PROFESSIONAL DEVELOPMENT PLAN 2016 Final[2] · and learning. Any holder of a professional certificate must complete a minimum of 100 hours every 5 years of Continuing Teacher & Leader

Professional Development Plan 2016

Approved by the Kingston City School DistrictBoard of Education on August 10th, 2016

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]

Superintendent of Schools

Dr. Paul J. Padalino

Deputy Superintendent for Teaching & Learning

John J. Voerg

Professional Development Plan Committee Facilitators

John J. Voerg Wilford F. LeForestier

Address

61 Crown Street

Kingston, NY 12401

Phone

(845) 339-3000

Fax

(845) 331-3623

BEDS Code

62060001000

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INTRODUCTION

A committee of school district administrators, teachers/related service providers, higher education representative and parent was organized to develop the Professional Development Plan (PDP). Committee members reviewed the purpose and requirements of the professional development plan. The committee reviewed the district’s recent plan and renewed the professional development goals, philosophy, process and models to ensure compliance with the section 100.2 of the Commissioner’s Regulations, focusing upon the improvement of teaching and learning. Any holder of a professional certificate must complete a minimum of 100 hours every 5 years of Continuing Teacher & Leader Education (CTLE) professional development. Additionally, the committee linked the Professional Development Plan with Kingston City School District’s Comprehensive Improvement Plan (DCIP). Effective professional development is determined by assessing the district needs and appropriate planning and communication. Collaboration must be embedded in routine practices and focus on specific and measurable performance goals. Lasting professional development occurs in the workplace when professionals come together and learn with and from each other. The professional development plan is a structure that bolsters the existing professional development framework and aligns professional development with the statements of practice following the six tenets of the Diagnostic Tool for School and District Effectiveness. Learning is ongoing and consistent; targeted and relevant to practice needs; and grounded and contextualized within district goals and initiatives. The plan will be reviewed annually by the Professional Practices Committee (PPC) in conjunction with and recommendations by the District Leadership Team Tenet’s subcommittees.

1. The District Leadership Team’s subcommittees will conduct an annual needs-assessment/review of assessment data, analysis of the data collected, and identification of new and/or continued gaps/needs to be considered when identifying needs, goals and action steps.

2. The needs identified will charge District and School Leadership Teams (SLT) and Administration to support initiatives with specific actions on an annual basis.

3. School Administrators/Leaders, working with their SLT’s, will update School Comprehensive Education Plans (SCEP) to incorporate school level actions to support district-level goals and school needs.

4. District Administrators will lead district-wide professional development opportunities. 5. School Administrators will lead building level professional development.

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ACKNOWLEDGEMENTS

The Kingston City School District Professional Development Plan was developed by the following committee members:

Matthew Gruber Teacher, Chambers Elementary

Barbara Hansen Teacher, M.C. Miller Middle

Wilford LeForestier Assistant Superintendent, Cioni

Karen McNutt Parent

John Moser Teacher, J. Watson Bailey Middle

Jennifer Nilsen Assistant Director, Cioni

Kate Petrie Assistant Director, Cioni

Prudence Richmond Speech Pathologist, Edson Elementary

Jane Sileo Higher Education, SUNY New Paltz

John Voerg Deputy Superintendent

Number of schools in the Kingston City School District: 10

All schools have a School Leadership Team (SLT) that develops the School’s Comprehensive Education Plan (SCEP). The district has a District Leadership Team (DLT) that develops the District’s Comprehensive Improvement Plan (DCIP)

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PROFESSIONAL DEVELOPMENT PHILOSOPHY

Professional development is a multi-faceted, information-based process, strategically planned to provide both individual and systemic change to support continuous growth. Within the Kingston City School District it is our belief that all professional development is:

• sustained, supportive and multi-year; • purposeful, strategic and aligned with the NYS Standards and Common Core

Learning Standards; • designed in a collaborative manner, inclusive of all educational professionals; • differentiated to meet individual and district needs relating to the teaching and

learning process; • based on best practice as evidenced by research; • inclusive of flexible times and models; • reviewed and evaluated annually.

PROFESSIONAL DEVELOPMENT PROCESS The goal of professional development in the field of education is to help students achieve at high levels. A comprehensive professional development plan promotes student achievement by providing learning opportunities for staff, aligned with the major district and school goals. This alignment helps focus all efforts and components to provide systemic improvement. The process of professional development follows:

1. Identify common district/building goals. • Review student achievement data: past, present, projected trends • Diagnose needs • Establish improvement with measurable goals expressed in terms of student

outcomes and within the context of the learning standards and the district’s mission statement

• Determine assessment tools representing a “collective body of evidence”

2. Plan for implementation. • Outline flexible and integrated professional development strategies that address the

needs as identified through the district/building goals

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3. Implement professional development strategies. • Integrate learning models that provide choice, differentiated learning opportunities,

and ongoing support

4. Monitor progress. • Collect staff implementation data and student achievement data

5. Evaluate impact. • Analyze data to determine subsequent professional development efforts

Goals Identify Goals

Strategically

Plan

Communicate &

Implement

Monitor Progress

Evidence of

Impact / Evaluate

Professional Development

Process

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PROFESSIONAL DEVELOPMENT LEARNING MODELS

Professional development occurs through many opportunities and learning models. 1. Professional Learning Community (PLC)

PLCs in the KCSD consist of content-specific or grade-level groups of professionals that collaborate to ensure that curriculum and instruction is both horizontally and vertically aligned to current learning standards.

2. College/In-Service Coursework Coursework is a process of learning through direct instruction in a college or in-service program where the information is primarily planned and delivered by an instructor. Graduate courses beyond the master’s degree and in-service programs are available for training activities that contribute to the district/building goals. All in-service courses that will require a salary adjustment must be pre-approved by the Superintendent or his/her designee prior to taking the course.

3. Conferences/Workshops & Meetings This includes conferences, workshops and certain faculty, grade level, department and data meetings planned and provided by both our district and outside organizations. Participants will request prior approval before attending any conference/workshop. This type of activity occurs primarily during the school day with release time provided, and therefore is not available for in-service credit unless it extends beyond the school day and has not been paid for by the district.

4. Individualized Self-Guided Learning Individualized Self-Guided Learning is a process requiring educators to determine their own professional development goals for improving impact on student learning and designing an action plan for attainment. Activities may include reading and implementing research from professional sources, performing case studies, and observing classes taught by experienced colleagues within or outside the district. Instructional coaches and peer coaching may be resources to support individualized learning. The individual will be required to document and share information from the learning experience with colleagues.

All sections of the current contract(s) regarding timelines, rates, prior approval, etc. are applicable. All time logged on this project must be outside the contractual day to be eligible for credit.

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Professional  Learning  

Communi1es  

College/  Inservice  

Coursework  

Individualized  Self-­‐Guided  Learning  

Conferences/    Workshops  

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PROFESSIONAL DEVELOPMENT CREDIT GUIDELINES

Professional development activities that meet the following guidelines may be submitted for in-service salary credit consideration:

• The outcomes of the activity will promote increased student achievement and must relate to the NYS & Common Core Learning Standards, the staff member’s position/ assignment, and/or district/building goals;

• The staff member has not previously received credit from participation in the activity; • The activity does not occur during the contractual work day; • All parts of the current contract(s) regarding timelines, rates, etc. are applicable; • Prior approval by the designated administrator is received.

In-service credits for published materials:

• Qualifying items: • Peer Reviewed Professional Journal (Published) • State or Nationally Recognized Published Journal • Chapter/ Scholarly Paper within a textbook • Book published** on pedagogy/ subject matter related or connected to the

professional area or discipline (Research findings, instruction, informational, procedural)

For credit to be awarded:

• The request must be submitted within one year of the published dated • A copy of the work must be attached • Published articles will receive one credit hour (15 hours of in-service) • Chapters / scholarly papers will be reviewed and awarded credit on an individual

basis. • Published books may not be self-published

** Self–published books that meet the criteria above may be submitted for consideration to the committee. If the work fits the criteria listed above, the committee may recommend to the Superintendent that credit be awarded. In-service salary credit is offered for eligible staff members per the collective negotiated agreements. A ratio of fifteen (15) hours of seat time is equal to (1) one in-service credit. Credit hours are accumulated into blocks and the eligible member’s salary is increased in accordance with the contract.

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NEEDS & DATA ANALYSIS The purpose of the Professional Development Plan is to provide administrators, teachers, teaching assistants, and all other district staff with the skills, knowledge, and support in order for all students to be able to meet and/or exceed the New York State & Common Core Standards and to enhance overall student achievement. To measure the success of the school district’s effectiveness, the following data will be examined:

• School Report Card; • Basic Education Data System (BEDS); • Student attendance, Dropouts, promotion/retention, RtI tier data, CSE referrals,

special education classification rates, graduation rates; • NYS Assessments and established benchmarks for student performance; • STAR Performance Assessment data; • Local common benchmark assessment data; • Student performance results disaggregated by gender, ethnicity, mobility, socio-

economic status and other special needs; • Longitudinal data, which will include Regents Examinations, NYS math, science,

social studies and ELA examinations, and leveled assessments; • School Comprehensive Education Plans, Quarterly Implementation Reports,

District Comprehensive Improvement Plan, Diagnostic Tool for School & District Effectiveness Reviews;

• Community/Parent/Staff/Student surveys; • Annual Professional Performance Review; • Discipline (VADIR, suspensions); • Social/Emotional Development Health (PBIS, FBA’s, etc.).

The Professional Development Plan (PDP) is a living document, reflecting continuous change. The PDP has an annual review process aimed at enhancing the professional development of all staff in order to enhance student achievement.

The data analyzed by the district will determine the needs, supports, goals, objectives, action steps and evaluation process of the Professional Development Plan. The district’s needs, goals, action steps with leading indicators are detailed in the District Comprehensive Improvement Plan (DCIP) and can be found on the district’s website at http://www.kingstoncityschools.org/departments.cfm?subpage=1226286. A summary of the district’s needs aligned to the Diagnostic Tool for School & District Effectiveness (DTSDE) are as follows:

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Tenet 2: School Leadership Practices & Decisions Ø Developing a Data-Driven Culture/Leadership training for administration Ø Conducting Data Meetings/establishing protocol Ø Identifying/Accessing/Analyzing/Acting on Data

Tenet 3: Curriculum Development & Support Ø Creating tiered assignments Ø Differentiation Ø Instructional Strategies Ø New teacher development

Tenet 4: Teacher Practices & Decisions Ø Continued learning on use of data and evidence of impact Ø Interdisciplinary Connections

Tenet 5: Student Social & Emotional Developmental Health Ø Restorative Justice Ø Alternatives to Suspension Ø Differentiation Ø PBIS Tier 2 and 3

Additional Professional Development English Language Learner /English as a New Language The Teaching & Learning Department will determine professional development specific to support the needs on ENL students, supporting co-teaching strategies and integrating language and content instruction. School Violence Prevention & Intervention The district will support professional development opportunities on violence prevention and intervention. This will be organized by the district’s DASA Facilitator, DASA Coordinators and the Coordinator of Safety & Prevention. Teacher Mentor Program A mentor is provided for all non-tenured teachers and those identified through the evaluation process. The district’s Teacher Mentor Program details can be found on the district website at http://www.kingstoncityschools.org/staff.cfm?subpage=1448767 Response to Intervention Needs

Ø Differentiation Ø Higher Order Thinking/Questioning Ø Impact of Poverty Ø Effective Use of Data Ø Tier 2 RtI Strategies Ø Social & Emotional Learning Ø Cultural Responsiveness

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Professional Development Impact & Evaluation

The district will survey and solicit feedback on full district-led professional development opportunities. The impact of professional development will be measured by monitoring student achievement growth and teacher/teaching assistant/administrator annual professional performance review data. The District’s Comprehensive Improvement Plan (DCIP) and School Comprehensive Education Plans (SCEPs) identify needs, goals, action steps and indicators of performance. These plans will be monitored for progress quarterly. The district conducts an annual on-site review of both district and school improvement plans with support from either the state education department or an Outside Educational Expert (OEE). These reports, inclusive of feedback, provide valuable insight on evidence of effort and impact to assist with guiding professional development.