PD Review and Goals

• Goal #1: Maintain our professional learning focus on the Strategic Plan (Equitable learning, Empowered learning, Social Emotional Learning).
• Goal #2: Continue to revise, revamp, and implement with fidelity the Professional Learning Communities (PLC) model and Multi-Tiered Systems of Support (MTSS)
• Goal #3: Create and implement an ongoing districtwide process for educators to observe practice.
• Goal #4: Ensure all professional learning connects and supports our work and avoids overwhelming staff.

Goal #1: Maintain our professional learning focus on the Strategic Plan (Equitable learning, Empowered learning, Social Emotional Learning).

Objective 1: Identify and ensure assured experiences and practices related to strategic plan.
Step 1: Identify and communicate assured practices around equitable and social-emotional learning and continue to revise those for empowered learning including defining observable indicators in each area.
Step 2: Create a model for the whole strategic plan and POG
Step 3: Design and implement PL specific to the Clayton honeycomb model
Step 4: Update blast walkthrough observation tools to have a focus on empowered learning and the Profile of the Graduate
Step 5: Use Blast Walkthroughs to determine the extent to which empowered learning practices  are present in classrooms, students and staff
Step 6: Continue to share between and within buildings - including the use of social media

Objective 2: Explore and implement work around standards, proficiency scales, and/or learning progressions to bring clarity to our curriculum.
Step 1: Send teams to training around standards, proficiency scales, and/or learning progressions
Step 2: Inventory current curriculum for use of standards, proficiency scales, learning progressions
Step 3: Determine district-wide definitions and level specific expectations/usage of standards, proficiency scales, learning progressions
Step 4: Use Blast Walkthroughs to determine the extent to which those practices are present in classrooms

Objective 3: Ensure that District, school, individual plans are aligned to the strategic plan.
Step 1: Review current templates for alignment
Step 2: Ensure new templates are aligned
Step 3: Buildings share how they collect, align & share EPSG and content plans with building goals to create a consistent system
Step 4: Building SIPs continue to align/ support District strategic plan

Goal #2: Continue to revise, revamp, and implement with fidelity the Professional Learning Communities (PLC) model and Multi-Tiered Systems of Support (MTSS)

Objective 1: Use building data to determine targeted areas of desired growth that informs professional learning and best practices
Step 1: Develop and implement PLC training that bridges Cognitive Coaching/Adaptive Schools to PLC work
Step 2: Create an assessment calendar with explicit formative data gathering and opportunities to review the data → non-negotiable; And use PLC structure to review data
Step 3: Continue to condut building Blast Walkthroughs based on SIP goals to assess growth and needs
Step 4: Provide opportunities for schools to share practices to horizontally and vertically align practices and language
Step 5: Explore ways to collect student input on teacher implementation of new learning

Objective 2: Use the PLC Strategic Implementation Guide (SIG) to differentiate growth and support needs and to promote PLC best practices
Step 1: Provide all coaching roles with PD around coaching PLCs
Step 2: Building leaders continue to support and track support of PLCs
Step 3: Buildings administer Strategy Implementation Guide (SIG) self-assessment twice a year to determine needs and growth of PLCs
Step 4: Revise SIG (district and/or buildings) as practices grow and improve

Objective 3: Use student data from MTSS to determine growth and support opportunities
Step 1: Capitalize on Umbrella or Data Days/ PLC to review  district common formative/ summative assessments
Step 2: Continue to develop practices using EduCLIMBER to identify students and interventions - use that information to develop needed PD

Objective 4: Identify and address disparate outcomes in student learning
Step 1: Analyze identified students from each building to determine if specific groups are overidentified for support
Step 2: Provide PD based on data analysis above to address bias & misconceptions and/or to strengthen instructional

Goal #3: Create and implement an ongoing districtwide process for educators to observe practice.

Objective 1: Develop a toolkit of how to observe one anothers’ practice.
Step 1: Assess and strengthen or develop a safe and trusting culture within buildings
Step 2: Identify current practices and create site to house resources
Step 3: Develop a system for visiting colleague’s spaces; Establish purpose and develop protocol
Step 4: Create note taking documents to reinforce the non-evaluative nature of observing
Step 5: Create a system to manage subs on these days

Objective 2: Develop and provide ongoing administrator and evaluator coaching support
Step 1: Ensure that all evaluators and coaches have been through Cognitive Coaching and Adaptive Schools
Step 2: Provide a coaching mentor for evaluators to get feedback on and revise their practice (metacoach)
Step 3: Provide opportunities for evaluators to calibrate their coaching together

Goal #4: Ensure all professional learning connects and supports our work and avoids overwhelming staff.

Objective 1: Seek out calibration for our current practices and inspiration for expansion
Step 1: Organize Site Visits to see how other systems/ districts are planning and allocating time for PD
Step 2: Collaborate with other systems/ districts on PD opportunities
Step 3: Seek out opportunities for content/ grade specific site visits and other ongoing opportunities to connect
Step 4: Explore ways to communicate with families regarding the professional learning of staff

Objective 2: Collect and use ongoing feedback from staff to monitor balance
Step 1: Develop a Needs Assessment (purpose and use of SAI vs. Event Survey vs. Goal area vs. Individual needs) to assess ongoing needs of staff
Step 2: Continue to explore how to increase response rates on KickUp and use that data most effectively including routinely sharing with staff
Step 3: Making time and space within professional learning time for people to have a voice. (To share what they need from professional learning.) This can be informal, but routine. This shouldn’t be through KickUp, but should occur through conversations (prompts), exit slips, etc. (FC model)
Step 4: Use staff survey in Panorama to collect parallel staff/ student data on belonging, self-efficacy, etc.
Step 5: Continue to send a team to Learning Forward annually with specific sharing and implementation plans afterward
Step 6: Monitor the time staff spends on mandatory training (How many hours? When& where does it occur?)

Objective 3: Provide embedded professional learning supports in the classroom
Step 1: Continue and expand access to instructional coaching for all educators