LCAP Update, Feedback, & Input Vision 2020 - Quality Indicator 5:

Professional Learning For All

December 9, 2014

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Agenda

Aligning Professional Learning Professional Learning 2013-14 Professional Learning 2014-15

Cultural Proficiency Professional Learning

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LCAP Input – Think about…

1. What is Working? (…and should be continued...)

2. What is Needed?(…including improvements or change…)

3. What are the Priorities?(Based on what’s Working and Needed – note the priorities - the most important next steps…)

..we will come back to these questions for your Feedback & Input

PROFESSIONAL DEVELOPMENT FOR ALLDestination:

Schools hold professional learning among their top priorities for the school community. They recognize that universal high expectations for all students require ambitious and continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective professional learning to expand educators’ knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on substantive results for themselves, their colleagues, and their students. Schools artfully combine deep understanding and cultural responsiveness to the communities they serve. Schools hold high expectations with support for adult learning by providing multiple structures for professional development in order to achieve school goals.  They embed professional learning into the organization’s vision by communicating that it is a core function for improvement and by establishing and maintaining a public and persistent focus on educator professional learning.

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Professional Learning Alignment

Professional Learning 2013-14: Leadership and Learning provided Area Superintendent and

Principal Professional Learning. Departments offered a variety of PD options that were not

centrally aligned.

Professional Learning 2014-15: Instructional Cabinet develops a year long focus. Principal Institutes are aligned to four learning cycles. All schools are provided additional professional learning time

(PLC). Common Core Support Teachers are working within schools. Departments align PD to connect with the four learning cycles.

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Certificated5,008

Classified1,500

Management354

Other276

Employees Enrolled in PD through ERO7,138 Total in 2013-14

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Type of PD offered through ERO21,707 Registrations in 2013-14

Curr/Inst/PD6,474

Policies/Pro-cedures2,635

Technical Training12,968

Type of PD offered through ERO21,707 Registrations in 2013-14

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2013-14

Elementary Instruction

Human Resources

Teacher Preparation

Family Life/Sex Education

AVID

Leadership Development

GATE

VAPA

CCTE

Non-District Employees

Early Childhood/Primary

Cultural Proficiencey

School Counselor PD

Language Acquisition

Special Education

0 500 1000 1500 2000 2500 3000 3500

33

34

41

53

60

99

197

214

263

290

311

337

673

987

2882

Curriculum/Instruction-Focused PD

Number of Course Enrollments

Cour

se C

ateg

ory

9

2013-14

Human Resources

General Education

Early Childhood/Primary

School Police Services

Crisis Response

PeopleSoft Procedural

Special Education

Budget and Finance

Language Acquisition

0 200 400 600 800 1000 1200 1400

34

50

52

58

153

351

363

419

1155

Policy/Procedure/Other PD

Number of Course Enrollments

Cour

se C

ateg

ory

10

2013-14

Other

SISPUG

Counseling

Special Ed.

EXCEED

i21

PowerSchool

0 1000 2000 3000 4000 5000 6000 7000

22

33

116

176

370

5750

6501

Technical PD

Number of Course Enrollments

Cour

se C

ateg

ory

The Focus of Our WorkLearning Cycles

How do we develop students who take an active stance in their own learning and become actively

literate, contributing members of society who make a positive difference in the world?

Cycle 1Aug. 15 – Nov. 12

How do we develop an academic, social

and physical environment worthy

of our children?

Cycle 2Nov. 13 – Feb. 5

How do we create classrooms that are

alive with collaborative

conversations?

Cycle 3Feb. 6 – April 15

How do we create the learning

conditions that maximize the

potential that lies within the

variability of all learners?

Cycle 4April 16 – June 24

How do we develop students who take an active stance in their own learning and the learning of

others?

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L a n g u a g e A r t s 9 7 6 T e a c h e r s

M a t h e m a ti c s9 9 7 T e a c h e r s

S c i e n c e 3 2 7 T e a c h e r s

S o c i a l S t u d i e s1 4 4 T e a c h e r s

786

659

182

171

215

125

126

19

22

20

18

101

2014-15 Cycle 1 Teacher Professional Learning

Secondary Summer PD

Department Chairs

Secondary

Elementary

Subject Area

Num

ber o

f Tea

cher

s

13

School Administrators Classified Administrators

179

250

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2014-15 CYCLE 1 MANAGEMENT PROFESSIONAL LEARNING

Principal Vice Principal

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Cultural Proficiency – Building a Common Vision of Equity and Cultural ProficiencyBackground: Vision 2020 Indicator: Supportive Environments that Value

Diversity in the Service of Students. LCAP Action: Provide cultural proficiency training that

recognizes personal and discriminatory practices. Harvard Study: Recommended an “external” partnership.

Action: Partner with the National Equity Partners (NEP) to

provide Cultural Proficiency Professional Learning for: Teachers: Focus on Beginning Teachers Principals: All Principals School Teams: Teaching with a Cultural Eye Institute, Select

schools Central Office: Leadership and Board of Education

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LCAP Feedback & Input

Related to this LCAP Update

1. What is Working? (…and should be continued...)

2. What is Needed?(…including improvements or change…)

3. What are the Priorities?(Based on what’s Working and Needed – note

the priorities - the most important next steps…)