Strategy 1: We will guarantee a professional culture that is committed to excellence and the success of every student.

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Results Statement 1: Instill structures, norms, and protocols to ensure that professional learning programs are consistent across schools, and are aligned to district priorities, goals, and curricula.

    The district's Local Professional Development Committee (LPDC) will work with School-based Professional Development Committees (SPDC's) to advance adult learning goals that are measureable, time-bound and realistic. The committees will develop, implement and measure programs that are designed to achieve these goals.


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S1.R1 Results to Date

Winter, 2012/2013: We have engaged professional development committee teachers and supervisors in capacity-building around the Common Core State Standards and the Marzano teacher evaluation model. We anticipate significant alignment between professional development goals and these two areas.
2013/2014: This action plan went under revision to align new state-mandated structures (such as the School Improvement Panel, or ScIP) to Compass by joining evaluation, professional learning, and data-driven decision making into a common effort. Once revised, the plan will go before the Compass Initiative Panel and then the original steering committee for approval.
During this school year, the district made significant progress in building structures for sustained professional learning by adding various roles to the state-mandate School Improvement Panel, and contracting with the Center for Supportive Schools to guide school teams toward building better professional learning communities.
2014/2015: This year, the focus of our Professional Learning Communities was examining student work to improve instructional strategies. Teacher in-services used various protocols to examine student work samples and the pedagogical practices associated with that student work. Through collaboration within the PLCs, teachers reflected on the connections between pedagogy and student outcomes. In a collegial, non-evaluative climate, peers offered suggestions for colleagues to improve their practice, therefore improving student achievement.
2015/2016: Work continued to hone our work in communities of practice, with the help of the Center for Supportive Schools. During the 2015/16 school year, department supervisors joined the effort to learn facilitation skills that would assist in school achievement of principal goals.