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Every Student, Every Day

Newark Central School District

Professional Learning Plan September 2019- August 2020

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

Part 100.2 of the Regulations of the Commissioner of Education.

This plan will be reviewed on an annual basis.Approved by the Board of Education on August 22, 2019

http://www.newarkcsd.org/newarkcsd

Vision

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

The 2019 Professional Development Planning Team

Robin Uveges Coordinator of Professional Development and Literacy Initiatives/TeacherKrista Lewis Assistant Superintendent for Curriculum and InstructionAmy O’Connor TeacherAlicia Marchionda Teacher Cheryl McGurk TeacherKirstin Roides TeacherMelanie Schneeman TeacherLora Prebalick TeacherDonna Hamlin TeacherShawn Flanagan TeacherValerie Michaels Instructional Coach/ TeacherWill Bean ParentSara Finch ParentTom Roote Principal, Newark High School

Teresa Prinzi Principal, Newark Middle SchoolJeff Hamelinck Principal, Kelley Intermediate SchoolMonica Stadler Director of Pupil ServicesDr. Stephen Uebbing University of Rochester/Warner School of Education

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

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

Goal

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

Philosophy

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

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

Measuring Impact of the Plan

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

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

- Annual graduation rates

- Review of data sources listed in the actions of this plan- Other collaboratively identified data sets including actions to modify curriculum, instruction and assessment- Ongoing focus district and focus school review processes, including continuing needs identification through

such venues as surveys and focus group reflections

New York State Professional Development Standards

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

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

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

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

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

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

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

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

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

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

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

District Resources to Support the Professional Development Plan

Examples include, but are not limited to:

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

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

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

Fiscal Resources: Consolidated Grant- Title IIA, ESSA/Title IA Grant, Title III Grant, Title IV Grant, Title IV Grant, Federal IDEA Section 611, privately funded grants and general operating funds.

2019 Goals for Professional Development Within the Newark Central School District

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

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

1. To provide quality standards-based learning experiences to help all students achieve NYS Learning Standards2. To provide quality standards-based learning experiences to help all ELL students achieve NYS Learning

Standards3. To effectively utilize data to inform instruction and interventions4. To meet NYSED requirements requiring School Violence Prevention and Intervention Training, including

promoting mental health and wellness.5. To support students’ social/emotional developmental health.

Regulatory ProvisionsContinuing Teacher and Leader Education (CTLE)

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

Registration and CTLE RequirementsCertificate Type Employment Status Registration

RequirementsCTLE Requirements

Permanent Certificate HoldersPERMANENT Classroom Teacher/School Leader

Practicing in a NYS school district or BOCES

Active registration is required NOT subject to

CTLE

PERMANENT Classroom Teacher/School Leader

NOT practicing in a NYS school district or BOCES

May choose “INACTIVE” status for their registration

NOT subject to CTLE

PERMANENT Pupil Personnel Services (PPS) such as School Attendance Teachers, School Counselors, School Psychologists, School Social Workers, School Dental Hygiene Teachers and School Nurse

Practicing OR NOT practicing in a NYS school district or BOCES

NOT subject to registration NOT subject to

CTLEProfessional Certificate Holders

PROFESSIONAL Classroom Teacher/School Leader

Practicing in a NYS school district or BOCES

Active registration is required

100 hours of CTLE is required during every five year registration

PROFESSIONAL Classroom Teacher/School Leader

NOT practicing in a NYS school district or BOCES


NOT subject to CTLE if INACTIVE

Teaching Assistant Certificate Holders

Level III Teaching Assistant Practicing in a NYS school district or BOCES

Active registration is required

100 hours of CTLE is required during every five year registration

Level III Teaching Assistant NOT practicing in a NYS school district or BOCES


NOT subject to CTLE if INACTIVE

Continuing Teaching AssistantPracticing OR NOT practicing in a NYS school district or BOCES


CTLE

Level I, Level I Renewal, Level II Teaching Assistants



CTLE

Other Certificate Holders

Initial Classroom Teacher/School Leader



CTLEProvisional Classroom Teacher or Provisional School Administrator/Supervisor



CTLE

Provisional Pupil Personnel Services (PPS)



CTLE

Approved SponsorsNYSED law requires the Department to approve all CTLE sponsors. Newark Central School District (NCSD), along

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

Newark Central School District Auddie Mastoleo Vince Mancuso Collaborative Classroom Curriculum Associates Pearson University of Rochester/Warner School of Education Utica National Wayne-Finger Lakes BOCES All other school districts, BOCES, entities, organizations, or individuals who are approved by the Department and

listed on the Office of Teaching website.

Additional Certificate Holder Responsibilities

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

Title of Program Total number of hours completed Number of hours completed in language acquisition for ELL students (possible waiver exemption) Sponsor’s name and identifying number Attendance verification Date and location of program

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

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

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

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

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

Annual Professional Performance Review

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

The NYSUT Seven Teaching Standards of the APPR Process:

Standard I: Knowledge of Students and Student Learning

Standard II: Knowledge of Content and Instructional Planning

Standard III: Instructional Practice

Standard IV: Learning Environment

Standard V: Assessment and Student Learning

Standard VI: Professional Responsibilities and Collaboration

Standard VII: Professional Growth

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

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

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

GOALS To continue to develop the capacity and confidence of our new teachers To enrich the new teachers’ knowledge about teaching to maximize student learning To integrate new teachers into the culture of the school, district and community To provide opportunities for current teachers to grow professionally through the mentoring role.

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

The Mentor’s Responsibilities: Makes the new teacher feel welcome Helps the new teacher find the essentials Provides information on routines, procedures and roles Shares ideas (parent communication, record keeping procedures, report card procedures) Provides a sounding board and some nonjudgmental advice Is a support- helps in the development of collegiality between new teachers and their professional colleagues, support with time

management (professional/personal)

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

The Coach’s Responsibilities:Instructional planningClassroom managementDevelopment of instructional skillsSetting appropriate expectationsCurriculum supportStudent assessmentResource acquisitionData analysis and the use of data to inform instructionSelf-analysis and reflection

Models lessons and provides professional development

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

The Grade Level or Department Leader’s Responsibilities: Shares knowledge of NYS and Newark CSD curriculum documents and State standards Supports the administration of NYS and local assessments Supports the use of data to make instructional decisions Acclimates new teachers to department/grade level specific tasks, expectations and priorities Assists with identifying budgetary needs and coordinates necessary purchases Works with administrators and coaches to promote, co-facilitate or deliver professional development opportunities for a grade level or

department

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

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

New Teacher Mentoring

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

The program is not evaluative in any way.

MENTOR COMMITTEEChristine VanDemortel Tami Brinkman Donna Hamlin Stacey Quimby Aaron Harrington Monica Stadler

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

The Mentor’s Responsibilities: Makes the new teacher feel welcome Helps the new teacher find the essentials Provides information on routines, procedures and roles Shares ideas (parent communication, record keeping procedures, report card procedures) Provides a sounding board and some nonjudgmental advice Is a support- helps in the development of collegiality between new teachers and their professional colleagues, support with time

management (professional/personal)

Expectations of Mentors Attend a meet and greet lunch session for mentors and mentees scheduled as part of New Teacher Orientation in August. Attend an orientation session for mentors (one session to be held for secondary and one for elementary) to be scheduled within the first

two weeks of school.

QUALITIES/ QUALIFICATIONS OF MENTORS:

Professional Criteria Personal Qualities

Has a positive outlook on students, subject area, school

Permanently certified Is dependable Tenured Works well with all staff in the building

Is able to provide honest feedback Supports the standards, expectations, and

goals of the District Is a life-long learner

Is able to keep confidences Uses situations as learning experiences Responds rather than reacts Has effective communication skills Acts as a facilitator

MENTOR SELECTION PROCESS There will be a sign up process at each building prior to the last teacher work day in the spring for those interested in signing up to be

considered as a mentor. Pool of interested mentors is created

Principal pairs the mentor with the new teacher through consultation with the mentor committee Appointments are for one year

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

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

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

GUIDELINES FOR MENTOR-NEW TEACHER MEETING PLANS Approximately twice per month with the understanding that more contact may be needed at the beginning of the school year or at various

points throughout. Personal contact on a consistent basis is strongly recommended, although it is recognized that check ins via other modes in addition to personal contact can be beneficial. The process is designed to give flexibility for the mentor-mentee to maximize this support.

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

MENTOR STIPEND$750 annually, which will be paid over two amounts- one following the first contact log due date of January 1 st for $375, and the other following the second contact log due date of May 31st for $375).

NOTE: New Teachers are to receive a full year of mentoring.

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

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

English as a New Language (ENL) The Newark Central School District has historically had fewer than 30 English Language Learners enrolled. As prescribed in the Commissioner’s Regulations, the District has annually requested permission for an exemption from the professional development requirements identified in 100.2(dd). Regardless, the District has made ENL specific professional development opportunities available to its staff. To meet the Continuing Teacher and Leader Education (CTLE) requirements, all holders of

professional certificates in the certificate title of English to speakers of other languages (all grades) who, unless waived due to district population, must complete a minimum of 50 percent of the required professional development clock hours for such certificate title in language acquisition aligned with the core content area of instruction taught, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for English language learners. The district provides opportunities for such teachers to participate in district-provided professional development through elective offerings (a fall series and a spring series), as well as the use of outside providers such as, but not limited to, Regional Bilingual Educator Resource Network (R-Bern), conferences, trainings, and webinars to allow for this requirement to be met.

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

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

Technology

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

This plan includes the following Professional Development Goals:

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

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

NEEDS ANALYSIS

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

longitudinal NYS State and local assessment data surveys of students, staff, parents and community NYSUT Professional Learning Survey as part of state review process graduation rates drop-out rates attendance rates student discipline data focus group interviews with students focus group interviews with parents focus group interviews with staff focus group interviews with community members focus group interviews with administrators NYS School Report Card data and State Benchmarks for School Performance Comparison data from local and regional schools Classroom walk-through data from State reviews Local classroom walk-through data Locally led target district needs assessment NYSED-led reviews for Comprehensive Support Improvement Schools (Perkins Elementary, Kelley Intermediate,

Middle School)

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

1) Academic/Instruction a. Using Data to Inform Instructionb. Understanding and Prioritizing Learning Standardsc. Pedagogical Shifts and Implementation of Standards of Mathematical Practice

d. Use of Instructional Technologye. Continued Development/Implementation of the Formative Learning Cycle? f. Continued Development/Implementation of Tiered Intervention System for academics as Part of MTSSg. Continued Designing and refining of Curriculum Maps?

2) Social Emotional Learninga. Vertical Alignment of SEL Tier 1 Instruction/Midwest PBIS 6 Classroom Practices and District and School

Matricesb. Continued Development/Implementation of Tiered Intervention System for SEL as Part of MTSSc. Restorative Practicesd. Therapeutic Crisis Intervention

3) Family and Community Engagementa. Forming and Sustaining Positive Relationships with Familiesb. Cultural Humilityc. Implicit Bias

Demographics of Newark Central School District

0%

8%

15%0%

71%

5%

58%

12%

1%

Newark CSD DemographicsAs of 10/2/19

Amer Ind Black Hispanic Asian White Multi Econ Dis SWD ELL

Newark Central School DistrictProfessional Development Plan

2018-19 School YearNCSD Professional Learning Electives 2019-2020

GOAL 1: 100% of staff will learn to effectively utilize data to inform and differentiate instruction.Objective A: Develop quality lessons based on student data.Objective B: Systematically analyze assessment data to develop instructional action plans

Objective C: Implement the formative learning cycle including providing effective feedback to students on their progress

toward expected learning outcomes

Impact: Student achievement increases as a result of high quality tier one instruction targeted to meet students’

needs.

Professional Development Activities/Strategies

Format Participants

Timeline Person(s) Responsible

Evaluation

Understanding and Prioritizing Learning Standards to Support Targeted Instruction to meet student needs.

Mandatory

All Teachers, Administrators

September 2019-June 2020

Instructional Coaches, Coordinator of Professional Development, ASI, Administrators

Attendance at Professional Development, Local and State Assessment Results

Using data to differentiate lessons and personalizing learning to meet the diverse needs of all students, including ELL students and students with disabilities.

Mandatory and Electives


September 2019-May 2019

Coordinator of Professional Development (PD), ASI, Administrators, Instructional Coaches, WNY-R-Bern


Implementation of the Mandato All Teachers, October Coordinator of Attendance at

https://newarkcsd-my.sharepoint.com/:w:/g/personal/robin_uveges_newarkcsd_org/EZwuoWhAAMJLkQUQgcfr9sUBhLseDJoc-3cuVq-27yxwGg?e=zWe1Zx

Formative Learning Cycle Including Data-Based Feedback, including ELL students

ry and Electives

Administrators

2019-April 2020

Professional Development (PD), ASI, Administrators, Instructional Coaches, WNY-R-Bern

Professional Development, Local and State Assessment Results, Walk Through Data

Utilizing a data driven instructional (DDI) framework to support quality instruction and interventions, including the roles of effective professional learning communities (PLCs) and collaborative planning meetings at the elementary level, and department meetings, collaborative team meetings and opportunities for common planning at the secondary level.

Mandatory



ASI, Coordinator of Professional Development (PD), Curriculum Instructional Council (CIC), Instructional Coaches, School Leaders


Designing useful, common curriculum maps to be used to guide instructional planning and using data to inform necessary revisions.

Mandatory

All Teachers September 2019-June 2020

ASI, Administrators, Curriculum Review Subcommittee of CIC, Auddie Mastroleo

Completed Curriculum Maps, Lesson Plan Reviews, Curriculum Reviews by Content Area

Understanding and implementing the components necessary for quality reading instruction as part of an ELA instructional block.

Mandatory

K-5 Teachers, Teaching Assistants, Administrators

September 2019-April 2020

Coordinator of PD, Coaches, ASI, Building Principals, Christine Venturis, Suzanne Bright, Katy Cortelyou, Collaborative Classroom

Attendance at Professional Development, Monthly Check-In Meetings, Walk-Through Data

Pedagogical Shifts and Implementation of Standards of Mathematical Practice

Mandatory

K-8 and Algebra Teachers, Administrators, Instructional Coaches

September 2019-May 2020

University of Rochester/Warner School of Education Consultants, Coordinator of PD, Coaches, ASI, Building Principals

Attendance at Professional Development, Bi-Monthly Check in Meetings, Walk Through Data, Observation Data, Lesson Plan Reviews, Local and State Assessment Data

SIPPS intervention: Understanding and implementing the components necessary for interventions aligned with the Being a Reader program


K-3 Reading AIS Providers, Teaching Assistants, Instructional Coaches

September-April 2019

ASI, Coordinator of Professional Development, In-House Trainer/Instructional Coach, Administrators

Tier 2 Intervention Check In Meetings, Local Assessment Results, including Fastbridge Universal Screening Data

Developing closed-loop Multi-Tiered Systems of Support (MTSS) to utilize data to drive student academic interventions

Mandatoryand Electives



SEL Coordinator, MTSS Coordinator, ASI, Administrators

Local and State Assessment Results, including Fastbridge Universal Screening Data

Professional Development Sessions on the Use of Microsoft 365 as a foundational tool to implement instruction.


All Faculty and Staff, Administrators


Director of Technology, ASI, Technology Integration Specialist, Instructional Coaches

Attendance at Professional Development, Walk-Through Data, Staff Surveys

Professional Development Sessions on the Use of Technology (Including Software/Apps) to Support Student Learning

Electives All Faculty and Staff, Administrators

October 2019-March 2020

Technology Integration Coach, Instructional Coaches, In-District Teacher Trainers

Attendance at Professional Development, Walk-Through Data, Staff Surveys

GOAL 2: 100% of staff will meet NYSED requirements requiring School Violence Prevention and Intervention Training, including promoting mental health and wellness.

Objective A: Identify warning signs within a developmental and social context that relate to violence and other troubling behaviors in children.Objective B: Identify the statutes, regulations, and policies relating to a safe nonviolent school climate.Objective C: Identify effective classroom management techniques and other academic supports that promote nonviolent school climate and enhance learning.Objective D: Understand how social and problem-solving skill development can be integrated within the regular curriculum.Objective E: Understand intervention techniques designed to address a school violence situation.Objective F: Understand how to participate in an effective school/community referral process for students exhibiting violent behavior.

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


Format Participants


Evaluation

School Violence Prevention and Intervention Training

Mandatory

All Faculty and Staff, Administrators

September 2019-November 2020

Assistant Superintendent for Business, ASI, Coordinator of PD, Utica National

Attendance at Professional Development, Staff Surveys

GOAL 3: The district will provide all faculty and staff with training to support students’ social/emotional developmental

health.Objective A: To ensure that all students are supported in their developmentObjective B: To ensure that staff have effective tools for providing higher levels of support for

students in need

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


Format Participants


Evaluation

Therapeutic Crisis Intervention Mandato K-12 Septembe Director of Student Discipline Data,

(TCI) Training ry Teachers, Transportation Department Members, Selected Teaching Assistants, Administrators

r 2019-May 2020

Pupil Services, Assistant Director of Pupil Services, TCI Trainers, School Psychologists

Survey Data

Restorative Practices to shift the way we approach problem-solving and conflict resolution while preserving relationships.


Administrators, Behavioral Health Team Members

October 2019-June 2020

SEL Coordinator, Selected Administrators, Restorative Practices Turnkey Trainers

Student Discipline Data, Survey Data

Developing closed-loop Multi-Tiered Systems of Support (MTSS) to utilize data to drive student social emotional interventions




MTSS Coordinator, ASI, Administrators,SEL Coordinator

Local and State Assessment Results, including Fastbridge Universal Screening Data

Vertical Alignment of SEL Tier 1 Instruction/Midwest PBIS 6 Classroom Practices and District and School Matrices to support a skill building approach to discipline.

Mandatory



MTSS Coordinator, SEL Coordinator, Coordinator of PD, Select District Turnkey

Student Discipline Data, Survey Data

Trainers

GOAL 4: The district will provide all faculty and staff with training to support the development of increased family

community engagementObjective A: To ensure that all faculty and staff have the support they need to develop and maintain

positive relationships with families

Objective B: To increase understanding of how perceptions and experiences shape cultural biases, to recognize

that bias exists, and to use this knowledge to develop greater engagement with families and with

the community.

Impact: Students experience higher levels of success in school as they are supported by families and the community


Format Participants


Evaluation

Cultural Humility Mandatory and Electives

K-12 Teachers, Transportation Department Members, Selected Teaching Assistants, Administrators

October 2019 – March 2020

Administrators, In-District Teacher Trainers

Family, Staff and Student Survey Data

Implicit Bias Mandatory and Electives

K-12 Teachers, Transportation Department Members, Selected Teaching Assistants, Administrators

October 2019 – March 2020

Administrators, In-District Teacher Trainers

Family, Staff and Student Survey Data

NCSD Professional Learning Electives 2019-2020

https://newarkcsd-my.sharepoint.com/:w:/g/personal/robin_uveges_newarkcsd_org/EZwuoWhAAMJLkQUQgcfr9sUBhLseDJoc-3cuVq-27yxwGg?e=zWe1Zx

newark central school district€¦ · web viewthey empower new teachers by sharing their...

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