Huntington County Community School

Corporation’s Professional Development

ModelBuilding Equity & Longevity

in Huntington County Community Schools

Schools Exceeding Expectations ConferenceApril 21-24, 2010

“Catch Me” If You Can

• Your brain remembers and retrieves short bits of information which is why companies all over the world use catch phrases or slogans to help you remember their products. An example is Nike’s, “Just Do It”.

• Think about yourself professionally and/or personally and write a 3-5 word catch phrase that fits/describes you.

• Introduce yourself to the group by telling us your name, where you are from, and your catch phrase.

HCCSC Demographics• 6,074 students in grades Pre-Kindergarten-12

• seven K-5 elementary schools • one K-8 school• two 6-8 middle schools• one high school

• Approximately 375 full-time teachers, 12 District Administrators, 20 Principals/Assistant Principals, 3 Professional Development Coordinators

• 95% Caucasian, 3% Multiracial, 1% Hispanic, 1% Native American; 36% Free/Reduced Lunch

“Never before has the pressure been so high to find ways

to support successful teaching and learning through effective

professional development.”

-Salpeter, 2003-

HCCSC’s PD History• Professional Development Past Efforts:

• District professional development using a Train-the-Trainer Model within buildings

• Annual Model Teaching Week each summer for Susan Kovalik’s ITI/HET Model

• Training sessions with various consultants at the individual building level

• Development of three district level positions for professional development

• Two Literacy Coordinators (1 coordinator/100 teachers)

• One Technology Integration Specialist (1 specialist/400 teachers)

Hurdles to Professional Development

What are some of the hurdles that you face in terms of professional development in your district?

HCCSC’s PD History• Professional Development Hurdles

• Inconsistency of trainings across the district

• Amount of professional development expenditures with limited accountability

• Lack of significant progress towards AYP

• Coordinator to Teacher Ratio

• Lack of relationship and connection with students when modeling a lesson

• Consistency throughout the corporation of teachers participating in ongoing professional development

“The best way to get a good idea is to get lots of

ideas.”

-Linus Pauling-

Guiding Principles of HCCSC Professional Development

Model• Teachers can change a behavior or practice

when they SEE what the new behavior or practice LOOKS like in a real world setting multiple times.

• For professional development to truly be effective and sustained, it must be accompanied with on-going COACHING in a non-threatening environment.

HCCSC’s PD Model• Professional Development Model is a cycle -

Individual Goal Setting

Professional DevelopmentTraining & Observations

Implementation with Coaching

HCCSC’s PD Model

Goal: To develop a professional development model that would:

• Create a situation where teachers observe best practice strategies at anytime throughout the year.

• Provide continuous support from professional development coordinators with ongoing coaching.

• Support teachers in setting individual, specific goals for implementation of best practice strategies.

Funding the Model

• Combination of Funds:

• General Fund

• Title II-A Professional Development Funds

• Title I Professional Development Funds

• Special Education Professional Development Funds

• School Improvement Funds

Idea to Action• Getting the Model in Place:

• Create a plan at the Spring Summit, April 2007

• Generate HCCSC support• Central Office• Teacher’s Association• School Board

• Restructure three current professional developmentpositions

• Hire an additional Professional Development Coordinator

• Plan Professional Development opportunities

• Create two demonstration classrooms

Overview of the HCCSC Professional Development

Model• Comprehensive training modules for ALL Pre-K - Grade 5

teachers

• Training modules include:

• Choice

• Observations

• Training & coaching on strategies

• Goal setting

• Adequate time for implementation

• Reflection on goals

Structure of PD Modules for Teachers

• Week One:

•Meet with Professional Development Coordinator to choose training option from a menu of choices

•Week Two:

•Half-day training session which includes observation in the demonstration classroom

•Week Three:

•Meet with Professional Development Coordinator to create a goal and implementation plan that reflects training session

•Weeks Four :

•Additional support from Professional Development Coordinator

•Weeks Five – Eight:

•Implement and reflect on plan to accomplish goal

Options for Modules

• Teachers choose from a menu of professional development options including:

• Highly Effective Teaching Model components

• Comprehensive Literacy Framework

• Best Practices in Math Instruction

• Technology Integration

• Using Assessment Data to Drive Instruction

• Curriculum Mapping

• RTI Implementation

Structure of the Model 2007-2009

PrimaryDemonstration

Classroom

IntermediateDemonstration

Classroom

Two Demonstration Classrooms

Grades PK-2 Coordinator A Grades PK-2 Coordinator B

Grades 3-5 Coordinator C Grades 3-5 Coordinator D

Four PD Coordinators

Andrews Elem.

Roanoke Elem.

Flint Springs Elem.

Horace Mann Elem.

Lancaster Elem.

Lincoln Elem.

Northwest Elem.

Salamonie Elem.

Eight Schools

Module Structure - Weeks 1-4

Primary Demonstration Classroom taught by PD Coordinator A

Intermediate Demonstration Classroom taught by PD Coordinator C

Demonstration Classroom

Andrews Elem.

Roanoke Elem.

Flint Springs Elem.

Horace Mann Elem.

Lancaster Elem.

Lincoln Elem.

Northwest Elem.

Salamonie Elem.

Assigned Schools

PD Coordinators

PD/CoachingCoordinator BCoordinator D

Demonstration Classroom

Andrews Elem.

Roanoke Elem.

Flint Springs Elem.

Horace Mann Elem.

Lancaster Elem.

Lincoln Elem.

Northwest Elem.

Salamonie Elem.

Assigned Schools

Primary Demonstration Classroom taught by PD Coordinator B

Intermediate Demonstration Classroom taught by PD Coordinator D

PD Coordinators

PD/CoachingCoordinator ACoordinator C

Module Structure - Weeks 5-8

Mrs. Aschliman listens to students during a 4th Grade Demonstration Classroom Celebration of Learning.

Mrs. Moore conducts a PD session with a group of teachers.

Sustainability of the Model 2009-2010

Utilize primary

classrooms throughout the

district for observations

IntermediateDemonstration

Classroom

One Demonstration Classroom

Grades PK-2 Coordinator

Grades 3-5 Coordinator A Grades 3-5 Coordinator B

Three PD Coordinators

Andrews Elem.

Roanoke Elem.

Flint Springs Elem.

Horace Mann Elem.

Lancaster Elem.

Lincoln Elem.

Northwest Elem.

Salamonie Elem.

Eight Schools

Teacher Benefits of the Model

• Better preparation to implement strategies in classroom.

• More one-on-one support & instruction with less time out of the classroom.

• Current coordinator/teacher ratio: 1:38 for all initiatives

• Receive consistent professional development training and coaching at least 4 times a year

• Training is differentiated to meet each teacher’s needs

• Support available to administrators to continue development & understanding of strategies

Benefits of the Model

for Students• At the onset of the model, approximately 50

students received direct instruction utilizing brain research and best-practice strategies on a daily basis.

• The number of students receiving this type of instruction grows exponentially as teachers implement strategies from professional development trainings in their classroom.

“I love the opportunity to choose what I need professionally to benefit my

students. It gives me the chance to challenge myself and continue my growth as a teacher. I observed a math workshop

lesson, and it changed the way I teach and implement math skills. Now it’s an everyday occurrence, and the kids love

it.”

- HCCSC Teacher-

Teacher Survey Data

• 97% of teachers agreed that following coaching opportunities and observations, they have a level of understanding to begin implementing the professional goal.

• Of 122 teachers surveyed, 100% agreed that they are able to select a measurable goal that reflects the needs of students, professional development, and supports HCCSC District requirements.

“I appreciate the support on implementing district initiatives. The professional development in the past

two years has been very helpful because it was differentiated to

address my specific needs and gave me choices on the areas I feel I need to improve. Giving teachers choice and support in an areas they choose helps them take ownership and implement

what they’ve learned.

-HCCSC Teacher-

http://www.bestwayout.com/

Contact Information

•Charles Grable HCCSC Assistant Superintendent for Curriculum and Instruction cgrable@hccsc.k12.in.us

•Kari George HCCSC Grades 3-5 Professional Development Coordinator kgeorge@hccsc.k12.in.us

•Janette Moore HCCSC Grades K-2 Professional Development Coordinator jmoore@hccsc.k12.in.us