Professional Development Plan3 year plan

Building Systemic Capacity

Through Professional Learning

DMPS Professional Development Steering Committee

Barb Adams Math Coordinator

Bryce Amos Executive Director

Sharon Boecker High School Teacher

Jill Burnett-Requist Elementary Principal

Doug Calaway MS Principal

Crista Carlile Science Coordinator

Amanda Clark Elementary Teacher

Kathie Danielson HS Principal

Blake Hammond MS Teacher

Jane Hildenbrand Leadership Support

David Johns Humanities Coordinator

Laura Kolstead Special Education

JoEllen Latham Literacy Coordinator

Lana Lyddon-Hatten HS Teacher

Terrence Martin Associate Superintendent

Todd Martin Elementary Principal

Vinh Nguyen ELL

Mary O‟Connor MS Teacher

Stefanie Rosenberg -

Cortes

HS Teacher

Melissa Spencer HS Teacher

Courtney Starbuck Elementary Teacher

JoAnne Tubbs Music Coordinator

Timothy Tutt Elementary Teacher

Carolyn Uhlenhake Elementary Teacher

Alan Young DMEA President

DMPS Professional Development Plan

Kathie Danielson

Blake Hammond

David Johns

Alan Young

Aligned Comprehensive Plan

The New Ends and the Iowa Core

widen the scope of the educational

experience beyond test scores to

demonstration of knowledge and

skills.

New Ends for a New Century

• Graduates demonstrate strategies for lifelong

learning.

• Graduates demonstrate knowledge and

understanding of a rigorous curriculum

integrated into all content areas.

• Graduates possess technological &

informational literacy

• Graduates have world awareness.

• Graduates possess the knowledge and skills to

be self-directed and autonomous.

Research: Improving Student Outcomes

“Good teachers form the foundation of good schools, and

improving teachers‟ skills and knowledge is one of the most

important investments of time and money that local, state

and national leaders can make in education”

American Education Research Association

“Knowledge alone is insufficient. Merely reading an article

or attending a „training‟ will not equip teachers to

successfully implement new practices. Understanding and

the ability to apply new skills require practice, coaching

and ongoing support – for adults as well as younger

learners. Wiggins and McTighe, 2007

Transforming Toward Professional Learning

From Training

• One day workshops &

individual course work

• In isolation

• Educator outcomes

• Newest fad

• Personal accountability

• Self-motivated

To Learning

• Embedded and on-going

during the year

• Collaborative

• Student-centered outcomes

• Research-based

• Results orientated - Data

• Continuous improvement

Professional Development That Produces Results

• Shared Norms and Values

• Collective Responsibility

• Focus on Student Learning

• Transparency of Practice

• Collaboration

DuFours’ Essential Questions…Professional Learning Communities-R. DuFour

1. What knowledge and skills should every

student acquire?

2. How will we know if each student has

acquired the intended knowledge, skills and

dispositions?

3. How will we respond when some students

don’t learn the intended outcomes?

4. How will we enrich and extend the learning

for those who have already mastered

outcomes?

What knowledge and skills should every student acquire?

• Board Ends

• Iowa Core

• National Standards

• Clear Learning Targets – Iowa Core

• Varied/Authentic Instructional

Methodology

Curriculum & Instruction

How will we know if each student has acquired the intended knowledge, skills & dispositions?

• Reading Inventories

• Math Inventories

• Common Assessments

• Scoring Rubrics

• Portfolios, Demonstrations, Projects

Assessment

How will we respond when some students don’t learn the intended outcomes?

• Response to Intervention

• Supplemental services

• Extended day opportunities

• Academic interventions

• Tutoring/mentoring

Intervention

How will we enrich the learning for those who have already achieved outcomes?

• Exploration

• Open-ended Inquiry

• Expanded opportunities

• Project-based learning

• Community connections

Enrichment

Collaborative Professional Learning

Collaborative learning experiences

+

Meaningful collaborative environments

+

Intentional professional development

=

“Enhanced Student Learning”

Vision: DMPS Professional Development

The Des Moines Public Schools will provide

meaningful, ongoing, differentiated, high-quality

learning opportunities for those entrusted with the

learning of our students. Building the capacities of

our professional staff will take place primarily in

learning communities comprised of those who share

common values, purpose, vision and commitment.

Building Systemic Capacity

District/Organizational

Goals

Building Level Goals

Individual Teacher Goals

Professional Development leads to goal achievement

District Professional

Development Plan

Building Professional

Development Plan

Individual Professional

Development Plan

DMPS-PD Guiding Principles

• Focus on curriculum, instruction and

assessment

• Alignment of district, building, and

individual teacher goals

• Effectiveness: Quantitative and Qualitative

learner-centered outcomes

• Cultivate positive culture & climate

• Implement process monitoring & evaluation

Building Systemic Capacity

Developing Organizational Capacity page 7-

Developing Building Level Capacitypages 8-9

Developing Individual Teacher Capacitypages 10-11

Professional Development Strands

• Content Knowledge

• Teaching/Learning Strategies

• Climate and Culture

• Technology Integration

Primary Areas of Learning

• Core/Ends Curriculum

• Characteristics of Effective Instruction

• Process of being a professional

learning community

• Integrating technology with content

Shared Opportunities for All

• Beginning Teachers

• Career Teachers

• Non-classroom Certified Staff

nurses, librarians, counselors,

curriculum/program specialists

Shared Experiences for All

• action research

• embedded collaboration

• peer coaching

• reflective practice

Shared Accountability for All

Building Level Prof. Development Plans

Individual Teacher Prof. Development Plans

Comprehensive School Improvement Plan (CSIP)

Annual Progress Report (APR)

Professional Learning Participant Evaluations

ACTProgram EvaluationOpportunities for

Revisions

PLANCollect/Analyze Student DataSet GoalsDesign PD Process

STUDYOngoing Data Collection Formative/Authentic

AssessmentsImplementation Level

DOTraining/Learning

OpportunitiesCollaboration and

Implementation

Continuous Improvement Process in Professional Learning

Professional Development Wednesdays

1st Wednesday 2nd Wednesday 3rd Wednesday 4th Wednesday

School Improvement-Building

PPGP -TeacherDistrict Professional

Learning*PLC Collaboration

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Planned By:Building Leadership

Team

Planned By:Individual Teachers

Planned By:District PD Steering

Committee/ Building Leadership Team

Coordinated By:Building Leadership Team

Professional Development Timeline

District PD Wednesday

Primary Focus – “The Core/Ends”Year I - Overview and Learning Targets

Year II - Common Assessments

Year III - Evaluation with multiple indicators

Internal Capacity• District Core Curriculum Writing Team

• Building-based Core Leadership Teams

• District PD Steering Committee

Next Steps…

• Presentations (DMPS Principals, DMEA Executive Board)

• Finalize communication plan

• Board Approval

• Execute communication plan to all stakeholders

• Communicate PD summer calendar to staff

Questions….