District Professional Development Committee Report April 6, 2016 - - PowerPoint PPT Presentation

District Professional Development Committee Report

April 6, 2016 Dedham Public Schools

Our Mission

The Professional Development Committee is dedicated to the task

• f providing professional learning
• pportunities that support delivery
• f best practices by all staff to

promote the success of all

• students. Through this work we

strive to support the professional goals of our district, schools, and colleagues.

Members of the Professional Development Committee CAPD

Wendy Garland Avery Ingrid Mayyasi Riverdale Alison Kieffner Avery Ed Paris Riverdale Karen Maregni Avery Lisa Stanton Riverdale Sharon Harrington ECEC July Fagone DMS Sarah Boensel ECEC Shelly Pagnotta DMS Katie Roche ECEC Jen Porack DMS Sarah Altone Greenlodge Linda Kobierski (Committee Chair) DHS/DMS Kerri Bryant Greenlodge Teresa Calderone DHS Jen Hawkins Greenlodge Rachel Dudley DHS Ken Toomey Greenlodge Ron McCarthy DHS Kristen Cannon Oakdale Kristy Yankee DHS Katie DeWit Oakdale Judy Foley District Heidi Graceffa Oakdale Don Langenhorst District Heidi Nihill Oakdale Liza O’Connell District Heather Caruso Riverdale Bridget O’Leary District

What is the purpose of professional development?

What does effective professional development look like?

Effective professional development:

• is focused on building staff

capacity for positive student

• utcomes
• is relevant, targeted, and

timely

• is differentiated to staff

learning needs

• ccurs over time and must

be ongoing

• responds to staff feedback

We asked our staff and consulted current research. Here’s what we learned.

In District Professional Development

2015-16

• 2 full days
• 5 half days
• 20, 1 hr meetings

2016-17

• 3 full days
• 5 half days
• 20, 1 hr meetings

Previous District Initiatives Superintendent’s Entry Report Findings Superintendent’s Focus Group & PD Staff Survey Data

Developing a comprehensive, goals-centered PD program using input from multiple data sources.

A Sampling of Identified Content Areas

• District-wide Writing Initiative
• Continued Integration of Technology

(ex. DPS EdCamp)

• Educator Evaluation and Supervision
• Response to Intervention/Tiered Interventions
• Specialized workshops in: ELL, Guidance, Nursing,

Food Services, Special Education, EveryDay Math Updates

• Focus on targeted topics that is sustained over time
• Designed and delivered with highest pedagogical standards,

including integration of technology

• Designed and delivered by in-district experts (‘Train the

Trainer” model), or carefully vetted provider when appropriate

• Provide time for practice and implementation
• Collect staff feedback at close of every workshop (“Ticket to

Leave” survey)

• Use feedback to inform future planning

We also established criteria for best-practices delivery

• f our PD programs.

• Identification of content/topics
• What are needs at school, grade, role/specialty level
• When will training take place in PD schedule
• Identify resources/strategies to obtain as needed
• Coordinate with Assistant Superintendent’s office to allocate

resources, establish logistical plans

• Communicate with staff throughout

Our Planning Process

Sample District-Wide Release Day Schedule

฀ Agenda for 10/9 Elementary Inservice

• Ice breaker
• Why Informational Writing?
• ฀Break
• ฀Stations
• ฀Ticket to Leave

฀

• Collaboration with colleagues in other schools who share the same role and have other

experiences to draw upon

• Understand Informational Writing using Common Core State Standards
• Explore resources to support writing instruction
• Create “student-friendly” objectives to be posted in the classroom
• Research mentor texts to be used during writing instruction

Objectives

A day of staff-driven professional development, preK-12, on the theme of technology and student learning. November 3, 2015 Dedham Middle School

What is EdCamp?

It is participant-driven PD in which participants:

• determine session topics
• share responsibilities to

ensure sessions are relevant and meaningful

• collaborate to share

expertise

• are empowered as

learners

How we tailored the EdCamp model to our needs as a district.

• Established a theme that supported a district-wide initiative:

“Technology and Student Learning”

• “Modified” EdCamp format: used staff survey data to identify topics
• f interest, established first session topic in advance
• Populated first sessions with knowledgeable facilitators to model

processes

• Supplied additional facilitators as needed for subsequent sessions
• Developed and ran informational PD in every building prior to

November 3rd to help prepare staff for EdCamp.

DPS EdCamp 2015 Schedule

We asked staff to rate the DPS EdCamp experience.

• An overwhelming 82% rated the experience as

valuable to extremely valuable.

• By survey most told us that they had walked

away with resources that could be directly applied in their classrooms. (out of 321 responses)

We also asked them to rate the DPS EdCamp format.

• Again, over 80% responded favorably finding

the format to be very good to excellent.

• Staff also requested additional time to work

together on implementation, resulting in subsequent PD planned for that purpose. (out of 321 responses)

DPS EdCamp: a collaborative success!

• Technology Department
• Central Administration Staff
• Food Services
• Buildings and Grounds
• Middle School Administration

and Staff

“Ticket to Leave” Data from Ongoing PD Review and Assessment

• f Progress in

Ongoing Programs District Strategic Plan & School Improvement Plans

Continued planning of a comprehensive, goals-centered PD program.

And with ongoing progress in our programs, connections between the CAPD committees continue to evolve.

PD Snapshots 2015-16