Volusia County Review, 2/10/201 2/13/201 Introduction The review of Volusia County s Professional Development System using Florida s Professional Development System Evaluation Protocol was conducted between 2/10/201 and 2/13/201. The team was composed of: Joyce Ward Team Leader Marty Beech Assistant Team Leader Sandra Akre St. Lucie Public Schools Ruth Hall Hillsborough Public Schools, retired Cherrie Hires Palm Beach County Public Schools Elizabeth Jakubowski Florida State University, College of Education Carol Milton Florida Diagnostic & Learning Resources System (FDLRS), Hamilton County Public Schools Alice Owen Florida Diagnostic & Learning Resources System (FDLRS), Putnam County Public Schools Peggy Yelverton Brevard County Public Schools Volusia County, located in the middle of Florida s east coast, is bordered on the west by the St. Johns River and by the Atlantic Ocean to the east. Sixteen municipalities make up the county, with Daytona Beach, Deland, Deltona, Ormond Beach and Port Orange as the largest metropolitan areas. Deland is the county seat and location of the Volusia County School Board Office. Volusia's almost half a million residents engage in a variety of occupations, including tourism, farming, light industry, education, government, health care and other professions. Volusia offers higher educational options through Daytona State College, University of Central Florida, Bethune-Cookman University, Embry-Riddle Aeronautical University, Keiser College, Stetson University, Nova Southeastern University and University of Phoenix. Volusia's public school system has over 61,000 students and approximately 7,500 employees. The system is the state's thirteenth largest school district and one of the largest employers in the county. More than half of the district's employees are skilled teachers, all of whom are state certified. Approximately 2 percent of the instructional staff holds a master's or advanced degree. There are 5 elementary schools, 12 middle schools, 9 high schools, 2 combination grade schools, 13 alternative education schools and 8 charter schools in the district. Demographically, the student population is 61% White Non-Hispanic, 15% Black Non-Hispanic,18% Hispanic and 6% Multiracial, Asian/Pacific, or Native American/Alaskan Native. Sixty percent of students are eligible for free and reduce-priced meals. Schools visited were: Deland High School Deltona Lakes Elementary School New Smyrna Beach Middle School Ormond Beach Middle School Pride Elementary School South Daytona Elementary School Timbercrest Elementary School Tomoka Elementary School 1
Volusia County Review, 2/10/201 2/13/201 Within each school five teachers were selected for interviews based on representation of different grade levels and subject area content levels, excluding teachers with less than two years of experience in Volusia County. Principals were also interviewed as well as other administrators with responsibility for professional development. The following pages provide ratings for each standard in the evaluation system. The rating scale used is: 1. Unacceptable 2. Marginal 3. Good. Excellent Ratings for each standard are averaged across all public schools visited in the district. The mid-point of the scale is 2.5. Ratings of 3.5 and higher are considered exemplary, and ratings below 2.0 need improvement. 2
Volusia County Review, 2/10/201 2/13/201 Findings by Standard District Level - Planning 3.1.1. District Needs Assessment: At least annually the district identifies professional learning needs through a school-by-school analysis of disaggregated student achievement by content area and skills, behavioral data and other district data. The district is commended for identifying professional learning needs through a school-by-school analysis of disaggregated student achievement data, behavioral data and other district data. Copies of pertinent documents listed in the standard were provided to support the finding. The district conducts an annual formal needs assessment based on school level disaggregated student achievement and behavioral data and other formal methods for collecting input from all faculty and staff. Educator and administrator evaluations and state and district initiatives are reviewed to determine areas of focus. Program plans, such as the Technology Plan, K-12 Reading Plan, Differentiated Accountability (DA) Plan and Response to Intervention (RtI) Plan are all analyzed for professional learning needs. Questionnaires disseminated through SurveyMonkey are used to solicit input from educators. These data sets inform the planning process for the design of the District-wide Professional Development System. 3.1.2. Generating a District-wide Professional Development System: Based on identified professional learning needs, the district generates a district-wide Professional Development System that is research- and/or evidence-based, specifies how the plan will be evaluated, and aligns with the Florida Protocol Standards, identified student and educator learning needs, teachers level of development, School Improvement Plans, Comprehensive K-12 Reading Plans, Title I Plan, annual performance appraisal data, discipline data, school environment surveys, assessments of parental satisfaction, other performance indicators and the district strategic plan. The district is commended for generating a Professional Development System that is based on identified professional learning needs and is research- and/or evidence-based. The professional development manual provides a written description of the overall system. The School Improvement Plans (SIPs) with the Eight Step Problem Solving Process also guides the system. Examples of research-based programs that form the basis for the system include Danielson s Framework for Teaching, the Florida Leadership Practices, Professional Learning Cycle (Logic Model), John Hattie s Visible Learning, Fisher and Frey s Gradual Release of Responsibility Model, DuFour s Professional Learning Communities (PLCs), lesson study (Mills College/Florida State University) and Learning Forward s Standards for Professional Learning. Data from each educator s deliberate practice plan (DPP) and performance evaluations are easily accessible online from MyPGS (My Professional Growth System). Members of Volusia s various communities serve on the Professional Development Advisory Council including college and university representatives, teacher leaders and principals. 3
Volusia County Review, 2/10/201 2/13/201 3.1.3. Research/Evidence Basis: The district s professional learning is based on research- and/or evidence-based instructional and intervention strategies proven to increase student achievement. The district is commended for basing all professional learning on research- and/or evidence-based instructional and intervention strategies that have been proven to increase student achievement. The following examples were provided: Volusia s Curriculum Maps incorporating Common Core State Standards (CCSS) and Next Generation Sunshine State Standards (NGSSS), found in the VIMS (Volusia Instructional Management System) website; Danielson s Framework for Teaching; the Florida Leadership Practices; Volusia s Professional Learning Cycle - the Logic Model; John Hattie s Visible Learning; and Fisher and Frey s Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility. 3.1.. Content Standards for Student Outcomes: The district s professional learning supports implementing state-adopted content standards for student outcomes. The district is commended for providing professional learning that supports implementation of state-adopted content standards for student outcomes. The Professional Development System, Master Inservice Plan (MIP), Professional Development (PD) Calendar of Offerings and Volusia County Schools (VCS) Curriculum Maps are correlated to CCSS and NGSSS. 3.1.5. Integration of Initiatives: Professional learning supports educators in integrating and using federal, state and district initiatives in content, instruction and intervention strategies to increase student achievement. The district is commended for providing professional learning which supports educators in integrating and using federal, state and district initiatives in content, instruction and intervention strategies to increase student achievement. The district s PD Planning Guide delineates the integration of these initiatives with the major professional learning programs. The Targeted Instructional Leadership Team (TILT) meets quarterly to ensure that initiatives across the departments are moving forward. Common Core in Action is a sustained professional learning process that is integrated in the early release professional development days. A special community of practice has been established for educators of students with significant disabilities and has been implemented as a district-based Professional Learning Community (PLC) in Volusia County. Coaches (K-12) and Instructional Support Teachers on Assignment (ISTOAs) (K-5) are using a coaching cycle which is based on Diane Sweeney s model for coaches. The school data determine the number of days an ISTOA will be at a school, with some personnel serving more than one school. If ISTOAs provide professional learning sessions, teachers are coached through the implementation process. The principals meet monthly to collaboratively determine the specific support needed from ISTOAs at individual schools. A lead ISTOA develops the professional learning that the other ISTOAs and coaches will provide. Every office sends out a list of attendees from specific professional learning events and identifies specific indicators that should be observed as program skills and knowledge are transferred into classrooms.
Volusia County Review, 2/10/201 2/13/201 3.1.6. Leadership Development: The district plans, implements and continuously improves a state-approved, competency-based system of professional learning that develops, maintains and improves the leadership competencies and skills of employees as instructional leaders. NR The Department of Education has postponed the review of district leadership development programs pending revision of district professional development system components relevant to leadership development and development of revised criteria for continued approval of Level II principal development programs. 3.1.7. Non-Instructional Staff: The district plans, delivers, supports and evaluates professional learning for non-instructional staff to enhance job performance according to the Florida Protocol Standards. The district is commended for planning, delivering, supporting and evaluating professional learning for non-instructional staff to enhance their job performances according to the Florida Protocol Standards. Representatives from transportation and safety, School Way Café food services, facilities and maintenance, technology services, human resources and Florida Diagnostic Learning Resources System (FDLRS) departments individually described policies and procedures for ensuring quality professional learning for non-instructional staff. Career ladders for personal growth are in place. 3.1.8. Professional Learning Facilitators: The district s system of professional learning includes dissemination of the Florida Protocol System to all staff who plan and facilitate professional learning. The district is commended for disseminating the standards from the Florida Protocol System to all who plan and facilitate professional learning. "PD on PD" is provided for all district and school-based facilitators. The Protocol System Standards have been shared in a variety of methods to include: posting on the Professional Development (PD) intranet site; referenced in the PD News monthly newsletter; presented at a School Board meeting (9/10/13); disseminated at superintendent staff meetings, principal meetings, instructional services meetings, ISTOA meetings, and coaches meetings; and presented to the PD Advisory Council. 5
Volusia County Review, 2/10/201 2/13/201 District Level Planning 0 1 2 3 3.1.1. District Needs Assessment 3.1.2. Generating a District-wide Professional Development System 3.1.3. Research/Evidence Basis 3.1.. Content Standards for Student Outcomes 3.1.5. Integration of Initiatives 3.1.7. Non-Instructional Staff 3.1.8. Professional Learning Facilitators 6
Volusia County Review, 2/10/201 2/13/201 District Level - Learning 3.2.1. Learning Communities: The district supports and encourages professional learning in collaborative teams of educators. 3 The district is committed to using PLC structures as a primary mechanism for job-embedded professional learning. While the use of these structures is not yet pervasive and uniform across programs and schools in the district, the infrastructure to ensure that schools understand and implement PLCs is being built by the district. Based on results from a survey to determine needs in this area, the district is leading an initiative to provide school teams with opportunities to study the PLC process based on the DuFour model through work with Solution Tree. To provide differentiated levels of support, the district has also created a partnership with Brevard County to allow visitations to its PLC Model Schools to help Volusia s teams move to a higher level of implementation across schools in the district. The district also supports and encourages PLCs through the regular provision of time within the school calendar for school teams to collaborate. 3.2.2. Content Focused: Professional learning focuses primarily on developing content knowledge and content-specific research- and/or evidence-based instructional strategies and interventions in the content areas specified in s. 1012.98 F.S. and aligned with district and state initiatives. The district is commended for ensuring all professional learning that educators receive is research-based and content-focused. The district s development and design of professional learning through the Common Core Institutes and early release days with professional development on high effect size strategies from the Framework for Teaching are examples of content-specific research- and evidence-based instructional strategies that are relevant for educators. The district s MyPGS system also provides a mechanism for alignment of courses with the district s Professional Development System and MIP to ensure their focus is on developing educator skills and knowledge associated with implementing these content standards. 3.2.3. Learning Strategies: Professional learning uses strategies aligned with the intended goals and objectives; applies knowledge of human learning and change; and includes modeling of research- and/or evidence-based instruction, practice and classroom-based feedback. The district is commended for ensuring that the professional learning provided to educators includes the modeling of effective teaching practices as well as practice and feedback. The district-developed Professional Learning Activity (PLA) Planning Guide is a critical tool used for structuring professional learning for educators that focuses on the use of research-based strategies. The district models the use of these strategies in its work with principals, assistant principals, school leadership teams, ISTOAs and coaches to ensure that individuals leading professional learning use these practices in their work with educators at school sites. 7
Volusia County Review, 2/10/201 2/13/201 3.2.. Sustained Professional Learning: Professional learning is sufficiently sustained and rigorous to ensure learning for participants that leads to high-fidelity classroom implementation for student achievement. The district is commended for providing sustained professional learning through multiple sessions over an extended period of time. The district documented adherence to this standard through its design of Common Core Summer Institutes that extended over multiple sessions in excess of thirty hours. An additional example was the work of PLCs in studying and implementing learning about the Framework for Teaching. The PLCs have been in place for the last two years; sessions extended over multiple days and exceeded fifteen hours of learning. 3.2.5. Use of Technology: Technology, including distance learning, supports and enhances professional learning as appropriate and the application and assessment of that learning as appropriate. The district is commended for providing convincing evidence of the use of myriad technologies in professional learning. Specific examples include the use of embedded videos from PD360, TeacherTube and Teaching Channel. The Professional Development Department purchased Camtasia software for each area of the Instructional Services Department so they could produce voice-over PowerPoint presentations for use in their professional development programs to ensure uniform dissemination of information about key content. Other examples of technology utilized to enhance professional learning include Collaborate, Plan, Align, Learn, Motivate and Share Curriculum Planning and Learning Management System (CPALMS), GoPro cameras, Poll Anywhere, Edmodo and use of ipad applications. The district also utilizes Moodle for course development and purchased Lynda.com licenses for providing ongoing technology professional learning for all employees within the district. The MyPGS portal and district intranet site are both used as web-based support systems to support and enhance professional learning. 3.2.6. Time Resources: Sufficient time within the work day is available and used for professional learning. The district is commended for ensuring that sufficient time is available during the instructional day for educators to engage in professional learning. This is evidenced by the allocation of 3 hours within the district calendar to be used for mandatory professional learning. The hours are allocated through the use of full days, half days and early release days. 8
Volusia County Review, 2/10/201 2/13/201 3.2.7. Coordinated Records: The district maintains up-to-date, easily accessible records on all professional learning that provide data for certification and inservice points for all staff. The district is commended for providing convincing evidence that inservice records are easily accessed and updated frequently. MyPGS, developed by the district in collaboration with Truenorthlogic, provides a portal within the district s website for managing data and processes for professional development. The system is used for registering for professional development, managing participation, monitoring implementation and tracking inservice credits/professional learning hours for district personnel. The system also provides a mechanism for the creation of new online learning opportunities. 3.2.8. District Support: The district recognizes and supports professional learning as a key strategy for improving teaching quality and student learning. The district is commended for utilizing professional learning as a key strategy within the Volusia County District Strategic Plan to improve the quality of teaching and student learning within the district. The Professional Development Department staff members provided convincing evidence that the infrastructure within the district has been organized to support professional learning. The superintendent and key district administrators recognize and use professional learning as a key strategy to meet the imperatives of the system. 3.2.9. Learning Organization: The district fosters and develops the maximum potential of all employees through professional learning. The district is commended for the plethora of systems available to identify the potential of educators from within the ranks to both share and expand their skills and knowledge through professional learning. The district provided convincing evidence of identifying teacher leaders for key positions within the district, and providing structured systems to guide employees into professional learning, that will lead to promotions and career advancement within the organization. 9
Volusia County Review, 2/10/201 2/13/201 District Level Learning 0 1 2 3 3.2.1. Learning Communities 3 3.2.2. Content Focused 3.2.3. Learning Strategies 3.2.. Sustained Professional Learning 3.2.5. Use of Technology 3.2.6. Time Resources 3.2.7. Coordinated Records 3.2.8. District Support 3.2.9. Learning Organization 10
Volusia County Review, 2/10/201 2/13/201 District Level - Implementing 3.3.1. Implementation of Learning: The district provides a follow-up support system to facilitate implementation of professional learning in the workplace. The district is commended for providing an extensive follow-up support system to facilitate implementation of professional learning in the workplace. The Professional Learning Implementation and Evaluation Guide contain five questions that educators use to document evidence of implementation. Teachers download, complete and submit a form to document use of information, knowledge and/or skills from professional learning experiences. Facilitators also have the option of using alternative evidence of implementation (videos, lesson plans, etc.). Implementation and evaluation work that can be applied for inservice credit is determined by the facilitator. The professional development facilitator also notifies principals of the key content and provides a list of indicators that would document implementation. In addition, the educators DPPs contain evidence and reflection of their implementation of professional learning. More intense processes of follow-up are required for selected schools. For example, schools with a grade of D are required to conduct instructional rounds. District and school administrators participate together in this process at the school sites. 3.3.2. Coaching and Mentoring: The district provides mentoring and/or coaching for all educators to ensure high-fidelity classroom implementation of professional learning, with the assistance continuing as needed until educators implement the learning with comfort and accuracy. The district is commended for providing mentoring and coaching for all educators to ensure high-fidelity classroom implementation of almost all professional learning. Instructional coaches are provided professional development about the coaching cycle. Each beginning teacher is assigned a Peer Assistance and Review (PAR) coach. The coach has been designated as a highly effective teacher. During the second year of teaching, the educator is provided a mentor teacher. ISTOAs are assigned on an as-needed basis to provide coaching in the elementary schools. School-based coaches provide in-class coaching to educators. Last year, coaches received professional development in coaching for high impact strategies from Jim Knight. This year the professional development for coaches is based on Diane Sweeney s student-centered coaching model. Coaching methods include: face-to-face, Moodle, webinars, PD360 groups and Edmodo. 11
Volusia County Review, 2/10/201 2/13/201 3.3.3. Web-based Resources and Assistance: The district supports the implementation of professional learning through district and school web-based resources and facilitates educator awareness of and access to district web-based resources. The district is commended for providing web-based resources and assistance that are used as follow-up to all professional learning efforts. The district s website and intranet provide immediate access to a variety of web-based resources, such as PD360, Lynda.com (online video tutorials for software and business skills), and CPALMS. Applications such as Moodle and Edmodo are used by professional developers for follow-up with educators. 12
Volusia County Review, 2/10/201 2/13/201 District Level Implementing 0 1 2 3 3.3.1. Implementation of Learning 3.3.2. Coaching and Mentoring 3.3.3. Web-based Resources and Assistance 13
Volusia County Review, 2/10/201 2/13/201 District Level - Evaluating 3..1. Implementing the System: The district conducts an ongoing formal evaluation of the degree of fidelity with which the district s Professional Development System is implemented. 3 The district provides some evidence of formal evaluation of its professional development system. To confirm that educators have participated in and completed the planned professional learning, every participant in a professional development session receives an online evaluation of the event and an evaluation which reflects the impact of the implementation process. Educators must provide evidence of follow-up to receive inservice credit. MyPGS provides an integrated online system for staff to register for professional development, submit required follow-up documentation and view their transcripts documenting completion. Reports can be generated at the district and school levels to track the attendance of educators by grade level, subject area and school. The Volusia County Schools (VCS) Professional Development Planning Tool provides a template to assist facilitators in designing professional learning that attends to implementation and impact. A deliberate effort known as PD on PD has also been instituted to help all VCS departments increase their use, knowledge and skills involved in providing professional learning. Though there are efforts in place to ensure that professional learning is implemented with fidelity, use of these practices/resources is not yet systemic across programs in the district. 3..2. Implementation of Learning: The district evaluates at least 10% of the district-level professional learning to assess the level of high-fidelity implementation in the work place. 3 The district presents some evidence of formal evaluations of the degree of fidelity in the transfer of skills and knowledge into the classrooms for recent major professional learning programs to include Lesson Study and the Common Core Summer Institutes. Extensive professional learning has been conducted on Lesson Study through collaboration with the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University (FSU) using the Bioscopes Professional Development Program. At the end of the program, a summary report comparing pre- and post-responses of participating educators was created. However, the summary did not assess the fidelity of implementation of the learning. This year, the expansion of the Lesson Study program to other subject areas and grade levels is being formally evaluated to determine the impact on professional practices and student achievement gains. The district employed a combination of formal and informal evaluations for the Common Core Summer Institutes in 2013. Debriefings with institute staff and reflection statements from participants were used to evaluate the professional learning experiences and potential impact on participants and students. These findings were used in planning the 201 Common Core Summer Institutes. There was no evidence of a report detailing the analysis of this evaluation. The district is implementing a formal process to compare professional learning experiences with student achievement. The Local Instructional Improvement System (LIIS), being developed in collaboration with Truenorthlogic, will help to meet district needs for access to and use of data to inform instruction in the classrooms and provide documentation of fidelity of implementation for major professional development initiatives in the district. 1
Volusia County Review, 2/10/201 2/13/201 3..3. Changes in Students: The district assesses the impact of professional learning on student performance. 2 The district provided limited evidence of conducting informal evaluations that address the impact of professional learning on increases in student learning. The district shared the success story of a school that dramatically improved its school grade as a result of specific and sustained professional development and the implementation of a tiered system of support employing the Differentiated Accountability school improvement planning and data review process, along with a systematic approach to problem solving. This process proved to be so successful, the district plans to expand its use in schools with school grades of C and below. However, there is not yet a systemic process in place that assesses impact of professional learning on student performance for major programs in the district. 3... Evaluation Measures: Districts use summative and formative data from state or national standardized student achievement measures, when available, or other measures of student learning and behavior such as district achievement tests, progress monitoring assessments, educator-constructed tests, action research results, discipline referrals and/or portfolios of student work to assess the impact of professional learning. 3 Evaluation of professional learning in the district includes standardized measures for some programs, but frequently involves less formal methods. The school data SharePoint site provides a database of results of district interim and summative assessment results, Florida Comprehensive Assessment Test (FCAT) and End-of-Course (EOC) exams data. Data chats were conducted by the superintendent s office with each school in the fall. Other assessments are used in the schools for progress monitoring, including standardized systems, educator-constructed tests, observations, portfolios and discipline data. Some professional learning facilitators require that participants conduct pre/post assessments of student work. 3..5. Use of Results: The district reviews district- and school-level evaluation data as part of the needs assessment process for the subsequent school year s professional development planning in order to eliminate ineffective programs and strategies and to expand effective ones. 3 The district provides evidence that results from some informal evaluations of professional learning are used to plan the subsequent year s professional learning, modify or adjust continuing professional learning, or discontinue ineffective professional learning. The results of the Lesson Study professional development evaluation and input from the 2013 Common Core Summer Institutes were used in modifying the plans for offerings in 201. The implementation of the SIP, data review and problem solving processes employed to turn around a low performing school, have been expanded to other schools with school grades of C and below. The MIP is updated annually based on results of the evaluation of professional development and review of student achievement data. 15
Volusia County Review, 2/10/201 2/13/201 3..6. Fiscal Resources: The district documents that sufficient fiscal resources are used to support professional learning that aligns with school and district goals. 2 The district ensures that sufficient fiscal resources are used to support some professional learning. The Florida Department of Education has generated an analysis of the percent of total expenditures used for professional learning for the Volusia County School District from the total current expenditures as reported by the district to the Department in Survey 5 for fiscal years 2010 2011 and 2011 2012. For the 2011 2012 fiscal year, the district s total expenditure for professional learning was $3,817,296 of the total expenditures of $70,026,07 for a rate of.81%. This is a.17% decrease over the previous year. This expenditure percentage is commensurate with a rating of 2 as defined by the standard. 3..7. Student Gains: The district demonstrates an overall increase in student achievement as measured by the Florida Department of Education s district accountability system. 2 The district s overall student performance level as demonstrated through the Department of Education s district accountability system was marginal. The district level grade for the 2012-13 school year was C. 16
Volusia County Review, 2/10/201 2/13/201 District Level Evaluating 0 1 2 3 3..1. Implementing the System 3 3..2. Implementation of Learning 3 3..3. Changes in Students 2 3... Evaluation Measures 3 3..5. Use of Results 3 3..6. Fiscal Resources 2 3..7. Student Gains 2 17
Volusia County Review, 2/10/201 2/13/201 School Level - Planning 2.1.1. School Needs Assessment: At least annually the school identifies professional learning needs through a classroom-by-classroom analysis of disaggregated student achievement data by content and skill areas, subgroups needing special assistance and other school data. 3.9 The district and schools are commended for the quality of the school needs assessments conducted to determine the professional learning needs of the schools. Both individual educator and school-wide plans for professional learning needs are guided by systematic analyses of student achievement and behavioral data. Schools complete a classroom-by-classroom analysis of disaggregated student achievement data. Most administrators include this process as part of the SIP process, and some administrators include this process as a part of their school s DA Plan. The schools use both informal and formal educator surveys and checklists to assess educator needs; some schools collect information from educators through PLCs. All schools indicate that the district provides the focus areas for professional learning based on student performance levels. 2.1.2. Reviewing Professional Development Plans: The school administrator meets with individual educators to review the IPDP and identify additional individual professional learning needs based on performance appraisal data and priorities for students, grade levels, school, content areas or the whole school..0 The district and schools are commended for ensuring that Deliberate Practice Plans (DPPs) are appropriate for educators and beneficial for the schools. Administrators meet with individual educators to review the DPPs, and discuss professional learning needed to help educators make improvements in student learning. Typically, school administrators formally engage in meaningful discussions of DPPs twice a year. During the initial meetings, administrators assist educators in establishing professional development goals. In the final meeting, administrators review the success of professional learning identified on DPPs. Administrators are available for additional formal and informal discussions to assist educators in modifying their DPPs based on performance appraisal data and priorities for students. 2.1.3. Reviewing Annual Performance Appraisal Data: The school administrator uses information from annual performance appraisals of educators to identify professional learning needs for individuals, teams, or whole-school faculty. 3.8 The district and schools are commended for utilizing information from annual performance appraisals in determining professional learning needs. The school level needs assessment incorporates information from administrators annual reviews of these appraisals. In addition, schools identify trends and patterns to establish content for small-group professional learning. Examples include English for Speakers of Other Languages (ESOL) educators who attended specialized professional learning in vocabulary development; Kagan Cooperative Learning training provided to educators focusing on student engagement; and Thinking Math and Acaletics professional learning provided for educators with needs related to mathematics instruction. In some schools, professional learning targets are incorporated into the performance appraisal system, providing a direct linkage between professional learning and performance appraisal. 18
Volusia County Review, 2/10/201 2/13/201 2.1.. Generating a School-wide Professional Development Plan: As part of the School Improvement Plan and in collaboration with the district s Professional Development System, the school administrator and School Advisory Council generate a school-wide Professional Development Plan that includes research- and/or evidence-based professional development aligned to identified classroom-level needs for student achievement, responds to educators level of development, and specifies how the plan will be evaluated. 3.9 The district and schools are commended for developing comprehensive school-wide Professional Development Plans that include research- and/or evidence-based professional learning aligned to student needs, educator development, school improvement goals and the district s Professional Development System. This year, the district focus is on the Gradual Release of Responsibility Model (Fisher and Frey). Schools incorporate the Gradual Release of Responsibility Model in the professional learning planned for the school. In addition, schools determine goals and objectives for the SIPs based on disaggregated grade level and classroom level student performance data to address prior focus areas. Most, but not all, SIPs outline specific professional learning that will be conducted during the year and identify how and when an evaluation will be conducted to determine educator participation, skill attainment, classroom application of skills and the relationship of professional development to student improvement. 2.1.5. Individual Leadership Development Plan: School administrators create and implement Individual Leadership Development Plans that are based on school and classroom disaggregated student achievement and behavior data and the needs of student groups not making AYP, and contain clearly defined professional learning goals that specify measurable improvement in student performance, improvements in teacher effectiveness, changes in administrator practices resulting from professional learning, and an evaluation plan that determines the effectiveness of the Individual Leadership Development Plan..0 The district and schools are commended for creating Individual Leadership Deliberate Practice Plans that incorporate school and classroom disaggregated student achievement and behavior data, clearly define professional learning goals and measurable improvement components and identify plans for evaluation. Individual Leadership Deliberate Practice Plans included all components of the standard including the school and classroom data on which the plan is based, specific professional learning goals, measurable improvements in student performance, improvements in teacher effectiveness, changes in administrator practices resulting from professional learning and the method(s) for evaluating the plan. 19
Volusia County Review, 2/10/201 2/13/201 School Level Planning 0 1 2 3 2.1.1. School Needs Assessment 3.9 2.1.2. Reviewing Professional Development Plans 2.1.3. Reviewing Annual Performance Appraisal Data 3.8 2.1.. Generating a School-wide Professional Development Plan 3.9 2.1.5. Individual Leadership Development Plan 20
Volusia County Review, 2/10/201 2/13/201 School Level - Learning 2.2.1. Learning Communities: School-based professional learning occurs in collaborative teams of adults whose goals are aligned with the team members IPDPs and the school and district goals for student achievement. 3.6 The district and schools are commended for implementing structures that encourage, support and monitor implementation of PLCs to achieve common learning goals. Learning communities are organized by grade level or subject areas and meet regularly to focus on practical ways to improve teaching and learning. In most schools, educators are collectively responsible for the learning of all students represented by team members, and assist one another in examining content standards students are required to master, planning more effective lessons, critiquing student work and solving the common problems of teaching as identified in a collective review of student data. At a few schools, groups were grade level or subject area planning groups that met regularly through joint planning times to discuss logistics of planning for instruction, or to discuss non-instructional topics, such as management of extracurricular events or general school logistical information. 2.2.2. Content Focused: Professional learning focuses primarily on developing content knowledge and content-specific research- and/or evidence-based instructional strategies and interventions in the content areas specified in s. 1012.98 F.S. and aligned with district and state initiatives..0 The district and schools are commended for providing convincing evidence that all of the professional learning educators have received recently is researchand/or evidence-based and directly related to one or more of the content areas specified in state law. Some examples of professional learning that meet the standard include the Gradual Release of Responsibility Model (Fisher and Frey), ESOL endorsement, CCSS, Document-based Questions (DBQ) and the Danielson Framework. 2.2.3. Learning Strategies: Professional learning uses strategies aligned with the intended goals and objectives; applies knowledge of human learning and change; and includes modeling of research- and/or evidence-based instruction, practice and classroom-based feedback. 3.8 The district and schools are commended for providing convincing evidence that almost all of the recent professional learning included modeling effective research- and/or evidence-based instruction, practice and classroom-based feedback. Professional learning not only included opportunities for practice and feedback, but also included follow-up supported by school-based coaching and peer feedback through PLCs. For example, one school implemented a four-week book study that incorporated student data. Each session included guiding questions, weekly assignments, modeling of strategies, planning and feedback. Upon conclusion of the book study, a required implementation plan was developed and usage was verified by classroom walkthroughs. Although the majority of professional learning incorporated most all of the requirements of the standard, some did not provide feedback as a routine element of the professional learning. 21
Volusia County Review, 2/10/201 2/13/201 2.2.. Sustained Professional Learning: Professional learning is sufficiently sustained and rigorous to ensure learning for participants that leads to high-fidelity classroom implementation for student achievement. 3.8 The district and schools are commended for documenting that the professional learning educators recently received was rigorous, sustained professional learning delivered over multiple sessions and multiple days. The district has mandated eight early release days to be used for professional learning, and the time is typically used to provide sustained and intensive professional learning. This year many schools used this time for professional learning in the Gradual Release of Responsibility Model. Although many instances were provided that document sustained professional learning, there were examples of one-time professional learning opportunities that were not sustained over time. 2.2.5. Use of Technology: Technology, including distance learning, supports and enhances professional learning as appropriate and the application and assessment of that learning as appropriate. 3.8 The district and schools are commended for providing convincing evidence that the professional learning in which educators recently participated used technology appropriate to the content and strategies taught. Examples of technology offered included the following: Teaching Channel, YouTube videos, Edmodo, Moodle with discussion boards, PD360 videos, CPALMS, MyPGS, LYNC System and Lynda.com. Concerns were noted regarding the need for updated hardware, and in one case the ease of accessing MyPGS. 2.2.6. Time Resources: Sufficient time within the work day is available and used for professional learning. 3.5 The district and schools are commended for designating time within the calendar for mandatory professional learning. All schools indicate that they have eight early release Wednesdays and one district pre-planning day dedicated for professional learning. In addition, some schools indicate that they use part of the four teacher duty days for professional development. In some schools, teachers are paid to attend professional learning outside their duty day, but these opportunities are not mandated. Most all schools document a minimum of 22 hours of mandatory professional learning in the school calendar. 2.2.7. Coordinated Records: School administrators regularly generate and review reports on faculty participation in professional learning. 3.9 The district and schools are commended for providing a system that school administrators can use to generate reports on faculty participation in professional learning. Schools report that the MyPGS provides just-in time reports that verify participation in and completion of professional learning. It also provides an 22
Volusia County Review, 2/10/201 2/13/201 integrated online database for recording and reporting teacher data. One principal indicated that the school could not print its own reports, but that reports are available upon request from the district office. 23
Volusia County Review, 2/10/201 2/13/201 School Level Learning 0 1 2 3 2.2.1. Learning Communities 3.6 2.2.2. Content Focused 2.2.3. Learning Strategies 3.8 2.2.. Sustained Professional Learning 3.8 2.2.5. Use of Technology 3.8 2.2.6. Time Resources 3.5 2.2.7. Coordinated Records 3.9 2
Volusia County Review, 2/10/201 2/13/201 School Level - Implementing 2.3.1. Implementation of Learning: The school provides follow-up support to facilitate implementation of professional learning in the workplace. 3.9 The district and schools are commended for providing support and assistance to educators in implementing professional learning for almost all efforts. Administrators and teachers meet regularly to discuss DPPs and professional learning. In addition, classroom walkthroughs, checklists and observations are conducted to verify the use of new knowledge and skills and identify additional learning support. Administrators also provide time for collaborative planning. On-site coaches are available to provide support to educators as needed. 2.3.2. Coaching and Mentoring: The school provides mentoring and/or coaching for all educators to ensure high-fidelity classroom implementation of professional learning, with the assistance continuing as needed until educators implement the learning with comfort and accuracy. 3.5 The district and schools are commended for providing coaching or mentoring activities related to many professional learning activities. Many educators are involved in coaching or mentoring activities related to professional learning opportunities, to their current focus, such as math, reading and writing, as well as the use of the Gradual Release of Responsibility Model. Coaching is generally provided by school-based coaches as follow-up to specific professional development sessions. ISTOAs are assigned on an as-needed basis at all elementary schools to assist with specific areas as determined by the district and principals. All new teachers are assigned a Peer Assistance and Review (PAR) teacher who supports and mentors them during their first year of teaching. Per contract, teachers with performance concerns must receive eighteen weeks of assistance prior to being placed on a Success Plan. Although coaching and mentoring are evident in school-based professional learning, they are not always provided for professional learning delivered online and outside the school. 2.3.3. Web-based Resources and Assistance: The school supports the implementation of professional learning through school and district web-based resources and facilitates educator awareness of and access to district web-based resources. 3.8 The district and schools are commended on their use of web-based resources in supporting professional learning. The leadership in the schools documented the availability of web-based assistance as follow-up for almost all of their professional learning. The principals provided information that the MyPGS has an extensive library of available professional learning aligned with Danielson s domains, as well as other resources. Administrators mentioned the use of the following web resources being used by the staff: CPALMS, Moodle, PD360, MyPGS, Teaching Chanel, YouTube, Edmodo and Lynda.com. Some administrators post a variety of material supporting educators on their school s I-Drive. Though a pervasive practice in most schools, adherence to the standard is not yet systemic across schools in the district. 25
Volusia County Review, 2/10/201 2/13/201 School Level Implementing 0 1 2 3 2.3.1. Implementation of Learning 3.9 2.3.2. Coaching and Mentoring 3.5 2.3.3. Web-based Resources and Assistance 3.8 26
Volusia County Review, 2/10/201 2/13/201 School Level - Evaluating 2..1. Implementing the Plan: At least annually the school conducts an evaluation of the degree of fidelity with which the school s Professional Development Plan is implemented. 3.8 The district and schools are commended for conducting evaluations to determine the degree of fidelity with which the school s Professional Development Plan is implemented. The leadership in most schools provided convincing evidence that schools evaluate the effectiveness of the planned school-level professional learning by documenting the participation of educators in major initiatives. The majority of the schools conduct formal or informal evaluations for the school-wide Professional Development Plan to determine if the planned professional development is conducted with fidelity and correlated with the SIP and the needs of educators to increase student achievement. Many schools maintain monthly records of attendance. Follow-up for individual professional development participation occurs when educators submit evidence of participation to their school administrators. Enrollment in professional learning opportunities is the responsibility of the educator. Calendars, sign-in sheets, PLC agendas, SIP PD inservice data, DPP data, sign-in sheets, leave forms and evaluations are all examples of ways the schools evaluate implementation of planned professional learning. 2..2. Changes in Educator Practice: The school conducts an evaluation of the Professional Development Plan to assess its impact on educator practices at the classroom and/or school level. 3.6 The district and schools are commended for conducting evaluations of planned professional learning to assess its impact on educators practices. The majority of the schools conduct informal and consistent evaluations of the application by educators of skills and knowledge acquired through professional learning using observations and classroom walkthroughs. Follow-up feedback or conferences are held to support the teacher s implementation of new knowledge and skills. In many schools, the leadership team conducts formal and consistent evaluations of the application by educators of skills and knowledge acquired through professional learning. Examples include lesson plan reviews, walkthroughs, PLC agendas and notes, grade level meeting notes, student feedback and checklists. Teachers complete the Professional Learning Implementation and Evaluation Guide at the end of professional learning to document its impact. Most schools conducted an end-of-the-year survey for teachers to assess the impact of professional learning on student achievement. The procedure of evaluating changes in educator practice is pervasive in some schools, but not yet systemic across professional learning in all schools across the district. 2..3. Changes in Students: The school conducts an evaluation of the Professional Development Plan to assess its impact on student performance. 3. Some schools document direct evidence of increases in student performance as a result of major professional learning in which educators have participated. Administrators use observations from classroom walkthroughs to monitor impact on student learning and advise educators on needed adjustments to 27