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2019-20 Professional Development Plan

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2019-20 Professional Development Plan Vestal Central School District Professional Learning Plan for Continued Teacher and Leader Education 2019-2020 Adopted by the Vestal School Board September 10, 2019 Vestal Approved Sponsor of Continuing Teacher and Leader Education (CTLE) Identification Number: 1016 July 1, 2016 to June 30, 2021 ~---------------------------------------------------------------------------- Vestal District Mission Statement The Vestal Central School District believes each student is unique and can learn. The District's mission is to provide instruction, programs, strategies and challenges in a caring, positive learning environment. Each student will become a critical thinker, a lifelong learner, and a responsible, contributing citizen in a changing global society. The Board of Education, staff, parents, students and community share a commitment to this mission. Vestal District Goals Challenge all Vestal students to meet ever-increasing standards of excellence in preparation for participation in the global society. Support students’ efforts to learn and grow by assuring all a positive educational environment. Foster community pride in the Vestal schools by communicating openly and effectively about our students and the school program. Invest fiscal resources responsibly and effectively to accomplish the District’s mission. International Baccalaureate: Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Core Beliefs of Responsive Classroom® In order to be successful in and out of school, students need to learn a set of social and emotional competencies -- cooperation, assertiveness, responsibility, empathy, and self-control – and a set of academic competencies – academic mindset, perseverance, learning strategies, and academic behaviors. Lml 8/22/19 3 VESTAL CENTRAL SCHOOL DISTRICT Professional Learning Plan for Continued Teacher and Leader Education Board Approved, September 10, 2019 Table of Contents PROFESSIONAL LEARNING COMMITTEE 2019-2020 6 2019-2020 PLAN FOR TEACHER AND LEADER EDUCATION 7 I. INSTRUCTIONAL FOCUS TARGETS 7 II. SYSTEMS FOR ACHIEVING INSTRUCTIONAL TARGETS (ONGOING) 7 III. ANNUAL MANDATED TRAININGS 8 2018-2019 ANNUAL INSTRUCTIONAL FOCUS TARGETS IMPACT ANALYSIS 9 2019-2020 DISTRICT STRATEGIC FOCUS AREAS 11 2019-2020 DISTRICT PRIORITIES 14 INSTRUCTIONAL FOCUS AREAS: INITIATIVES AND PRIORITIES FOR 2019-2020 FOR PROFESSIONAL AND CURRICULUM DEVELOPMENT 15 RATIONALE: PROFESSIONAL LEARNING TO SUPPORT A DYNAMIC PROCESS OF TEACHING AND CURRICULUM LEARNING 26 THE TEN STANDARDS FOR HIGH QUALITY PROFESSIONAL LEARNING 28 CONTINUING TEACHER AND LEADER EDUCATION (CTLE) CERTIFICATION REQUIREMENTS 28 PROFESSIONAL LEARNING STAKEHOLDERS 29 PROTOCOL FOR ESTABLISHING PROFESSIONAL LEARNING PRIORITIES 30 APPENDIX A. MENTOR PROGRAM 34 APPENDIX B. 2013-2018 LONGITUDINAL GRADES 3-8 ASSESSMENT 36 APPENDIX C: 2013-2018 LONGITUDINAL GRADE 4 AND 8 SCIENCE 38 APPENDIX D: 2013-2018 LONGITUDINAL REGENTS EXAMS 39 APPENDIX E: MISSION STATEMENTS 41 APPENDIX F: ACTION INQUIRY MODEL 42 APPENDIX G: UNIVERSAL DESIGN FOR LEARNING OVERVIEW AND GUIDELINES 46 APPENDIX H: TEACHING FOR UNDERSTANDING OVERVIEW AND GUIDELINES 48 APPENDIX I: CTLE CERTIFICATION 49 APPENDIX J: BLUEPRINT FOR IMPROVED RESULTS FOR STUDENTS WITH DISABILITIES 50 APPENDIX K : RESPONSIVE CLASSROOM 52 APPENDIX L: TECHNOLOGY INTEGRATION SAMR MODEL 53 Lml 8/22/19 5 Professional Learning Committee 2019-2020 Member Title Representing Dr. Laura Lamash Assistant Superintendent of District Instruction Patrick Clarke Director of Instruction District TBD Director of Instruction District Rosalie Sullivan Director of Special Education Special Education Administration Therese Mastro Principal Vestal Hills Elementary Doreen McSain Principal Glenwood Elementary TBD Principal Vestal High School Sarah Evans Literacy Specialist Teacher, PD trainer, Technology Liaison Joan Pokorak AIS Math Specialist Teacher, PD trainer, Technology Liaison Drew Deskur Parent Parent Association Jessica Groves Social Studies Teacher Vestal High School Kelly O’Brien Social Studies Teacher Vestal Middle School Christina Aloi Art Teacher Vestal Middle School Jessica Mirtallo Elementary Education Teacher Glenwood Elementary Becky Nunn Elementary Education Teacher Clayton Avenue Elementary Amanda Reid Math Teacher Vestal High School Professional Learning Plan Timeline 2019-2020: June 2019: Review of PD Plan July-August 2019: Board Review of PD Plan August 2019: Submission of PD Plan February 2020: PDC 2019-2020 Planning Session February – May 2020: Development of 2012020-2021 District Priorities June 2019: Review of 2020-2021 PD Plan Lml 8/22/19 6 2019-2020 Plan for Teacher and Leader Education This plan for teacher and leader professional learning is aligned to the annual district priorities created by the Vestal Professional Learning Team in collaboration with district committees, department chairpersons, grade level and department teams, District Planning Group (DPG), Building Planning Teams (BPT), and administration, and reviewed by the 2018-2019 Professional Learning Committee. The Vestal Central School District adopts annual priorities based on prior initiatives, current needs, and forward planning for future growth and development of the district’s instructional program. Focus Targets identify the general goals of all initiatives. Systems for Achieving Targets highlights the core practices that define professional learning and curriculum development in Vestal School District. 2019-2020 Initiatives are organized by content areas or programs to reflect the professional and curriculum development initiatives that will occur to promote an ongoing process of incremental growth focused on student achievement. I. Instructional Focus Targets A. District-wide focus on annual, incremental gains in level of mastery and proficiency in ELA and math state assessments. B. Increased academic progress of students with disabilities and students in poverty. C. Increased integration of special education support within the core instruction (general education or content area classroom). II. Systems for Achieving Instructional Targets (Ongoing) Action Inquiry Model adopted by building planning teams to promote district priorities at the building level. “Learning Labs”: Peer practice workshops in which teachers observe and discuss demonstration lessons which will be extended to K-5 math curriculum. Teaching for Understanding (TfU): Using the TfU model to design curriculum around performances of understanding, which integrate content and skill instruction through inquiry-based learning. TfU curriculum design will focus on the development of elementary science and social studies units aligned to the new standards. K-12 Vertical Alignment: Continued focus on consistent and common language/expectations across and between grade levels/ courses through district and BT-BOCES sponsored workshops and planning sessions. Targeted Professional Support: Provide targeted goal setting and professional learning specific to course, teams, or grade levels that includes varied approaches to professional growth – peer teaming/visits, “lab” visits, and demonstration lessons. Emphasis on deepening teacher and leader expertise through rich and complex professional experiences. K-12 Collaboration: Ongoing district and regional collaboration among faculty focusing on K-12 curriculum alignment and alignment of course content and instructional practices to the Common Core standards through district and BT-BOCES sponsored workshops and planning sessions. Curriculum Integration: Integration of ELA and social studies skills and inquiry methods to strengthen overlapping literacy skills and concepts (i.e. evidence based reasoning, persuasive writing and reasoning) through district and BT-BOCES sponsored workshops and planning sessions. Monitoring Performance of Sub-Groups: Identification of needs by cohort and individually to include trends, patterns, and outliers through building and district level RTI teams and the RTI Advisory Committee. Educating the Whole Child: Ongoing support for the development of a student’s strong self-concept in the social, emotional, and intellectual domains: play-based learning, character education, talent development, leadership, civic and community engagement, exposure to diversity through academic, arts, and community experiences. Community Engagement: Developing, supporting, and maintaining community ties to expand the district’s educational reach and allow all stakeholders to contribute to the district’s forward movement. Lml 8/22/19 7 III. Annual Mandated Trainings The Commissioner requires that districts provide staff with annual trainings related to critical areas of student support and safety: Supporting English Language Learners: Under CR Part 154, while the Vestal District is exempt for the mandated hours due to an ELL enrollment under 5%, the district must still provide annual professional learning: “All teachers, level III teaching assistants, and administrators receive training sufficient to meet the needs of the
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