Professional Development System

Transcription

1 Professional Development System Page 1 of 32

2 Redevelopment of District Professional Development System 2015 Guidelines for Review and Approval Completed by all districts and submitted by October 1, 2015 Send digital files to Professional learning is the result of the individual s commitment to improvement. Each district supports that commitment through a research-based professional development system that meets the intent of statutes and regulations on professional development. The guidelines below are designed to assist districts with the submission of their redeveloped professional development systems that, at a minimum, address changes resulting from commitments. Please contact John Moore at Sangeetha.Wollett@fldoe.org or if you need any assistance during the submission and review process. Please complete the following and send this form with the documents you submit for review. District Name: Saint Lucie Public School (SLPS) Date Submitted: October 1, 2015 Contact Person s Name: Title/Position: Tybule Saint-Louis Director of Quality Instruction / Professional Development Phone: Tybule.SAINTLOUIS@stlucieschools.org Instructions for Completing the Checklist 1. Submit this form with your district s redeveloped professional development system to ProfDevSystemEQ@fldoe.org. 2. To facilitate the review process, for each element of the listed Scope of Work issues, provide the page number(s) where that element is addressed in your documentation. 3. Optional: Under the section Other, list any other substantial changes to your professional development system that are included for review and approval at this time, including a brief description and page number(s). Page 2 of 32

3 Florida Statue states, The purpose of the professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance through the curriculum, and prepare students for continuing education and the workforce. The Protocol Standards Third Cycle is an integral component of this system. Recent state statutes (e.g., F.S ) and State Board of Education rules related to professional development further inform the structures and processes required of districts and schools when implementing the professional development system. Florida Educators Accomplished Practices (FEAPS) (SBE 6A ), and the Florida Principal Leadership Standards (FPLS) (SBE 6A ), districts received additional guidance about where to place emphasis for professional development systems. St. Lucie s implementation has been the catalyst for the redesign of our PD System. As described in and state statues professional development systems must reflect: A new vision for K-12 student success focused on college and career readiness New and more rigorous content standards (Florida Standards and NGSSS) Repurposed and restructured personnel evaluation systems Revisions to core practices in the FEAPs and FPLS Current research on practices that impact student learning Scope of Work (SOW) expectations regarding professional development Implementation of other state and initiatives An expanding array of student growth measures Professional development is a pillar of school improvement. Engaging educators in meaningful and research-based professional learning opportunities can improve student outcomes; however, any professional learning practice should address an identified need, be implemented with fidelity to its design principals, and be evaluated for its impact on instruction and student learning initiatives at multiple levels (e.g., district and state). Determining faculty and administrator professional learning needs that will support system improvement efforts is paramount. Selecting effective professional learning practices, implementing them with fidelity and quality, and knowing how to determine the impact both on teacher practice and student learning require a solid foundation. The St. Lucie Public Schools Professional Development System practices result in professional learning aligned to student outcomes, and in turn prepares our students for college and career readiness upon graduation. The redevelopment St. Lucie s District Professional Development system focuses on a system that supports college and career ready students through: Focusing resources on priority issues and needs Learning cultures providing support Actual implementation of new professional learning Evaluation of PD for continuous improvement The Professional Development System shifts have occurred in three areas: Shifts in focus of professional development systems: The emphasis for professional development is squarely on those instructional and leadership practices that make the most difference for student learning. Similarly, the School Community Professional Development Act (F.S ) states that professional development activities for instructional personnel must focus on analysis of student achievement data, ongoing formal and informal Page 3 of 32

4 assessments of student achievement, identification and use of enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content areas, enhancement of subject content expertise, integrated use of classroom technology that enhances teaching and learning, classroom management, parent involvement, and school safety. Although all of these remain important, the primary focus for needs assessment has shifted to those areas most closely associated with improvements in student learning. As a result, professional development needs assessment must include data related to teachers and principals knowledge and use of the instructional and leadership practices described in the FEAPs and FPLS and the effects of these practices on student learning. Shifts in the distribution of roles in professional development: A significant number of the quality methods of professional learning are events or processes that are under the control or influence of a school principal and his/her leadership team (e.g. assistant principals, instructional coaches, collegial teams such as lesson study groups or PLCs, teacher-leaders, team leaders, peer coaches). The professional development system will focus, coordinate, and support school-based personnel due to their increasing responsibility to lead and implement professional development. Shifts in relationship among districts: In addition to shifts in the focus of professional development within a district and the range of educators who will assume active roles in the professional development system, needs assessment capacities must also consider the statewide system of professional development. St. Lucie works with other districts to establish a coordinated system of professional development by comparing needs and sharing strengths. Districts build capacity to make needs known, professional learning practices, and resources. These shifts are exemplified through a systematic approach to professional learning. Jobembedded, site based professional learning will shift as the norm as schools become the determiners of the PD needs and schedulers of implementation as the delivery of PD. Page 4 of 32

5 In the redesign of St. Lucie Public Schools Professional Development System we will focus on the Deliverables. Evaluation will be a major component of the redesign and as such the reader will see an evaluation component built into each Policy. Evaluation will include data collection: random sampling methods and using results for connections to future needs assessments. Policy: 1. A Focus on College and Career Ready This policy illustrates redirecting the focus of a professional development system to support student outcomes aligned with the college and career ready vision of the state s public education system. The Policy: The professional development system supports continuous improvement in the proficiency of individuals and schools in fidelity of implementation of priority initiatives and other major district systems that provide our students with a PreK-12 learning environment that results in college and career ready students: The professional development system is the sum of the behaviors of individuals and collegial groups that deepen knowledge and skills supporting college and career ready outcomes and the organizational and resource supports provided by school and district leaders that coordinate and align professional learning with standards. For the district s professional development system to accomplish its purposes, the deliberate practice of educators, school and district leaders for continuous professional improvement must be coordinated and focused as a system of connected and interactive elements that result in actual improvements in student achievement on course requirements. Professional learning supported through the district s professional development system is to be aligned with the district s vision for college and career ready students and support a PreK-12 learning environment in which instruction and learning is based upon common standards, sound research, collaboration, problem solving driven by multiple sources of student data, and culminating in increased student achievement. Florida Standards Transition Support Page 5 of 32

6 Associated Practice: 1.1 Understanding the Standards Framework All instructional and administrative personnel engage in individual and collegial efforts to deepen understanding of the overall framework of student academic standards in the Florida Standards (FS) and Next Generation Sunshine State Standards (NGSSS). 1.2 Use of Course Requirements Individual and collegial efforts of classroom teachers, their supervisors and instructional coaches, deepen understanding of the specific course requirements for courses/subjects taught. The base line repertoire of effective educator practices includes mastery of the course requirements embedded in course descriptions on CPALMS and use of those requirements in instructional design and lesson planning, instructional delivery and facilitation, and assessment. 1.3 Alignment, Connections, and Relationships To deepen understanding that it s all the same work, design of and engagement in professional learning includes individual and collegial practices that clarify the alignments, connections, and relationships of the targets of professional learning to the mission of college and career ready students. Primary Responsibility: School Level Post-District-Wide Florida Standards (FS) professional development in August 2016, Schools continue to provide site-based professional development and support to all teachers relative to the continuous understanding of the WHAT, WHY, and the HOW of implementing and planning instruction using FS blended with the Next Generation Florida Standards (NGSSS). School & District Provide training and support to schools in preparation of fully implementing FS starting the school year of Provide training and continuous support to administrators, other school leaders, and to all teachers on how to align and make practical connections between FS and other educational initiatives and practices for the purpose of teachers and administrators seeing and understanding how such educational initiatives, practices and resources support the implementation of FS. Some of these other educational initiatives, practices and resources, other than the FS, are the following: 1. Continuous Analysis of Student Performance Data using formative and summative assessments, 2. Performance Matters, 3. FS, CPALMS, NGSSS, 4. Thinking Maps, 5. Lesson Study, 6. Professional Learning Communities (PLC), 7. Collaborative Planning Methods and Practices, 8. Deliberate Practice Growth, 9. CHAMPs, and the Page 6 of 32

7 10. St. Lucie Public Schools Framework for Quality Instruction based on contemporary research-based educational work of Dr. Marzano s Four Domains of Instructional Practices which are listed below: o Domain 1: Classroom Strategies and Behaviors, o Domain 2: Planning and Preparing, o Domain 3: Reflecting on Teaching, and o Domain 4: Collegiality and Professionalism. Provide continuous training and support to administrators and teachers on how such aforementioned educational initiatives and practices support one another in increasing the probability of improved instruction yielding to a higher probability of increased student achievement contingent upon how to effectively implement such educational initiatives and practices listed above. Through Hattie s (2001) work of 900+ meta-analyses of influences on achievement, the school district of St. Lucie Public Schools will provide training and support to administrators and teachers on how to effectively use high effect size strategies such as Feedback which has been researched and evidenced to raise the probability of improved instruction and increase student achievement when implemented adequately by teachers with students and by administrators with teachers. Provide training and continuous support to administrators and teachers on how to develop a Deliberate Practice Plan (DPP) for the purpose of growth through reflections that help improve the delivery of instruction thus showing actual improvements in student achievements that help students be more ready and capable completing of college level courses and being successful in the workforce. Current Status: Educator Prior to this current school year, FS training was provided to teachers of Pre- K, Kindergarten, First, and Second Grade as based on Florida s Florida Standards Implementation Timeline. Therefore, during this current school year of , differentiated Professional Development continues to be provided to Pre-K, Kindergarten, First, and Second Grade teachers as such teachers have been implementing the FS with fidelity and with Mutual Accountability as observed by district and school-based administrators, and by district professional development, curriculum, and assessment personnel. Differentiated Professional Development was provided to teachers of Grades 3-12 as they have begun to fully implement FS blended with NGSSS during this school year of School School-based administrators, instructional and non-instructional staff, and teacher leaders, reading coaches, and math coaches have been provided FS Professional Development by the district for the sole purpose of building school-based capacity where teachers continue to support each other with developing their instructional skills through Lesson Study, Professional Learning Communities (PLC), and implementing the practices of Feedback. District Page 7 of 32

8 Grades Kindergarten through Second grade teachers and coaches (Math & Literacy) will receive in-depth FS training during the entire school year of , and have been fully implementing FS. Third grade teachers through 12 th grade teachers have begun receiving in-depth FS training effective during the school year of Instructional coaches, teachers, and administrators will receive training on using CPALMS within which course descriptions aligned with FS are embedded. Future: (timeline and who) During the entire school year, the school district of St. Lucie Public Schools (SLPS) will engage school-based administrators and teacher leaders in the practice of collaborative planning to support instructional staff with implementing: o Domain 2: Planning and Preparing, o Domain 3: Reflecting on Teaching, and o Domain 4:Collegiality and Professionalism in order to successfully implement Domain 1: Classroom Strategies and Behaviors, as well as assist said participants with aligning and making the connections between the complete SLPS Framework for Quality Instruction and the FS relative to planning rigorous and meaningful lessons and instructions that will help prepare students for College and Career Readiness. The district will coordinate extended Follow-Up Professional Development that will focus on coaching and providing feedback to teachers to ensure satisfactory to mastery implementation of blended standards; and thus prepare teachers to FULLY implement the FS in school year and beyond. Refer to Appendix A at the end of Policy 1. Quality, Fidelity, Monitoring and Adjusting: Ensure Mutual Accountability through meaningful and timely feedback of the implementation of FS and NGSSS. Adjustments of the delivery of FS PD based on the feedback of instructional, noninstructional, and administrative personnel that participated. Evaluation Adult Deliberate Practice Plan (DPP), Lesson Plans, Classroom Observations, Professional Development, Learning Communities, Performance Matters Data House (PM) Student Formative and Summative Assessments. Progress Monitoring through EOCs and FCAT. FS Literacy and Other Content Support for School Year Appendix A shows the continuous support that our teachers continue to receive from school-based administrators in conjunction with support from district level personnel. Page 8 of 32

9 Policy: 4. The Capacities Employed in the Professional Development System This policy illustrates a way to define the nature, management, and development of the capacities required to accomplish the purposes of the system. The Policy: The primary capacities applied to implement the professional development system are: Knowledge, skills, and expertise of the district s human resources; Effort expended by individuals, collegial teams, and school and district leaders on: o Personal mastery of essential instructional and leadership practices; o examining paradigm shifts and mental models that support understanding a shared vision of one educational system supporting all students; o Workforce relationships that coordinate learning experiences of the PreK-12 students; and o Understanding systemic connections of initiatives and standards. Leadership s decision-making processes on: o Resources available for professional development (e.g., fiscal, technical, material); o Uses of time, ideas, organizational structures and collegial processes that support a learning organization and school-based learning cultures; and o Relationships for collaboration with others in the statewide system of professional development. These capacities are employed though implementing the professional responsibilities for continuous improvement embedded in the Florida Educator Accomplished Practices (FEAPs), the Florida Principal Leadership Standards (FPLS), the Florida Protocol Standards for Professional Development, and the Code of Ethics of the Education Profession in Florida. Applying these capacities to generate high quality professional learning is to be supported through deliberate practice guided by feedback on relevant practices embedded in the district s personnel evaluation system and data-based needs assessments. SOW: Classroom Observations Feedback and Coaching for Improvements Associated Practice: 4.1 Capacity Management The capacities that enable implementation of the professional development system are embedded in the behaviors of professional educators and the decision making of school and district leaders on uses of fiscal, technical, and material resources. Effective management of the human and resource capacities by school and district leaders requires distribution of responsibility, alignment of professional learning with district priorities, strategic resourcing to maximize the impact of time and resources, supporting engagement with professional learning content and methods, and responding to results data about the impact of the professional development system with course corrections and continuous improvements. Page 9 of 32

10 4.2 Focusing Capacities on Priority Targets Capacities are not unlimited. Prioritization is necessary to focus the application of existing capacities and development of new capacities. To support the purposes of professional development, the following are priorities for application of our capacities for professional development: Focusing professional learning on instructional improvement; Aligning professional development system to the Professional Development Protocol; Analyzing needs assessment data; Supporting school based professional development; Supporting a professional learning culture at each school; and Monitoring and mitigating barriers to improvement. 4.3 Restructuring and Reorganizing for Capacity Development Development of new capacities shall be a focused strategic planning and problem-solving process to improve accomplishing the purposes of the district s professional development system. Restructuring the use of existing resources and workforce work routines shall be an ongoing capacity development focus. Primary Responsibility: School & District School and district personnel engage in classroom observations that are supported by feedback within which seven keys or processes are highly recommended to follow in order for the improvement of instructional practices to successfully take place, and in order for student achievement to increase significantly. The seven keys to successful feedback are listed as follows: 1. Goal-Focused, 2. Tangible and Transparent, 3. Actionable, 4. Timely, 5. Ongoing, 6. User-Friendly, and 7. Consistent. School and district understand that feedback yields to teacher growth in professional or instructional practices which also yields to increased student achievement, and which lastly yields to retention of effective teachers as part of the Florida Principal Leadership Standards (FPLS). School and district personnel conduct classroom observations where a point of leverage is identified, among many noticeable instructional strategies or practices enacted by the educator, for the sole purpose of such point of leverage having a high effect size that when used properly can improve instructional practices thus increasing student achievement. School and district administrators, alongside instructional coaches and teacher leaders conduct joint-classroom-observations with the expectation of debriefing, providing feedback for the purpose of professional growth and developing a common language, and for the purpose of increasing inter-rater reliability. Page 10 of 32

11 District Provides professional development geared to the implementation and effective practices of feedback to school-based administrators, district level personnel, and to teachers based on the Florida Educator Accomplished Practices (FEAPS), the Florida Principal Leadership Standards (FPLS), and the Florida Professional Development System Evaluation Protocol (FPDSEP). Provides classroom observation professional development to school-based administrators as aligned with the Florida Principal Leadership Standards (FPLS). Current Status: Educator Reflects on their observed enacted or routine classroom behavior or behaviors. Provides input on their enacted or routine classroom behavior or behaviors, then engages in receiving feedback; and thus reflects again. Implements classroom behaviors or instructional strategies based on self-reflection, deliberate practice and observer feedback. Training Modules posted on SHARE for teachers to learn best-practices of teaching. School Implements classroom behaviors or instructional strategies based on self-reflection, groups or individual reflections or briefings through lesson study, deliberate practice and observer feedback. Administrators are charged with providing PD to teachers on best-practices for instruction based on the district s quality instruction to help teachers improve their practice in the classroom. District Provides professional development to teacher leaders, instructional coaches and to school-based administrators for the purpose of developing a common understanding of how to implement classroom behaviors and instructional strategies that are researchand-evidence-based, and that show high effect size strategies that can raise the probability of improved student performance if implemented with fidelity. Inter-Rater Reliability - Administrators are increasing their capacity on the identification and rating of elements within the Framework, and also on providing feedback to teachers on how to improve their practice. Future: (timeline and who) During the school year of , the SLPS district plans to provide professional development to a cohort of district PD personnel, 182 teacher leaders, and to the new school-based assistant principals for the purpose of developing a common understanding and language of classroom behaviors and instructional strategies relative to increasing the inter-rater reliability factor within the St. Lucie Public Schools Framework for Quality Instruction which also informs ratings of teacher performance. Training Modules are being posted on Infinity for teachers to learn best-practices of teaching. Quality, Fidelity, Monitoring and Adjusting: The deliberate practice plan will help determine the level of common understanding and common language that exists amongst classroom teachers. Page 11 of 32

12 Adult St. Lucie Public Schools Framework for Quality Instruction Evaluation Scales and/or Rubrics Student Refer to the article entitled: The Seven Keys to Effective Feedback by Grant Wiggins Refer to the book entitled: Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie. Policy: 5. The Deliverables of the Professional Development System This policy illustrates a way to shift the focus, design, and implementation of the deliverables of the professional development system to be observable, subject to quality control, priority subjects for monitoring and evaluation, and aligned with the priority purposes of the professional development system. The Policy: Professional development deliverables are to be observable, subject to quality control, priority subjects for monitoring and evaluation, and aligned with the priority purposes of the professional development system. Deliverables shall result from focusing capacities on the purposes of the professional development system. Such deliverables consist of deliberately planned, coherent, and coordinated in-depth actions and supports designed and implemented to develop district educators' knowledge, attitudes, skills, aspirations and practices that are revealed by contemporary research as likely to improve student achievement when done correctly and in appropriate circumstances, and to deepen support staff s proficiency at implementing job responsibilities. Deliverables of the professional development system include individual and collegial learning processes, events, workshops, courses, conferences, modules, plans, data sources and analyses. The deliverables also include digital resources and technologybased processes, collaborations, coordinated programs with multiple elements, and organizational structures that facilitate learning through development and/or training. To support a professional learning culture conducive to educator growth, effective implementation of deliverables shall address these aligned functions: o A planning process that employs research-based models for professional learning; o Delivery that embed characteristics of high-quality professional learning; and o Follow-up that facilitates effective implementation of the targeted learning. The deliverables of the professional development system are funded through a variety of sources. Some deliverables are funded directly as professional development expenditures. Other deliverables are funded through other fiscal resources and/or embedded in workday routines of the professional educators. Analyses of the sufficiency and focus of professional learning deliverables in supporting the purposes of the professional development system shall address all deliverables regardless of funding sources. Page 12 of 32

13 Revised PD System Personnel Evaluation Data Research based Strategies Data Access Data Systems Data Guiding Growth Plans High Needs Students Low-Performing Schools Professional Learning Communities Associated Practice: Practices Implemented primarily at the school level 5.1 Improvement Planning The development and use of individual and school improvement plans are to be based on needs assessments that consider student learning needs and the growth needs of educators and leaders that improve their capacities to meet student learning needs. 5.2 Building a Professional Learning Culture The deliverables of the professional development system are used to support building and sustaining a professional learning culture at the school sites. Practices implemented at school and district levels 5.3 Aligning Deliverables with Policies and Purposes Employees of the district, consultants, and contactors participating in design, implementation, or evaluation of deliverables of the professional development system shall implement their responsibilities in a manner consistent with the district s professional development policies and the purposes of professional development. 5.4 Key Personnel in Professional Development: Distributive Leadership A comprehensive and collaborative professional development system requires active engagement at many levels and forms of leadership. Key personnel in the ongoing implementation of policies and associated practices of the professional development system are: District Leaders responsible for operations supporting college and career ready student outcomes District Professional Development Staff Principals and School Leadership Teams Collegial Team Learning Leaders Facilitators and Developers Trainers and Presenters 5.5 Research-based Professional Development Models 1 Deliverables intended to go beyond a training function and support development of participants on issues related to the FEAPs or FPLS shall be implemented using a research-based model for professional development and incorporate characteristics revealed by contemporary research as high quality professional development. Page 13 of 32

14 5.6 Priority Areas for Professional Learning Deliverables Professional learning deliverables shall be provided that support standards-based instruction and fidelity of implementation of initiatives, standards, and processes that support quality instruction and leadership. Those individuals with responsibilities for design and/or delivery of such deliverables shall include components that support subject matter expertise and methodology expertise. Such deliverables will support participant s fidelity of implementation of: Research-based Practices related to student learning success Collegial and Team Learning Processes Needs Based Deliberate Practice 5.7 Leadership Development As the role of the school leader (the principal in particular) is a major element in the quality of educational services provided by the district, the professional development system shall provide on-going support to leadership development with an emphasis on proficiencies that support instructional leadership and faculty development. 5.8 Educator Preparation Programs The district shall provide supports for beginning and aspiring teachers (interns) consistent with state requirements and provide: Beginning teacher supports for the first two years of teaching consistent with Department of Education standards, including the use of course descriptions, lesson designs and student data for a multi-tiered system of supports (MTSS), understanding the evaluation system, mentoring and observation of effective teachers, and feedback on use of the FEAPs (a core of effective practices); Clinical educator training (CET) aligned to the state CET model for educators who provide support to interns; and Professional Educator Competency components to support progress toward a professional certificate. 5.9 Data Deliverables Data and uses of data are deliverables of the professional development system. Data analyses are to be used to track student progress, identify student learning needs, guide lesson design, planning and adjustment, and generate professional learning growth targets. Collecting and analyzing data are recurring issues for training and development Online and Digital Professional Learning Resources As the teachers, schools and district leaders need to be proficient in the use of digital and technology resources that support learning, the professional development system will support the use of digital and technology resources and participation in state and regional initiatives for Florida educators and school districts to share professional learning resources through online repositories of professional learning content Compliance with Statutes and Rules Professional development system deliverables, and other school and district actions as needed, shall be provided to comply with requirements of statutes, state board rules, and applicable grant requirements. Practices implemented primarily at district level Page 14 of 32

15 5.12 Deliverables Aligned with Needs Assessments The majority of the district s professional development expenditures will focus on deliverables that address issues related to needs assessments and that the district s supported needs assessments processes focus on issues that align with student and educator learning needs and fidelity of implementation of state and district initiatives promoting college and career ready students Coordinated Arrays of Professional Development Supports Instructional and leadership improvement initiatives of the district shall be supported by a coordinated array or cluster of deliverables focused on support for fidelity of implementation of the specific initiative Deliverables Aligning Personnel Evaluation and Professional Development Personnel evaluation and professional development are coordinated systems. The professional development system shall be employed to: Train evaluators in the use of the evaluation systems; Support deliberate practice improvement in proficiencies aligned to evaluation indicators; Provide temporary intervention for education professionals who need improvements in knowledge, skills, and performance; and Provide specific professional development programs to support prescriptions for teachers, managers, and administrative personnel evaluated as unsatisfactory Coaching for Improvement Support System Goals for continuous improvement of the student success are supported by a coaching for improvement program for instructional coaches and school administrators that incorporates development processes for coaching subject matter content, methodology, collegial learning, and instructional planning and preparation Training and Development of Non-instructional Personnel Training and development of non-instructional personnel focuses on understanding of and proficiency at quality implementation of job responsibilities, acquisition of industry certifications that align with district needs, and preparation that supports a quality learning environment for students. Primary Responsibility: School Level Ensures that faculty/staff have a practical understanding of the Personnel Evaluation Data which can help guide or refine lesson planning for instruction delivery. School & District Low Performing Schools receive additional or intensive support from the district relative to their low student performance data. This support is provided by assigning instructional coaches for Reading, Math and Science at such Low Performing Schools. Ensures that current and new faculty/staff or beginning teachers have a practical understanding of the Personnel Evaluation System and/or the Teacher Evaluation System which is based on the delivery and refining of lessons and planning for instructional delivery, as well as being based on St. Lucie Public Schools Framework for Quality Instruction as based on the work of Dr. Marzano. Data Access, Data Systems, and Data Guiding Growth Plans are generated from systems such as Performance Matters known as the Data Warehouse helps schools and district identify high needs of students within high and low performing schools. Page 15 of 32

16 District St. Lucie Public Schools has implemented the Revised Professional Development Evaluation System that evaluates the Impact on Practice of Professional Development on student learning and on teacher effectiveness as based on the Florida Professional Development Evaluation Protocol. Personnel Evaluation Data is used to drive decisions on professional development needs relative to St. Lucie Public Schools Framework for Quality Instruction which outlines instructional strategies that teachers are given feedback and are also rated upon having implemented such elements or strategies. The ratings of such elements are observation data that are also used to help determine professional development needs for teachers for the purpose of enhancing classroom instruction and increasing student achievement. School-based administrators and district level personnel also have a new or revised evaluation system that guides their work with the implementation of providing feedback to school and to teachers about student performance data and thus using such data to inform or refine instructional practices. Coordinates a yearly New Teacher Orientation and continues with a New Employee Orientation that take place monthly in order to support new teacher or employees with instructional delivery. Develops a comprehensive plan to deliver professional development to teachers, principals, and administrators on how to access local instructional improvement and state level data systems for the purpose of improving instruction and increasing student achievement. District Data Systems include: Performance Matters, Skyward Student, Family and Employee Access, Progress Monitoring Tool (Formative / Summative Assessments), Electronic Registrar Online (ERO), Infinity, and Edgenuity which is online learning and an additional resource for differentiation of learning for students. Performance Matters for student achievement data, Bloomboard for Teacher Evaluation System, Infinity for educational resources, School Improvement Plans (SIP) for all schools as well as specific School Improvement Plans developed by Differentiated Accountability schools are all used to house data which informs decision-making about whether to continue or modify professional development delivery and instructional practices that impact student performance. Page 16 of 32

17 Current Status: Educator Uses and implements instructional practices that target high-needs students Each classified (non-instructional) employee acts as a role model for lifelong learning by demonstrating a willingness to continually grow in job-related skills and techniques by: 1. Participating in job-related professional development; 2. Learning new uses for current technology as it relates to job assignments; 3. Evaluating professional development experiences as related to their job performance/improvement; and 4. Collaborating with other employees in job-like roles in an effort to share knowledge and talent. School School administrators have taken advantage of sending teacher leaders to learn how to interpret Personnel or Teacher Evaluation Systems Data. District Reviews training needs of teachers and administrators as identified by district needs assessment, school improvement plans, school-based feedback, and deliberate practice plans as based on St. Lucie Public Schools Framework for Quality Instruction, the revised Florida Professional Development System Evaluation Protocol, the Florida Principal Leadership Standards, the Florida Educator Accomplished Practices Standards, and the Florida State Standards. Future: (timeline and who) District will be analyzing teacher evaluation data from reports generated from Bloomboard which is the data warehouse for teacher observation ratings for informal and formal classroom observations that are conducted by school-based administrators who apply ratings to implemented instructional strategies by particular teachers that have been observed when teaching lessons or when instructing. Quality, Fidelity, Monitoring and Adjusting: Provision of structures for the development, monitoring and evaluation of professional development initiatives that are aligned with Florida s Professional Development Evaluation Protocol. Evaluation Adult Student Classroom Observations Student achievement data Student and Parent Input New Teacher Orientation Associated Practice: DISTRICT MONITORING OF SYSTEMIC IMPACT: Shifts implemented primarily at the district level 6.1 Professional Development Monitoring Team The district s professional development system shall be monitored by a Professional Development Monitoring Team appointed by the superintendent. The team shall be Page 17 of 32

18 responsible for monitoring the alignment and quality of the professional development system in regard to: Engagement with the statewide system of professional development Annual reports on targeted aspects of the professional development system Adequacy of resource support for the professional development system Alignment of professional development and personnel evaluation systems Policy review and revision processes 6.2 Evaluation of the Impact of Professional Development on Performance Improvements The professional development system shall include the evaluation of the impact of professional learning supports for needs assessments and improvement planning, instructional practices and subject matter expertise, leadership practices, collaborative and collegial practices, student learning, major district and state initiatives, and decision-making processes. 6.3 Distribution of Responsibility for Monitoring and Evaluation of Professional Development Supports and responsibility for evaluation of professional development are to be distributed throughout the workforce. COLLABORATIVE FEEDBACK: Shifts implemented primarily at the school site level 6.4 Individual Responsibilities on Alignment and Impact Professional development carries with it an expectation that participants will change their practices in ways that benefit student achievement and support a school culture of professional learning. Participants in professional learning and their supervisors will provide feedback on the alignment and impact of the learning with applicable standards and purposes. 6.5 Collaborative Feedback: Collegial processes that engage the entire workforce School leaders shall create opportunities within the schools to engage faculty in constructive conversations about professional development. 6.6 Professional Learning Culture in the Schools Results monitoring in the district shall provide all participants in professional learning processes and events, and school and district leaders, opportunities for reflection on the impact of professional development and sharing perceptions about professional learning supports with colleagues, schools and district leaders. 6.7 Reflection and Collegial Sharing District and school staff shall use the monitoring and evaluation information on professional development on a continuous basis to make changes to the design, delivery, support, or implementation of professional development during the course of a school year. 6.8 Vision Checks: Sharing Perceptions about Essential Questions on the Current Reality Each school principal shall implement processes at the school site that engage faculty, staff and school administrators in collegial discussion of actual and needed practices regarding needs assessments, feedback on work proficiency, decision making on professional learning, Page 18 of 32

19 and aligning professional learning and work to the purposes of professional development, the protocols, and fidelity of implementation of initiatives. District staff and school principals shall engage in collegial discussion of these issues as they apply to district processes. FORMAL EVALUATION FRAMEWORKS: Shifts implemented primarily through district PD leadership roles 6.9 Design Focus on Evaluating Impact An evaluation element is included in the design of all district supported deliverables that generates collaborative feedback from participants and their supervisors on the impact of the deliverables on practices in the schools or classrooms Evaluability Assessments Monitoring and evaluation data and data analysis processes, whether employed in regard to specific discrete professional learning events or to professional learning arrays (a coordinated set of deliverables focused on support for fidelity of implementation of a specific instructional initiative) shall address issues of evaluability, appropriateness, practicality, and relevance A Framework for Evaluation of Professional Development Formal data collection and analysis, along with informal reflection and perception input, shall provide a basis for evaluation of professional development. The evaluation process shall employ a framework to focus on priority issues. The district s framework for evaluating professional development is designed to measure fidelity of implementation and impact on workforce performance and student achievement Evaluation of Fidelity of Implementation Each professional learning deliverable must be implemented with fidelity and include sufficiently clear information about what it takes to implement the targeted professional learning. The evaluation of fidelity process will address the extent to which the professional development was implemented as designed. Primary Responsibility: School Level School and district personnel engage in classroom observations that are supported by feedback within which seven keys or processes are highly recommended to follow in order for the practice and implementation of feedback to be effective, meaningful and practical. Implements additional effective beginning teacher support programs based on an ongoing evaluation data of student learning and teacher performance. Monitors the implementation of effective instructional practices that target high needs students through the use of classroom observations that are recorded on Bloomboard. District The district has phased out Bridge and will be implementing Bloomboard which will be the new electronic data warehouse for Teacher Evaluation informal and formal observations accompanied by feedback and performance ratings from the schoolbased administrator. Training administrators and other school leaders on methods for classroom observation, feedback and coaching for improvement. Page 19 of 32

20 PD Director District continues to support the improvement of instructional practices to successfully take place by effectively practicing and implementing feedback which in turn will raise the probability of increasing student achievement significantly. The seven keys to successful feedback are listed as follows: 1. Goal-Focused, 2. Tangible and Transparent, 3. Actionable, 4. Timely, 5. Ongoing, 6. User-Friendly, and 7. Consistent. Reviews St. Lucie Public Schools resources to ensure that learning and development resources exist or are developed to support learning needs based student performance data and based on teacher instructional data. Within the scope of available resources, plan, direct, deliver, and evaluate professional development and professional growth activities relative to whether professional development initiative are having an impact on student achievement as well as on instruction. Current Status: (within last 1.5 years) Educator Use of the Bridge system to upload instructional feedback and ratings as based on classroom observation conducted by school-based administrators, and based on artifacts uploaded by teachers. Professional Development and in-service points granted to teachers will continue to be entered and monitored in the Electronic Registrar Online (ERO) system. School Schools have used the Bridge system to monitor classroom behaviors and strategies as based on lesson planning, self-reflections, and collegiality and professionalism. District The district has phased out Bridge. Future: (timeline and who) During the school year of , SLPS district is implementing Bloomboard to capture classroom observation, feedback, and ratings of teachers instructional practices. Bloomboard replaces Bridge. Quality, Fidelity, Monitoring and Adjusting: Implements and coordinates a formal Coaching and Mentoring Plan to insure high fidelity. Evaluation Adult Student Classroom Observations Instructional Practice Ratings Page 20 of 32

21 Policy: 7. The Role of the Master In-service Plan (MIP) This is a policy that illustrates a needed shift in the role of the Master In-service Plan as a supporting element in the professional development system. The Policy: The district shall develop and maintain a Master Inservice Plan for all district employees based on state adopted standards for high quality professional development as required under section , F.S. and SBE Rule 6A The Master In-service Plan, a major supporting element in the district s professional development system, will provide the workforce opportunities to use successful professional learning on district and school instructional improvement initiatives for certification purposes consistent with state statutes and State Board of Education rules. Resource allocations for MIP components shall give priority to those aligned to state and district initiatives related to student achievment and high-effect size practices included in evaluation systems and include participant implementation of the targeted learning. Electronic Registrar Online (ERO) SHARE Bloomboard Infinity Associated Practice: 7.1 Resource Allocation Priorities District support via resources and inclusion of components in the MIP shall give priority to those professional learning supports aligned to state initiatives related to student achievement and high-effect size practices included in evaluation systems. This includes support for participant implementation of the targeted learning at the school or classroom level. 7.2 Aligned Arrays of Components In further support of statewide goals for school improvement, the MIP shall include arrays of aligned components that, in their aggregate, support educator development on the following issues: Academic Standards Accommodations Array Data Access Differentiated Instruction FEAPs FPLS High-effect size instructional and leadership strategies addressed in the district s evaluation systems Low-achieving schools Peer and mentor teachers Professional Development Protocol Standards Technology-supported learning Science, Technology, Engineering and Mathematics (STEM) Student Characteristics and Relationships Page 21 of 32