Art and

Music teachers and using the fine arts to close achievement gaps. Also strategies for integrating

the arts into classroom instruction

Joanne Tubbs

Mirium Alshouse

X

X

Teaching American History: Focus is on high quality professional development to increase high

school, 8th grade, and 5th grade teachers’ content knowledge of American History and new

instructional strategies to support students in working with primary documents and developing

historical thinking strategies.

Stefanie Rosenberg-

Cortez

David Johns

X

X

Carol White PE Program: Equipment and professional development to support transforming K-

12 physical education programs from “games” model to lifelong healthy lifestyle model.

Joey Townsell

X

X

Project Lead the Way (Kern Foundation): Equipment, curriculum, and professional

development to implement pre-engineering program at the high school level.

Connie Sievers

X

X

Extended Learning and Family Literacy I II III IV

21st Century Community Learning Centers: Harding, Hiatt, Moulton, Carver, Callanan, Goodrell,

Hoyt, McCombs, Meredith, Weeks. After school and summer programs to support academic

achievement (emphasis on literacy, math, and science), academic enrichment (arts, fitness, lifetime leisure skills, interests and hobbies), and family literacy. PD in student engagement; instructional

technology, differentiated instruction, data to inform instruction, youth development, working with

low-income youth and families, ELL strategies, leadership development, innovative and engaging instructional strategies.

Isbelia Arzola

X

X

X

X

I = Content Knowledge, II = Instructional Strategies, III = Climate & Culture, IV = Technology Integration


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Appendix D: Des Moines Public Schools

Comprehensive School Improvement

and Annual Progress Goals

Comprehensive School Improvement Plan: Comprehensive School Improvement Plan (CSIP) goals are long range goals designed to

support prioritized learning needs. The goals are stated in the district’s Comprehensive

School Improvement Plan, a five year plan that is reviewed and may be revised annually.

The School Improvement Advisory Committee provides feedback concerning the

appropriateness of the goals and may make suggestions for revision.

Annual Progress Report: Annual improvement goals are designed to establish learning targets that are measured by at

least one district level assessment in the areas of reading, mathematics, and science. The

goals must be measureable and address the improvement of student learning rather than

maintaining current levels. Progress toward attainment of the goals is reported yearly in the

district’s Annual Progress Report (APR).

Comprehensive School Improvement Plan

(CSIP) Goals

Annual Progress Report (APR) Goals (2009-2010)

All students in grades K-12 will read at or above

grade level.

During the 2009-10 school year, students in 4th, 8th, and

11th grades will demonstrate more than one year growth

from the 2008-09 3rd

, 7th, and 10

th grade students in

READING as measured by the average ITBS/ITED reading

comprehension NGE score.

All students in grades K-12 will perform at or

above grade level in math.




, 7th, and 10


MATHEMATICS as measured by the average ITBS/ITED

total mathematics NGE score.

All students in grades K-12 will perform at or

above grade level in science.




, 7th, and 10


SCIENCE as measured by the average ITBS/ITED science

NGE score.

The achievement gap between low-income and

non-low-income students will be reduced in

reading, math, and science. (free & reduced lunch)

The 2009-10 school year ITBS/ITED reading

comprehension and total mathematics achievement gap of

the FRPL/non FRPL subgroup in 4th, 8th, and 11th grades

will be reduced by 2% from the gap demonstrated by the

same subgroup as 3rd

, 7th, and 10

th grade students in 2008-

09.

The achievement gap between minority and non-

minority students will be reduced in reading, math,

and science.

All students will feel safe at and connected to

school.

All students will use technology in developing

proficiency in reading, mathematics, and science.


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Descriptors of Adjusted Dismissal days

School Improvement Plan Initiatives - Time will be designated for schools to implement professional learning opportunities that will target areas of focus to assist in supporting the goals and objectives included in building-level school improvement plans. School improvement planning and implementation will be facilitated by leadership teams in each building which will be based on the academic needs of students. Based on state and federal regulations, schools are required to develop and implement a course of action that will address the needs of all students. This established time will be essential in facilitating building level improvement efforts in support of increased student outcomes. Professional, Planning, Growth and Preparation – Staff will have time to work toward developing and implementing individual career plans, review student data to prepare for improved instruction to meet the needs of students, and other functions that will enhance professional planning, growth and preparation. Individual teachers will be expected to determine how they will maximize the use of time for professional growth purposes. District Professional Learning – Each month, time will be designated to implement professional learning opportunities that will target areas of focus to assist in supporting the organizational goals and objectives included in the district’s professional learning plan. Based on state and federal regulations, we are required to develop and implement a course of action that will address the needs of all students. The District Professional Development Steering Committee will be instrumental in guiding district and building level expectations on district professional learning adjusted dismissal dates. PLC Collaboration – In support of the professional learning community model, staff are required to have time to engage in collegial conversations centered on learning expectations, student performance outcomes and systems of support and interventions all of which are targeted toward enhancing both the learning experiences and learning environments of students and staff. Professional Learning Community collaboration dates will provide ongoing opportunities for job-alike staff to discuss effective classroom practices in support of building level and district improvement initiatives. This purposeful time is essential in fostering a culture that will allow staff the opportunity to discuss the application of professional learning opportunities and share expertise on practical classroom strategies that promotes increased student success.

Legislation passed during the 2008 Iowa legislative session provided additional funding for professional development for teachers as part of the Student Achievement and Educator Quality Program, Iowa Code 284. These professional development requirements include district-wide structures for supporting all faculty members responsible for instructional content. Training and learning opportunities should address district student learning goals and the Iowa Teaching Standards. In addition, career teachers, in cooperation with their evaluator, are to develop an individual teacher professional development plan.


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Appendix E: Ninety Minute Adjusted Dismissal Time – Professional

Learning Focus Schedule

Des Moines Public Schools has adopted every Wednesday for an adjusted dismissal time for ninety minutes. Each Wednesday is designated for an intended purpose to support professional growth of all staff. Refer to the table above for specific purpose for each Wednesday.

1st Wednesday 2nd Wednesday 3rd Wednesday 4th Wednesday

School Improvement-Building PPGP -Teacher District Professional Learning* PLC Collaboration

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Planned By: Building Leadership Team

Planned By: Individual Teachers

Planned By: District PD Steering

Committee/ Building Leadership Team

Coordinated By: Building Leadership Team

Building Systemic Capacity through Professional Development 2009

20 | P a g e

District Directed Adjusted Dismissal

Times 2010 – 2013

Primary Focus: The Iowa Department of Education has mandated the full

implementation of the Iowa Core by 2014. “The Iowa Core/Ends” – building capacity for

full implementation of the Iowa Core and Board Ends including specific learning targets,

rich common assessments, and thorough data analysis. This will include characteristics of

effective instruction for each component. Year I will provide an overview and the

establishment of learning targets. Year II will include the development of rich common

assessments and the use of formative assessments for feedback on learning. Year III will

focus on qualitative and quantitative evaluation of teaching and learning from a variety of

assessment indicators.

Delivery Model: Building-based Core Leaders will need to fully understand the Iowa

Core/Ends and be willing to share information, facilitate implementation, and support

effective instruction within their buildings. Core Leaders will be identified by the

building leadership committee and potentially represent both core and non-core

curriculum areas. Teachers and administrators with interests in other school improvement

initiatives such as formative assessment differentiate instruction and technology

integration should also be represented. Core Leaders’ commitment will be to attend and

fully participate in workshops and other professional development opportunities; act as a

productive group work member; and deliver building professional development of the

Iowa Core/Ends.

District-Based Instructional Experts: The district Iowa Core Writing Team has

experienced two years of training through the state Department of Education and met

multiple times to discuss the integration of the Iowa Core and Board Ends. This group of

highly trained and informed staff will develop and facilitate the professional development

curriculum for the Iowa Core/Ends for all three levels to include: elementary, middle and

high schools. Efforts will be directly supported by the District Professional Development

Steering Committee.

Structure: Year I will include an initial training session with an additional five

alternating learning sessions for the Building Core Leadership Teams. This will expand

the capacity of Core Leaders to facilitate professional development for their building staff

during District Adjusted Dismissal Times on the third Wednesday of the month.

Building Level District Learning: The primary responsibility of the Core Leadership

Team is to facilitate professional development on the Iowa Core/Ends at the building

level on the third Wednesday of the month. Core Leadership Teams will receive training

on the Iowa Core/Ends during three of the monthly district directed Wednesdays. When

the Core Leadership Team is not facilitating at building level, staff will read research on

topics related to Iowa Core/Ends that will be prepared by the district Core Writing Team.

Additionally, this time allows for other district level initiatives in content knowledge,

effective teaching and learning, culture and climate, and/or technology integration when

needed.


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Appendix F: Organizational Professional

Learning Strand Options

Primary Area of Learning:

Iowa Core Curriculum with DMPS Curriculum Integration Delivering a 21

st Century DMPS Curriculum that integrates the Iowa Core across all content areas/grade

levels and results in evidence of District Ends for each student.

AUDIENCE: All grade levels, ELL, SPED teachers

PD PROVIDER: Curriculum Coordinators, AEA Heartland, Iowa DE

Additional Areas of Learning: Fine Arts (Music/Visual Arts)

Develop best-practice teaching strategies for music and visual art – (Fine Arts Model for Education

Grant). Additional professional learning sessions will be offered on best-practice arts integration strategies

for music and visual art in the classroom.

AUDIENCE: Music and Arts teachers, regular classroom teachers

PROVIDERS: Fine Arts curriculum coordinators, university partners (Drake, Grandview, Iowa State)

Mathematics Curriculum Materials & CRT Assessment Development

Engage staff in the study of mathematics curriculum, instruction and assessment and provide support for

planning and team collaboration.


PD PROVIDER: Mathematics curriculum coordinator and math coaches

“Cognitively Guided Instruction (CGI)”

Study of children’s thinking about mathematics and support for helping children learn mathematics with

understanding.


PD PROVIDER: CGI-Certified Teachers, Heartland AEA, Iowa Dept. of Ed.

“Project Clio” – Teaching American History Cohort

Connect teachers with professional historians in order to deepen their content knowledge,

increase their capacity to teach with engaging primary documents and identify the Big Ideas from

the past.

AUDIENCE: Cohort is open to all high school social studies, 8th

grade civics, and 5th

classroom

teachers. ELL/SPED classroom teachers are also welcome.

PROVIDER: Humanities Coordinator, Project Clio grant coordinator, visiting historians and

professors

I. CONTENT KNOWLEDGE


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Characteristics of Effective Instruction Consistently implementing the five characteristics of effective instruction will ensure DMPS

students receive a guaranteed and viable curriculum that integrates the Iowa Core with the

District Ends. The characteristics of effective instruction are: teaching for understanding;

teaching for learner differences; rigorous and relevant curriculum; student-centered classrooms;

and assessment for learning.


PD PROVIDER: Curriculum Coordinators, AEA Heartland, Iowa DE

Additional Areas of Learning:

“International Baccalaureate”

Teachers in authorized and candidate IB schools engage in professional learning consistent with

the IB mission of providing inquiry-based, authentic learning experiences for students that are

aligned with rigorous international standards. Professional development is delivered formally as

part of the IB sequence of leveled trainings as well as informally, with individuals, teams and

whole schools working to continually improve units of inquiry and assessments based on

observations of student work.

AUDIENCE: All staff members of authorized and candidate IB schools

PD PROVIDER: School-based IB coordinators, IB workshop trainers and practitioners

“Problem/Project Based Learning” A model based on students actively engaged in solving real problems with thinking and content

area skills. Best practices can be observed in classrooms and specific buildings in the district.


PD PROVIDER: Buck Institute and district professional learning providers.

“Teaching in the Block”

Effective teaching /lesson design for extended class periods focusing on interactive strategies and

in depth exploration of content.

AUDIENCE: High school staff

PD PROVIDER: AEA Heartland, SLC providers list

Formative/Authentic Assessment Development “Seven Strategies for Effective Formative

Assessments”

This professional learning program seeks to build a deep understanding of research-based

classroom assessment practices that improve student motivation and learning and includes

studying the text Seven Strategies of Assessment for Learning.


PD PROVIDER: Jan & Steve Chappuis, Educational Testing Services

II. TEACHING AND LEARNING STRATEGIES


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“Authentic Intellectual Work (AIW)”

An approach to operating as a PLC where the focus is on the intellectual demands placed on

students. Using research-based scoring criteria, teachers evaluate the intellectual rigor of the

tasks assigned, the corresponding student work submitted and the conversations held during

instruction. Teachers develop a high degree of trust and transparency as they work in mixed-

discipline teams or in departments scoring and discussing what they expect of students. AIW is

supported by the DE as a corresponding effort with implementing the Iowa Core.

AUDIENCE: Secondary interdisciplinary teams, secondary departments

PD PROVIDER: Humanities Curriculum Coordinator, AEA, DE, Lead AIW researchers

“Collaborative Teaching Model”

A service delivery option used to promote inclusive practices and appropriate educational

services for students with disabilities or other special needs. Collaborative Teaching occurs

when two or more teachers, one a general educator and the other a special service provider, form

a teaching partnership in the classroom to actively instruct a blended group of students, including

students with disabilities.

AUDIENCE: General education and special education co-teachers

PD PROVIDER: SPED consultant and support personnel

“Montessori”

A pre-kindergarten through eighth grade educational delivery model based on student interest,

exploration and engagement resulting in students taking much of the responsibility for their own

learning. Specialized professional development is required of all staff serving any Montessori

designated school. Course requirements are determined by Heartland and facilitation of learning

is done by successful practicing Montessori certified staff.

AUDIENCE: Newly assigned staff to Montessori designed schools, teachers interested in

learning more about Montessori and teachers interested in individualizing student work.

PD PROVIDER: Heartland and certified Montessori staff members.


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Professional Learning Communities (PLC Model) focuses on the four basic questions: What do

we want students to know, understand and be able to do? How will we know when they have

acquired the knowledge, understandings, and skills? How will we respond when they do not

learn? How will we respond when they already know?


PD PROVIDER: Solution Tree, Heartland AEA

Additional Areas of Learning: Cultural Proficiency

Learning to develop positive, productive responses to the diverse population in schools and community.

This inside-out approach acknowledges and validates the current values and feelings of people,

encouraging change without threatening people’s feelings of worth.


PD PROVIDER: Raymond D. Terrell, Heartland AEA

“Capturing Kids Hearts”

Process that provides staff with tools to build relationships with students as well as build strong learning

communities in the classroom. Strategies will promote establishing students working together in a positive

community

AUDIENCE: All grade levels, ELL, SPED teachers, administrators

PD PROVIDER: Flippen Group

“CHARACTER COUNTS!” Modeling and reinforcing of the Six Pillars: Trustworthiness, Respect, Responsibility, Caring, Citizenship,

and Fairness. Some elementary and middle schools use this as the foundation of building a positive

culture and climate.


PD PROVIDER: Iowa Institute for Character Development at Drake University.

“Positive Behavior Supports” Positive Behavior Supports (PBS) is a proactive systems approach to establishing the behavioral supports

and social culture that is needed for all students in a school to achieve social, emotional, and academic

success. PBS is currently implemented in 27 DMPS buildings served by 27 internal coaches and 5

external coaches.

PBS addresses the needs of all students, especially students with challenging social behaviors.


PD PROVIDER: National and district professional development providers. “Response to Intervention (RtI)” A systematic and data-based method for identifying, defining, and resolving students’ academic and/or

behavioral difficulties. The RtI process is a multi tiered approach to providing services and interventions

to struggling learners at increasing levels of intensity. It requires a systemic commitment to locating and

employing the necessary resources to insure students make progress in the general education curriculum.


PD PROVIDER: District personnel

III. CLIMATE & CULTURAL AWARENESS


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IV. TECHNOLOGY INTEGRATION

Primary Area of Learning: Technology Integration” An important part of any school district’s technology integration strategic plan

is to build capacity in the organizations technology integration expertise. The district plans to create a

cohort of 15 DMPS teachers from all levels and subject areas in the district. With the assistance of

Heartland AEA technology integration experts, this cohort will use collaboration days in the fall of 2010

developing their expertise in technology integration. Starting in the spring of 2011, members of the cohort

will start to work with staff to assist buildings in learning about technology integration is support of the

building’s instructional goals.

Strategies for integrating the use and application of technology as an instructional tool.

Data Tools – IC Reports, State data warehouse, Tableau, and data collection

Train the trainer – The focus of this strategy is to disseminate information related to technology by

training selected staff and asking them to then train others to support technology related learning.

This would include development of a professional learning network that works collaboratively to

increase the amount of technology integrated throughout the curriculum.

AUDIENCE: All Staff

PD PROVIDER: District and AEA personnel along with online resources

Additional Areas of Learning:

“Tableau” Tableau is a software package that allows large multiple forms of data to be merged and analyzed going on

to produce reports, tables, charts, and graphs. Training is required to help staff learn how to develop this

data into useful information that will inform decision-making at all levels of the district.

AUDIENCE: All Staff

PD PROVIDER: District Information Technology specialists

“Blogging Tools and Web 2.0”

Professional Learning Networks (PLN) Technology tools are now available to allow collaborations any time and to extend beyond buildings and

past geographical boundaries. E-mail, BLOGS, Wikis, Web 2.0 sites, RSS feeds, etc. provide easy to

access methods for exploring, learning, sharing with others.

AUDIENCE: All Staff

PD PROVIDER: District and AEA personnel along with online resources

“Atomic Learning”

Online training materials on technology software and skills. Access to Atomic Learning is provided to all

Iowa schools at no cost. Assessments of technology skills are also available including the 21st Century

Skills Teacher Assessment. This assessment is designed to measure teacher comprehension of 21st century

skills based on the National Education Technology Standards for Teachers. Upon completion the

assessment is scored automatically and the Atomic Learning site provides suggestions to the teacher of

additional Atomic Learning based training that may be of interest to them.

AUDIENCE: K-12 classroom teachers

PD PROVIDER: Iowa AEAs


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Counselors - Certified Staff Primary Area of Learning:

“Implementation of the national and state ASCA counseling model”

On-going training of effective strategies for implementation including participation in professional

learning communities that emphasize collaboration and peer coaching.

FOR: All K-12 counselors

PD Provider: AEA Heartland personnel, Counseling Grant personnel

Nurses – Certified Staff Primary Area of Learning:

“Nurses Implementation of professional standards and best practices in nursing”

On-going training on professional nursing standards and the inter-relationship with the school community.

FOR: All K-12 Nurses

PD Provider: Health Services Supervisor, AEA Heartland personnel

Librarians – Certified Staff and Library Associates Primary Area of Learning:

“Library 2.0 and 21st Century Information Literacy Skills”

On-going training for librarians and librarian associates in methods in teaching students how to access and

be critical users of information from multiple sources.

FOR: All K-12 librarians and library support personnel

PD Provider: Library Services Coordinator, AEA Heartland personnel

ELL Staff – Certified Staff Primary Area of Learning:

“Building Capacity for Teachers of ELL”

On-going training for ELL classroom teachers on effect literacy instruction for English Language Learners

using scaffold approaches.

FOR: Secondary Classroom or ELL Teachers

PD Provider: ELL Central Support Staff, AEA Heartland personnel

Special Education Staff Primary Area of Learning:

Professional development is provided to support special educators on topics specific to Special

Education. Topics include: the IEP process, writing and implementing IEPs, providing Specially

Designed Instruction to Special Education students, data based decision making, and providing

support to families of students with special needs.

FOR: SPED support personnel

PD Provider: SPED district staff

V. NON-CLASSROOM CERTIFIED STAFF

(counselors, nurses, curriculum/program specialists)


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2009-2010 Professional Development Steering Committee

Chairperson: Terrence Martin, Associate Superintendent

Adams, Barbara Math Curriculum

Amos, Bryce Executive Director

Boecker, Sharon Lincoln High School

Burnett-Requist, Jill Elementary Principal

Calaway, Douglas Middle School Principal

Carlile, Crista Science Curriculum

Clark, Amanda Downtown School

Danielson, Kathie High School Principal

Hammond, Blake Merrill Middle School

Hildenbrand, Jane Leadership Support

Johns, David Humanities Curriculum

Kolstead, Laura Special Education

Latham, JoEllen Literacy Curriculum

Lyddon-Hatten, Lana Central Campus

Martin, Todd Elementary Principal

Nguyen, Vinh English Language Learners

O’Connor, Mary Goodrell Middle School

Rosenberg-Cortes, Stefanie Roosevelt High School

Spencer, Melissa North High School

Starbuck, Courtney South Union

Tubbs, Joanne Music Curriculum

Tutt, Timothy Hanawalt

Uhlenhake, Carolyn Moulton

Young, Alan DMEA

building systemic instructional capacity through professional

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