Platte County School District

Professional Development Plan

2012-2013

Building learners of tomorrow…

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Platte County School District

Vision

Building learners of tomorrow…

Mission To prepare individual learners for success in life, the Platte County School District provides meaningful experiences in a safe and caring environment.

Values

Visionary Leadership

High Expectations Student-Focused Results Oriented

Collaboration Innovation

Integrity

Strategic Focus Areas Academics – Student Achievement

Business – Financial and Service Support Community – Students, Staff, Parents, & Members

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Professional Development Committee Members

Cheryl Madill – Barry Lori Mann - NCC

Allison Berglund – Barry Curt Claycomb – NCC

Jennifer Williams – Pathfinder Stephanie Siegel – Pathfinder

Karen Pyles – PCMS Barbie Glidewell – Pathfinder

Tracy Itao – Siegrist Kari Kitzman – Paxton

Grace Donaldson – Rising Star Courtney Morgan – Paxton

Anna Payne – Great Beginnings Dana Smith – PCHS

Lori Mann – NCC Sarah Larson – PCHS

Pam Singer – PCMS Heidi Mick – PCHS

Christina Dudley – Rising Star Bev Hartland – PCHS

Brittany Wolfe – Siegrist Stephani Reynolds – Curriculum and Instruction

Leanna Lightfoot – Siegrist Shelli Baldwin – Professional Development

Cathy Poe – PCMS John Unrein – Assessment and Evaluation

Sharon Sherwood – Board of Education Dr. Mike Brown – Assistant Superintendent

Organization of the District PDC Current with PDC Operational Bylaws – 5/22/2012

Teachers are self-nominated and elected by the staff from their buildings to serve as active

members of the Committee. Classified members are selected by the other PDC members. Staff seeking membership should be considered as effective teachers according to their evaluations by their building administrator. Each member serves a 3-year term and can serve sub-sequent terms. In the case a vacancy occurs, it shall be filled with a special election by the represented group. The elected person shall serve to the end of the unexpired term.

The number of representatives to serve on the committee will be determined by building population. In addition, every effort will be made to have a cross representation of core, exploratory, gifted, special education, counselors, and classified staff. Representation from buildings and other district groups are as follows:

Great Beginnings – 1 member Paxton – 2 members PCHS – 4 members Siegrist – 2 members NCC – 2 members Rising Star – 1 member PCMS – 2 members Pathfinder – 2 members Barry – 2 members – 1 elementary/1middle Classified Staff – 4 members

Other members include a representative of the Board of Education, Curriculum and Instruction

Coordinator, Professional Development Coordinator, Assessment and Evaluation Coordinator and Assistant Superintendent of Academic Services.

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Team Member Responsibilities 1. Serves as a liaison between individual buildings and district level PDC team. 2. Supports the alignment of staff requested PD opportunities to BSIP goals. 3. Facilitates the mentoring program at the building and district level. 4. Participates in the planning and facilitation of professional development events through sub-

committee work (Summer Learning Academy, New teacher orientation and Collaboration Cafe, Convocation, In-service, etc.)

5. Participates in all PDC Meetings. Committee meetings will consist of an annual full-day retreat in May or June, two half-day meetings throughout the school year, and possibly a few sub-committee meetings throughout the year.

6. Supports the development, implementation, and evaluation of the Platte County School District's Professional Development Plan.

PDC Compensation Guidelines The district administration has developed guidelines in an effort to fairly compensate individuals for their participation in district professional development. The guidelines are as follows:

Mentor Teacher: Year 1-$250 Year 2-$150 Workshop Presenter:

o Non-contracted Time - $50/Hour (Planning time is included) o Contracted Time - $25/Hour (Planning time is included)

Workshop Attendee: o Non-contracted Time $25/Hour

Sub-committee meetings and/or Non-contracted Time Work (example- Annual Retreat): o $25/Hour ($250 max and time card submission required for compensation)

Conference Expenses: o Individual staff members can request Professional Development opportunities in

which $250 of PD money can be used towards the expense of the workshop/conference. The request must follow the appropriate PD request procedures – refer to the PD Request Flowchart (page 5). The decision to approve teacher initiated PD will be first led by site-based leadership, and then the Assistant Superintendent of Academic Services. The decision will be based on building PD priorities (BSIP) and remaining PD funds available. A building may request to spend more than $250 a person on PD experiences if aligned with their Building School Improvement Plan. Each building has a PD allotment, based on their enrollment, for individual and building level PD opportunities.

PD Allotments by Building NCC - $1955 Siegrist - $8551 PCHS – $12, 826 Pathfinder - $4588 PCMS - $7573 Rising Star - $2242 Barry - $7495 Paxton - $4771 GB - $672

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Building PDC Representative 1) Meet with Staff Member to discuss: a) What BSIP objective is being met? b) How will learning be shared? 2) Complete PD Leave Request Electronic Form 3) Send request to Supervisor

Building Leadership 1) Review completed request 2) Approval/Disapproval 3) Submit approved request to AST

Staff Request

Complete website request form online (Log into our district website – Click on Professional Development – Professional Leave Request – Select the appropriate building)

Academic Services Team 1) Review completed request 2) Approval/Disapproval 3) Send email notification

Email sent to staff informing

of approval/ disapproval and

any further action needed.

Building PD team and

Supervisor will be copied on

this email.

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Professional Development Plan 2012-13

PDC’s Mission

The PDC recognizes that our staff is the cornerstone for all learning. Our mission is to provide high quality professional development opportunities, professional growth, and motivation for staff to

enhance their knowledge and skills, and ultimately, student achievement.

Commitments and Standards: The Platte County School District Professional Development Committee will work as a Professional Learning Community to provide a variety of learning opportunities and professional experiences designed to improve instructional effectiveness and student achievement. The work will be in alignment with the district Comprehensive School Improvement Plan (CSIP)/Strategic Plan. The Professional Development Committee (PDC) uses the National Staff Development Council Standards to guide the Professional Development Plan. NATIONAL STAFF DEVELOPMENT COUNCIL STANDARDS Context Standards – The context standards are used to design the professional growth of staff.

1. Organize Platte County staff into learning communities whose goals are aligned with those of the school and district (Learning Communities).

2. Requires skillful school and district leaders who guide continuous instructional improvement (Leadership) through the New Teacher Program.

3. Provide resources to support Platte County teachers’ learning and collaboration (Resources). Process Standards – The process standards were used to determine CSIP.

1. Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement (Data-Driven).

2. Uses multiple sources of information to guide improvement and demonstrate its impact (Evaluation).

3. Prepares educators to apply research to decision making (Research-Based). 4. Uses learning strategies appropriate to the intended goal (Design). 5. Applies knowledge about human learning and change (Learning). 6. Provides educators with the knowledge and skills to collaborate (Collaboration).

Content Standards

1. Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement (Equity).

2. Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately (Quality Teaching).

3. Provides educators with knowledge and skills to involve families and other stakeholders appropriately (Family Involvement).

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Platte County School District “Quality” Standards for Professional Development Developed by the Platte County Academic Leadership Team (2011-12)

Aligned with the district’s mission, vision, values, and strategic plan Ongoing and continuous Engaging, relevant, and useful Applicable to the educator’s needs Allows time for reflection, collaboration, and application Job-embedded whenever possible

Professional Development Goals: 2012-13 Goals

1. Enhance learning of all stakeholders by providing and encouraging high quality professional development opportunities and resources that are aligned and consistent with the district’s mission, vision, values, and Comprehensive School Improvement Plan. (Aligned CSIP Goals - A1, C1, C2, and C3) Professional Development Opportunities Staff members participate in Professional Learning Community (PLC) Days, building and

district level team meetings, district in-service days, beginning of the year staff orientation days, and Summer Learning Academy.

Staff members can participate in conferences and workshops that are aligned with the Comprehensive School Improvement Plan and approved through the appropriate process (see PD approval flow chart-page 5). These experiences will be kept through an electronic tracking system and knowledge gained from these experiences will be shared at different levels depending on the depth and value of the learning.

A Team of 18 staff members will participate in a two-year consortium sponsored by the Professional Development Network and in cooperation with numerous other school districts in the Kansas City area that will focus on the implementation of the common core standards and increasing rigor in the classroom (refer to PDN Consortium-page 16)

Classified staff can participate in professional development experiences that support their skills and abilities to perform their responsibilities and are aligned with the district's Comprehensive School Improvement Plan.

Professional development opportunities must support district initiatives aligned with Comprehensive School Improvement Plan (refer to the PD Strands 2012-17-page 9)

Staff members establish and monitor the progress of professional goals and strategies that are aligned with their Building School Improvement Plans.

Staff members can apply and participate in the district's Leadership Academy designed to prepare leaders for all aspects of school leadership (refer to Leadership Academy-page 17).

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2. Provide beginning teachers and staff members new to Platte County School District with the on-going support at the individual, school and district levels. (Aligned CSIP Goal - C2)

New Staff Support New teachers to the profession participate in on-going professional development

experiences throughout their first two years. These experiences are intended to build knowledge and skills in order to improve student learning and achievement.

New teachers to the district but not in their first two years of teaching participate in on-going professional development experiences within their building that will support their knowledge of district and building curriculum, initiatives, procedures, and policies.

Mentors are provided for all new teachers in their first or second year of teaching. New teachers meet with their mentee on a documented on-going basis for guidance and support. Mentors are compensated for their time and support.

New Teachers in their first or second year of teaching will document their development and learning through their individualized professional development plan.

New teachers to the district but not to the profession meet with their building PDC representatives as advisors for learning about district and building curriculum, initiatives, procedures, and policies.

New classified staff members participate in on-going professional development experiences that support their skills and abilities to perform their responsibilities as well as support their knowledge of district and building initiatives, procedures, and policies.

Evaluation of Professional Development Plan Student Achievement Data

o Missouri Assessment Program (MAP) – Math, Communication Arts, Science, EOC’s o College and Career Ready Assessments o Stanford 10 Results – Grades (K-2) o Reading Assessments – DRA, STAR, Fluency o Common Assessment Results - Acuity o Grade Reports o Sub-group Data – State Assessments, Common Assessments o Response to Intervention Data

Student Perception Data o Attendance o Survey Responses

Staff Perception Data o Survey Responses - Quality of PD Experiences and Opportunities / Technology Training o Follow-up evaluations of PD experiences

Annual Needs Assessment o Review of PD Strands o Prioritize PD experiences and trainings

Annual SWOT Analysis - strengths, weaknesses, opportunities for improvement, threats Annual review of teacher participation and follow-up in sharing quality PD experiences Annual review of PD budget

(Review of 2011-12 PD Plan data – pages 10-15)

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Professional Development Strands 2012-17 Aligned with CSIP – Created by Academic Leadership Team – February 2012

PD Strands 2012-2017 PD Elements within each strand

Professional Learning Communities

teaming, distributed leadership, Mentoring, Peer Coaching, Collaboration, Data-driven decisions, job embedded professional development, collaborative data meetings, school improvement processes, curriculum development and implementation

Assessment and Evaluation - utilization of assessments to guide instruction and make decisions

differentiated instruction, writing quality assessments, utilization of predictive and diagnostic assessments, assessment for and of learning, collaborative data meetings

Research-based Instructional Strategies

response to Intervention, tiered interventions, high-yield instructional strategies, differentiated instruction, maximizing instructional time, data-based decisions, flexible lesson design, workshop model, guided reading,

Standards-based teaching and grade reporting

reporting student progress, common core, utilization of scoring guides, assessment, reporting on learning and life skills, rigor in the classroom, curriculum development and implementation, alternative forms of grade reporting (grades 6-12

Student Perception - safe, cared for, relevant learning, engaged

safe and caring relationships, diversity, behavior management, students tracking their own learning, bully prevention, high-yield instructional strategies, interactive technology, rigor in the classroom

21st Century Technology

instruction and assessment tools - interactive technology, reporting tools, collaborative tools, data analysis tools, parent communication vehicles

Quality "Continuous Improvement" Classrooms

students tracking their learning, common classroom expectations, assessment for learning, data driven decision making, data notebooks, class data meetings

2012-13 PD Priorities (based on CSIP actions) 2012-13 Trainings (based on CSIP actions)

Utilizing Assessment Acuity (grades 3-8) Common Core and Rigor in the Classroom Scantron (grades 9-12) Workshop Model DRA and Guided Reading (grades K-2) Standards-Based Grading (grades K-5) Scoring guides (K-5) Alternative Forms of Grading (grades 6-12) Pulse (k-12)

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Academic Performance Data

MAP Data – Trend 2006-2011

MAP Data - No Child Left Behind – Subgroup Results 2010 and 2011

NCLB Subgroups

CA 2010 % proficient or advanced

MA 2010 % proficient or advanced

CA 2011 % proficient or advanced

MA 2011 % proficient or advanced

All Students 65.6 62.1 65.4 60.9

White 67.8 65.2 68.6 64.6

Black 52.6 38.8 49.4 37.4

Hispanic 54.5 47.6 51.5 48.2

Free/Reduced Lunch

44.0 39.3 49.2 40.6

IEP students 23.3 32.2 17.0 23.8

LEP students 33.3 36.8 27.3 24.1

40

45

50

55

60

65

70

75

80

85

90

2006 2007 2008 2009 2010 2011

Perc

ent P

rofic

ient

District 06-11

Comm Arts

Math

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ACT Results

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Staff Perception Data (From 2010 MSIP Survey - % strongly agree and agree) Certified Staff

There is adequate collaboration between special education staff and classroom teachers in our school. 66%

There is adequate professional development for teachers working with special education students in our school. 54%

Norms for conduct that foster collegiality and professionalism among staff and administrators are clear and routinely followed. 79%

I routinely analyze disaggregated student data and use it to plan my instruction. 73%

An assessment is used to provide timely feedback on specific knowledge and skills for individual students. 70%

Our professional development improves student achievement. 76%

I have received adequate training in using computers and other technology to support my work with students. 84%

My professional development has improved the way I teach. 85%

There is systematic collaboration across subject areas in our building. 66%

I have students keeping track of their own performance on the learning goals. 50% Classified Staff

The district has provided me with specific in-service training related to my job. 71%

The in-service activities I have attended have helped me do a better job. 60%

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Student Perception Data (From 2010 MSIP Survey - % strongly agree and agree) Grades 3-5 Grades 6-8 Grades 9-12

Teachers in my school really care about me. 93% 66% 46%

I feel safe at school. 91% 76% 65%

I like going to this school. 88% 68% 56%

If a student has a problem, there are teachers who will listen and help. 93% 78% 61%

My teachers are good. 96% 82% 67%

Teachers treat me with respect. 95% 79% 64%

Discipline is handled fairly. 89% 69% 48%

There is a feeling of belonging at my school. 61% 46%

There is good communication between teachers

and students. 61% 43%

Most of my teachers respond to disruptive students quickly and effectively. 70% 44%

Clear rules regarding behavior have been established in most of my classes. 82% 66%

My teachers connect learning with the real world. 48%

Differences among students and their families are respected in this school. 48%

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Strengths

Internally, what are the programs strengths?

What are the advantages?

What do others say the strengths are?

Innovative aspects?

Resources?

Knowledge?

Weaknesses

Regarding the program, what is most criticized or receives the most complaints?

What are the programs weaknesses?

Gaps in capabilities?

Financials?

Morale, commitment?

Opportunities

What opportunities for improvement do we know about but have not been addressed?

Where, with a little work, could we change a weakness into a strength?

Information and research?

Funding sources?

Development possibilities?

Threats

Who or what threatens the program the most?

What challenges are coming that we must respond to?

What might block our progress?

Financial impact?

Lack of support?

Obstacles?

SWOT ANALYSIS: Used to provide information about the program’s strengths, vulnerabilities, and opportunities for improvement and growth.

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Strengths

Utilization of teacher surveys to determine areas of need for PD

PDC leadership Teacher choice or differentiation in PD

opportunities for teachers Opportunities for PD earlier in the year rather

than later so teachers can utilize their learning the same year

Utilization of other resources - collaboration with other districts

Teacher feedback has been positive according to feedback surveys

Focus on new teacher training

Weaknesses

Too many initiatives - difficult to provide PD in a timely and efficient manner

Accountatbiliy for utilization of new learning - no follow up or organized sharing of learning by participants or data to demonstrate effectiveness

Lack of a common and consistent vision Too much time and information for new

teachers - focus on more the practical opportunities for new teachers

Not enough practical PD opportunities foro teachers

Opportunities

More district initiated workshops throughout the year and not just in the summer through the academy

Collaboration between buildings - even if it is technology generated

Creation of a PD philosophy and direction that is clearly articulated to the staff

More professional development opportunities for classified staff

More involvement of district leaders through support and participation in the summer learning academy and other district PD opportunities

Threats

Traditional teaching attitudes and practices Resistence to change Time to collaborate, plan, be adequately

trained and analyze data to guide instruction Traditional teacher schedules and teacher

compensation for time outside that schedule All staff working together as one -

administrators and teachers from all across the district

SWOT ANALYSIS: Used to provide information about the program’s strengths, vulnerabilities, and opportunities for improvement and growth.

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Professional Development Network Consortium

Purpose: Provide sustainable professional development to support the transition and implementation of the Common Core Standards and Next Generation Assessments.

Professional Development: Two-year continuum includes the following:

Phase 1 – School year 2012-2013:

Building awareness of priority standards and assessments Overview of the Rigor/Relevance Framework

Phase 2 – Summer 2013:

Create rigorous instructional units aligned to the Common Core Standards and Smarter Balanced Assessments

Phase 3 – School year 2013-2014:

Building instructional leadership by developing skills and knowledge, providing a framework for gauging levels of rigor, relevance and relationships.

Member Expectations: Team members are expected to attend workshops with an open mind, full participation in the learning activities, open and honest communication with their team members and other colleagues. In addition, team members are expected to participate in the sharing and implementation of new ideas and initiatives that transpire from the continuum. The Platte County Team will periodically meet to debrief on continuum learning and discuss plans for communication and facilitation of new ideas and initiatives in our district.

Plate County Team Members:

Teachers: Michelle Mensing, Lacey Middleton, Barbie Glidewell, Shannan Roberts, Cheryl Ferraro, Courtney Morgan, Teri Gunther, Michelle Davenport, Steve Rolofson, Jessica Bolger, Blake Seifert, Sarah Larson, Jeremy Hart

Administration: Rebecca Henshaw, Logan Lightfoot, Shari Waters, Shelli Baldwin, Stephani Reynolds

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Platte County School District Leadership Academy

PREREQUISITES: At least 2 years classroom experience Must complete application by October 1st - including Principal’s scoring and signature

REQUIREMENTS: Attendance at each session - session - 2nd Thursday of each month - 4:00-5:30 PM Sessions will begin in January and end in September with no meetings in June or July A written reflection following each session A full day of observation and/or shadowing with building administration (sub provided) 10 hours of internship work at either district office or school building in the summer

PURPOSE: To prepare leaders for all aspects of school leadership. Specifically, the objectives are to...

Provide opportunities for leaders to learn concepts and develop skills needed to be an effective 21st century leader.

Provide opportunities to learn about various components and processes of our organization. Provide opportunities for prospective leaders to disaggregate and analyze data that can guide instruction

and provide the ability to make informed decisions. Provide opportunities for leaders to develop collegial relationships. Provide aspiring leaders a meaningful experience and realistic view of leadership roles in our organization.

Academy Topics: 21st Century Educational Leadership ISSLC Standards The Baldrige Model Mission, Vision, Values and Strategic Planning "Quality" Schools Program and/or Department Overviews and Evaluation Curriculum, Instruction, and Assessment Professional Development and Learning Communities Technology School-Community Relations Human Resources Politics and Education Finance and Budgeting Facilities and Operations

Possible Activities: Job Shadowing and Intern Experience In-Basket Discussions Inquiry Based and Problem Solving Learning Collaborative Discussions Book Study Leadership Panels

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Leadership Academy Application

Please complete the following information below…Send the completed application along with your most current resume to your building Principal who will forward it to Dr. Brown in Academic Services. All applications should be sent by October 1, 2012.

___________________________________________________________________________________________

Name:

Current School:

Current Position:

Number of years of classroom experience:

Contact Numbers(s):

____________________________________________________________________________________________

Why are you interested in participating in the Leadership Academy?

How does your participation in the Leadership Academy support your professional goals?

Leadership Academy – Building Principal Reference and Signature

Leadership 1 2 3 4 5

Collaboration 1 2 3 4 5

Communication 1 2 3 4 5

Principal Signature _____________________________________________

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