pdp 2008-2011

8/7/2019 PDP 2008-2011

1/42

8/7/2019 PDP 2008-2011

2/42

Page 2 of 42

All Students Achieving Their Dreams

TABLE OF CONTENTS

Section I: Introduction and Overview pg. 3

Section II: Goals and Objectives pg. 6Sections III and IV: Implementation and Evaluation Plan pg. 16

Appendix A: Professional Development Plan Team Membership pg. 29

Appendix B: Implementation and Approval Processes pg. 30

Appendix C: National Staff Development Council Standards pg. 34

Appendix D: Professional Development Rubric pg. 36

Appendix E: Professional Development Proposal Form pg. 38

Appendix F: Levels of Professional Development Evaluation pg. 40

Appendix G: Teacher Mentorship and Teacher Induction pg. 41

8/7/2019 PDP 2008-2011

3/42

Page 3 of 42


SECTION I:

INTRODUCTION AND OVERVIEW

8/7/2019 PDP 2008-2011

4/42

Page 4 of 42


The 2008-2011 Professional Development Plan for the Ithaca City School District

has undergone considerable revision. During the 2007-2008 school year, the Director of

Staff Development and the President of the Ithaca Teachers Association led a committee of

teachers and administrators through the process of developing a new Annual Professional

Performance Review. The Superintendent requested that the revision of the Professional

Development Plan (PDP) align with the new Annual Professional Performance Review

(APPR). This plan does so for teaching staff. At this juncture (spring 08), the APPR has

been completed for teachers. Yet, work remains on completing the APPR for related job

categories, such as librarians, mental health professionals such as counselors, social

workers, and psychologists, as well as professional developers. This working PDP serves as

a significant update to the 2004-2007 plan. We plan to continue to develop the APPR for

the additional job categories with specific performance rubrics for each. Alignment with

these objectives will be important for the final 2008-2011 PDP.

The revision of the 2004-2007 plan involved identifying alignment and overlap

between its goals and objectives and the criteria and performance indicators in the new

APPR. In addition, since the PDP addresses professional development for all staff and the

APPR affects only teaching staff, provision had to be made to maintain pertinent goals and

objectives for all staff. The PDP team considered and rejected separate goals and objectives

for non-instructional staff, believing that in order to bring all the efforts of adults in theschool system to bear upon student achievement, safety, and participation, it was necessary

to have a fully integrated approach to adult education. This plan is the result of that

thinking.

Also informing the development of this plan are the following data

Action Research Reports

School Development Plans

Professional Development records from the professional development database

Professional Development Plan impact report

School Development Plans

Social Norms data

NYSED data

8/7/2019 PDP 2008-2011

5/42

Page 5 of 42


Equity Report Card

8/7/2019 PDP 2008-2011

6/42

Page 6 of 42


SECTION II:

GOALS AND OBJECTIVES

8/7/2019 PDP 2008-2011

7/42

Page 7 of 42


GOAL 1: SAFE, WELCOMING, RESPECTFUL, AND INCLUSIVE SCHOOL

LEARNING ENVIRONMENT

The district will provide staff development to enable school and district staff to

provide safe, welcoming, respectful, and inclusive learning environments for all students,staff, and families.

All staff will work together and individually to ensure a school learning environmentthat is safe, respectful, and welcoming to each student and family in a diverse schoolcommunity.

GOAL 1 OUTCOMES

1a. Staff members will develop a caring learning community, which promotesrespectful interaction and communication characterized by trust and honesty, resulting in a

productive school and classroom atmosphere where high academic and behavioralexpectations are maintained and meaningful learning takes place.

1b. Staff members will understand personal and institutional racism and prejudice,and will know and use strategies for promoting a bias-free environment in order toovercome institutional and personal racism and bias.

1c. Staff will ensure that the school and classroom environments are safe, physicallyand emotionally

1d Staff will establish, maintain, and fairly enforce clear, high, and appropriate

behavioral expectations for student conduct, consistent with school and District policies anddeal effectively with behavioral issues that may arise in the school, playground, or busenvironment. This includes:

Communicating goals and objectives and engaging students attention bydemonstrating an awareness of what all the students are doing and throughpromoting self-directed behavior;

Knowing and being able to use strategies for dealing with students with specificbehavioral issues;

Knowing and being able to use strategies for de-escalating potentially dangeroussituations;

Promoting education in disciplinary procedures. Avoiding bias in disciplinary procedures;

Understanding the basic principles and methods of conflict resolution;

8/7/2019 PDP 2008-2011

8/42

Page 8 of 42


1e. Staff will build positive relationships with students and families that supportlearning while using positive reinforcement and valuing students and their work.

1f. Staff members will use a variety of effective strategies for engagingparents/families in the school community. This includes relating in a culturally sensitive

way to diverse families and including families and community members in learningactivities with school staff.

1g. Staff will understand and apply knowledge of health and safety issues related totheir job responsibilities (examples include blood-borne pathogens, material handling,mandated reporting of child abuse and child abuse in the educational setting, intruder andweather related procedures).

8/7/2019 PDP 2008-2011

9/42

Page 9 of 42


GOAL 2: IMPLEMENTATION OF STANDARDS, CURRICULUM, ANDASSESSMENTS

The district will provide staff development to ensure that administrators, teachers,and educational support professionals, as appropriate, are familiar with all NYS Standardsand ICSD District Exit Outcomes, and that they understand thoroughly NYS Standards andAssessments and related ICSD curriculum in areas in which they teach.

Administrators and teachers, and educational support professionals as appropriate,will implement NYS Standards and ICSD Curriculum to prepare students to meet ICSDExit Outcomes and succeed on NYS assessments.

GOAL 2 OUTCOMES

2a. Principals, Directors, Teachers, and Educational Support Professionals asappropriate, will apply knowledge of New York State Learning Standards and State andDistrict curriculum.

2b. Teachers will design and implement integrated standards-based curriculum unitsto prepare students to understand concepts, content, and skills required for successfulachievement of NYS Standards. The units will incorporate anti-racist/anti-bias andmulticultural/multiethnic, school-to-career, arts, and/or technology integration asappropriate.

2c. Teachers and administrators will engage in content and/or curriculum mappingin order to promote consistent, integrated, and articulated curriculum implementation.

2d. Teachers, and educational support professionals as appropriate, will understandand apply course or grade curriculum, and connects it to curriculum immediately precedingand following (unit-to-unit and grade-to-grade).

2e. Teachers, and educational support professionals as appropriate, will demonstratea command of subject matter appropriate to his/her assignment.

2f. Teachers and educational support professionals as appropriate will have a

thorough knowledge of the NYS assessments, ICSD Assessments, and ICSD ExitOutcomes in all areas pertinent to their job duties. Their knowledge will extend to adjacentgrade levels.

2g. Teachers and administrators will use techniques for analyzing disaggregateddata, e.g. gap analysis, from district and state assessments in order to make programmaticand instructional improvements.

8/7/2019 PDP 2008-2011

10/42

Page 10 of 42


2h. Teachers will use assessments that guide instruction and monitor learning.

2i. Teachers will use ongoing formal and informal diagnostic testing and evaluationto make instructional adjustments for individual students.

2j. Teachers will use alternative assessments based on the students learning styles.

2k. Teachers will communicate clear standards for assessment.

2l. Instructional Staff will evaluate their instruction and/or programs and makechanges based on student assessment and educational research.

8/7/2019 PDP 2008-2011

11/42

Page 11 of 42


GOAL 3: EFFECTIVE INSTRUCTIONAL STRATEGIES FOR EACH STUDENT INA DIVERSE STUDENT POPULATION

The district will provide staff development to support the use of effective and

appropriate instructional strategies, including appropriate use of technology, to maximizelearning for each student in a diverse population.

GOAL 3 OUTOMES3a. The entire staff of the Ithaca City School District will maintain and clearly

communicate, through both words and actions, high, developmentally appropriateexpectations for all students for achievement and behavior.

3b. Teachers will be sensitive to the knowledge, background, developmental level,and understanding that students bring to the subject being taught.

3c. Teachers will provide instruction in the subject matter at a pace consistent withneeds of students, providing wait-time and opportunity to answer questions and share ideas.

3d. Administrators, teachers and educational support professionals will understandthe specific learning needs/styles of diverse students and will use appropriate, culturallyresponsive teaching techniques to promote their academic success. This will include thefollowing:

Integrating multicultural and multi-ethnic perspectives, voices, points of view, andinstructional strategies that support anti-racist and anti-bias curriculum;

Using brain-based teaching and learning strategies, e.g. learning styles,differentiated instruction, and multiple intelligences to design lessons;

Using active engagement strategies;Using cooperative learning and grouping strategies effectively.

3e. Teachers will use a variety oftheories including learning styles/multipleintelligences, critical theory, and an understanding of a range of assessment alternatives (e.g.standardized, diagnostic, anecdotal, running records, etc.) performance tasks, portfolios andobservationsto develop student evaluation practices that:

Continuously monitor student progress;

Inform subsequent instruction;

Promote equity, excellence and motivation for further learning;

Foster student success on subsequent assignments.

3f. Teachers and educational support professionals will follow appropriate formalintervention procedures to improve student learning, e.g.identified protocols, 504s, IEP's,etc.

3g. Teachers will integrate the teaching of reading, writing, and study skills into thesubject matter.

8/7/2019 PDP 2008-2011

12/42

Page 12 of 42


3h. Teachers will relate subject matter to career education objectives, wheneverappropriate.

3i. Teachers will supplement and enrich textbook subject matter with a variety ofavailable & current technology sources and resources, including a variety of media.

3j. Staff will use a variety of effective and developmentally appropriate instructionalstrategies which:

Are child-centered and capitalize on students strengths, interests, and personalaccomplishments, as well as and prior knowledge;

Develop student literacy skills PreK-12;

Are based on subject specific methods and resources;

Promote critical thinking including synthesis, analysis, evaluation and problem-solving;

Promote students acquisition of technology skills;

Support the development of a positive self-image.

3k. Administrators, teachers, and educational support professionals asparaprofessionals as appropriate, will accelerate the learning of all students with disabilities

by using curriculum modifications and effective instructional strategies.

3l. Teachers will use technology integration to enhance student learning.

3m. Teachers will use arts integration to enhance student learning.

3n. Teachers will use multicultural integration to enhance student learning.

8/7/2019 PDP 2008-2011

13/42

Page 13 of 42


GOAL 4: COLLABORATIVE AND ORGANIZATIONAL STRUCTURES TOSUPPORT REFLECTIVE PRACTICE AND ONGOING STAFF LEARNING

The district will provide staff development to enable schools to develop effective

scheduling, organization, enhanced technology, and other structures and supports forcollaboration and communication to support the learning of all students.

Administrators, teachers, and support will effectively use strategies for organizingstaff and student time to promote learning.

Teachers and other instructional staff members will use preparation time effectivelyin support of student learning.

The district will create, promote, and value opportunities for staff to pursueindividual and group learning, supportive of their roles as educators, throughout their

careers.

GOAL 4 OUTCOMES

4a. Administrators, teachers and support staff will be knowledgeable about a varietyof alternative scheduling options and grade configurations. Teachers directly involved in analternative scheduling or grade configuration option will be knowledgeable about theimplementation of that option.

4b. All staff will collaborate and share in a variety of district and building levelprofessional learning communities such as:

Co-teacher planning meetings Department meetings

Grade level teams

Staff meetings

New teacher/mentor meetings

Action and Study Group Meeting

Literacy Academy Meetings

Team meetings.

4c. Administrators, teachers, and paraprofessionals will understand the range ofsupport services and be knowledgeable about service/support programs in their buildings.

4d. Classroom teachers, and educational support professionals as appropriate, willhave the knowledge and skills to design and implement inclusive programs in collaborationwith special education, English Language Learner (Ell/ESOL), and/or AcademicIntervention staff.

4f. Administrators, teachers, and paraprofessionals will understand and usetechnology as a system for supporting courses and other structures.

8/7/2019 PDP 2008-2011

14/42

Page 14 of 42


4g. Staff and community members will have the knowledge and skills to participateeffectively and collaboratively in shared decision-making structures such as site-based teams.

4h. Teachers will understand how to base decisions about content, time allocation,

grouping, and teaching methods on the recognition of students developmental needs andcurriculum.

4i. Teachers will chooses instructional objectives consistent with subject matterrequirements and expectations.

4j Teachers will demonstrate careful long and short-term planning, reflectingcurriculum scope and sequence.

4k. Staff will maintain and submit all required classroom and school records,substitute plans, etc., in a timely manner.

4l. Staff members will develop and demonstrate knowledge of technology forplanning and organization.

4m. Staff will maintain professional communication (confidentiality, respect, andhonesty).

4n. Staff will collaborate effectively with teaching staff, families, pupil supportservices, community resources and administrators to support students.

4o. Staff will share information, materials, and ideas with colleagues concerning

curriculum and students.

4p. Staff will collaborate to implement special support for students (504s, IEPs, andidentified interventions).

4q. Staff will comply with existing building and District management plans(behavior, safety).

4r. Staff will document and demonstrate student learning on a regular basis andshares results with families.

4s. Staff will communicate with and involves families, in a timely fashion, regardingstudent development.

4t. Staff will develop effective communication skills, including knowledge oftechnology, such as but not limited to voice and electronic mail systems, for professionaland family communication.

8/7/2019 PDP 2008-2011

15/42

Page 15 of 42


4u. Staff will understand and be able to follow the communication, budgeting,purchasing, and supervisory procedures as appropriate to their jobs in a learningorganization.

4v. All staff will use a variety of reflective techniques (journals, study groups, text-

based discussions, professional portfolios, action research, critical friends) to remain currentin subject-area, technological, and related professional research and to develop and refinetheir professional knowledge and practices.

4w. Staff members will seek, offer, and accept professional feedback honestly andconstructively.

4x. All staff will have knowledge and opportunities related to health and wellness.

8/7/2019 PDP 2008-2011

16/42

Page 16 of 42


SECTIONS III AND IV:

IMPLEMENTATION AND EVALUATION PLAN

8/7/2019 PDP 2008-2011

17/42

Page 17 of 42


Objective ProfessionalDevelopment Program

Participants Timeframe

1c. Intervening to InterruptOppression

Equity Mentors, BOE,Administrative Team,

Instructional Staff, Bus Drivers,Volunteers,

SuperintendentsConference Days, Staf

Meetings, Release DaySeries, After-schoolWorkshops

1a., 1c.,1d.

Small Group LiteracyInstruction and modeling

Instructional Staff Summer and followupseries

3c. PESA (ParentExpectations/StudentAchievement)

Families Evenings

1d. Intervening to InterruptOppression Followup

Administrators, Equity Mentors Administrative TeamMeetings, DepartmentMeetings

1a., 1c.,1e., 1f.

Responsive Classroom I,TESA

Elementary Instructional Staff,Elementary Administrators, NewTeachers, Bus Drivers, CafeteriaWorkers, Custodians, and ServiceStaff in Schools with whole-schooladoption plans

Superintendents ConfereDays,

Release Day Series,Summer, after schoolseries

1a., 1c.,1f.

Responsive ClassroomStudy Groups

Instructional Staff, Families After-school Workshop

1a., 1c. Responsive ClassroomCoaching and Modeling

Instructional Staff During School

1b., 1f. Undoing Racism Series Equity Mentors, BOE,Instructional Staff, Families andCommunity

Summer, School-YearSeries

1b. Undoing RacismIntroduction

Instructional Staff SuperintendentsConference Days

1b. Undoing RacismFollowup

Instructional Staff After-school and ReleaDay Series

1a., 1c.,1e., 1f.

Culturally Affirming andEffective ClassroomManagement forSecondary Staff

Instructional Staff New Teacher andEducational SupportProfessional OrientatioSummer, Release Day

Series

8/7/2019 PDP 2008-2011

18/42

Page 18 of 42


Goal 1: Safe, Welcoming, Respectful, and Inclusive School Learning Enviro

Goal 1: Safe, Welcoming, Respectful, and Inclusive School Learning Enviro

Goal Professional

Development Program


1a.,1c., 1e,1f.

Culturally Affirming andEffective ClassroomManagement forSecondary Staff Coachingand Modeling

Instructional Staff, New Teachers School Day

1a., 1c. Bridges PreK and K instructional staff Conference Days,Release Days,Afterschool workshops

1d. Therapeutic CrisisIntervention

Administrators, Instructional Staff Summer

1d. Therapeutic CrisisIntervention Awareness


1g. Right to Know,Mandated Reporting ofChild Abuse in anEducational Setting,AED/CPR

Administrators and InstructionalStaff

Staff Meetings, ReleaseDay Workshops

8/7/2019 PDP 2008-2011

19/42

Page 19 of 42


Goal 2: Implementation of Standards, Curriculum, and Assessments to Promote Stu

Objective Professional DevelopmentProgram


2a. New Teacher, NewAdministrator, and NewEducational SupportProfessional Orientation

New teachers, newadministrators, andnew educationalprofessionals

Summer, DepartmenMeetings, Meetingswith Mentors andDepartment Chairs,Supervision Process

2b. Content Mapping in grades K-12 (5, 6, 8 and 92008-2009;K-4 in 2009-2010; 7, 10-12 in2010-2011)

Teachers Summer

2c., 2d. Content mapping review,reflection and revision,

including standards review

Teachers, TeachingAssistants, and

Principals

SuperintendentsConference Days,

Release Day Series,Literacy Academies,Department Meeting

2k. Elementary Report CardTraining

Elementary Teachers,Principals

Summer and SchoolYear

2f. Orientation to ICSD and StateAssessments

New Teachers, NewBOE members, NewAdministrators

New TeacherOrientation, NewAdministratorOrientations,Department MeetingSpecial Sessions for

New Board Members2g., 2h., 2i., 2j.,2k.

Using Assessment to GuideInstruction and Response toIntervention

Teachers,Administrators,Educational Support

Literacy Academies,Specific AssessmentTraining, Departmen

8/7/2019 PDP 2008-2011

20/42

Page 20 of 42




Professionals, asappropriate

Meetings

2b. Understanding by Design Curriculum Chairs,Teachers

Curriculum ChairMeetings,SuperintendentsConference Days

2b. Curriculum Database Curriculum Chairs Summer, CurriculumChair Meetings

2b. Technology Integration Curriculum Chairs,Literacy AcademyMembers, Teachers,Principals

Summer, CurriculumChair Meetings,Release Day Series,Staff Meetings,Department Meeting

SuperintendentsConference Days

2b. Literacy Skill Integration Curriculum Chairs,Literacy AcademyMembers, Teachers,Principals

Summer, CurriculumChair Meetings,Release Day Series,Staff Meetings,Department MeetingPrincipal Meetings,SuperintendentsConference Days

2b. Multicultural/Anti-

racist/Anti-Bias Integration

Curriculum Chairs,

Literacy AcademyMembers, Teachers,Principals

Summer, Curriculum

Chair Meetings,Release Day Series,Staff Meetings,Department Meeting

8/7/2019 PDP 2008-2011

21/42

Page 21 of 42




Principal Meetings,Superintendents

Conference Days2e. Content Specific Workshops t Teachers and

Educational SupportProfessionals asappropriate


2g., 2l. Equity Report Card Rolloutand Review

All staff and families,Equity Mentors

Staff meetings, seriesevenings

8/7/2019 PDP 2008-2011

22/42

Page 22 of 42


Goal 3: Effective Instructional Strategies for Each Student in a Diverse Popu



3a. TESA (TeacherExpectations/StudentAchievement)

All Second-YearTeachers, Teachers

School Year ReleaseDays and Evenings

3a., 3d., 3e. Small Group LiteracyInstruction and modeling

Instructional Staff Summer and followupseries

3b. Responsive Classroom,Culturally AffirmingClassroom Management

All First-Year Teachers Summer or School YeaRelease Days

3c. TESA (TeacherExpectations/StudentAchievement)

All Second-YearTeachers, Teachers

School Year ReleaseDays and Evenings

3c. PESA (ParentExpectations/StudentAchievement)

Families Evenings

3d. Differentiated Instruction All Teachers K-12 (5,6,8, 9 in 2008-2009; K-4in 2009-2010; 7, 10-12in 2010-2011)

Summer and School YeSeries

3d., 3e True Colors All staff Conference Days,Release Day and AfterSchool workshops

3d. Understanding immigrantand refugee needs andsupporting these families

PreK Staff Series

3d. FAST Math, SIOP Instructional Staff Summer

3e, 3f. New Teacher and New Teachers, All New Summer and School Ye

8/7/2019 PDP 2008-2011

23/42

Page 23 of 42




Educational SupportProfessional Orientation,

New AdministratorOrientation, Response toIntervention Training

Teachers, NewEducational Support

Professionals, NewAdministrators

Release Day

3g, 3i., 3l., 3n. Elementary LiteracyAcademy, SecondaryLiteracy Collaborative

Teacher Leaders School Year Release DSeries

3h. Transition, School-to-Career Workshops


3j. Text-Based Study andAction Groups

All Third-YearTeachers

After School Series

3j. 3k. Assistive Technology Instructional Staff Conference Days, relea

days, afterschool, teamand department meetin

3k. Curriculum Modificationand Goal Setting

Instructional Staff Release Day,SuperintendentsConference Days

3m. Arts IntegrationWorkshops, includingtheatre and visual arts

Instructional Staff SuperintendentsConference Days,Release Days for ArtistResidence Programs,Staff Meetings for PreKParticipants in Kids

Discover the Trail

3l. Technology IntegrationWorkshops

Instructional Staff,BOE, CurriculumChairs

Release Days, SummerAfter-School for KDTParticipants,

8/7/2019 PDP 2008-2011

24/42

Page 24 of 42





3n. Multicultural/Anti-racist/Anti-bias Integrationworkshops, such asDeconstructing Stereotypes

Curriculum Chairs,Instructional Staff

Summer,SuperintendentsConference Days, Serie

8/7/2019 PDP 2008-2011

25/42

Page 25 of 42


Goal 4: Collaborative and Organizational Skills and Structures to Promote Stude



4a. Scheduling for Literacy Principals Principal Meetings

4b., 4o. Professional LearningCommunity Workshops

Instructional Staff Summer, ReleaseDays, SuperintendenConference Days

4b., 4d., 4o., 4p. Co-teaching Training Co-teachers,TeachingAssistants, and TeacherAides

Summer with SchoolYear Release Days

4c.,4g., 4k., 4m.,4n., 4p., 4q., 4t.,4w.

New Teacher, NewAdministrator, and NewEducational SupportProfessional Orientation,Building Orientation

New Teachers, NewAdministrators, NewEducational SupportProfessionals

Summer

4f. Blackboard Instructional Staff,Clerical Staff

Summer, School YeaRelease Days,SuperintendentsConference Days

4h., 4i., 4j., 4n.,4r., 4s.

Responsive Classroom,Culturally Affirming andEffective SecondaryClassroom Management,Mentor Training

New Teachers, TeacherMentor Training

Summer, School YeaRelease

4l. Technology ProductivityTraining

All Staff Staff Meetings, ReleaDays, After-School

Workshops

4r. Report Card Training Elementary Staff Release Day, Summe

4s., 4t., 4r. Two-way home-schoolcommunication using

BOE, AdministrativeTeam, Instructional

School Year Release,Staff Meetings,

8/7/2019 PDP 2008-2011

26/42

Page 26 of 42




Creating Welcoming Schools Staff, Clerical Staff,Equity Mentors,


8/7/2019 PDP 2008-2011

27/42

Page 27 of 42


Goal 5: Staff as a Community of Reflective, Responsive, and Lifelong Lea



5a., 5c., 5d. Third-Year Study/Action

Group Offerings, CriticalFriends, Annual ProfessionalPerformance ReviewTraining

Third-Year Teachers,

Instructional Staff,Administrators andTeacher Supervisors

School Year After

School, AdministratiMeetings, DepartmenChairs Meetings

5b. Professional DevelopmentPlan Team Meetings

ProfessionalDevelopment PlanTeam and StaffDevelopers

School Year MeetingAfter-School MeetingAnnual Retreat

5e. Workshops and OpportunitiesRelated to Health and Wellness

All Staff Summer, Staff MeSuperintendentsConference Days

8/7/2019 PDP 2008-2011

28/42

Glossary

Administrators: Staff members, including the Superintendent, Assistant Superintendents, Directors,Principals and Associate and Assistant Principals, who are educators by training and administrativelycertified. These administrators have responsibility for supervising teachers or other administrators. ThesePrincipals, Associate and Assistant Principals, and Directors are eligible for membership in the IthacaPrincipals and Directors Association. Administrators also include managers who supervise programssuch as transportation, facilities, food service, and information technology. They supervise the employees

who work in those departments.

Community: When referring to persons, this term applies to individuals who live in or provide services tothose who live in the District.

Educational Support Professionals: Staff members who are eligible for membership in the EducationalSupport Professionals of Ithaca association. Educational Support Professionals include teaching assistantsand teachers aides, bus riders, and security team personnel.

Family: When referring to persons, this term applies to the parents, guardians, and caregivers of ourstudents.

Instructional Staff: Principals and Directors, Teachers, Teaching Assistants, and Teacher Aides.

Release Day: School day hours with substitute teachers or administrators employed to release teachers oradministrators from routine duties.

Service Staff: Staff members eligible for membership in the Ithaca City School District ServiceEmployees Association. These include secretaries, typists, account and library clerks, bus drivers, foodservice workers, computer technicians, nurses, custodians, and maintainers.

School Day: During normal teaching hours.

Staff: Persons employed on a regular basis by the school district. Staff members include theSuperintendent of Schools and all other employees.

Summer: Between the end of one school year and the beginning of the next. Some summer activities earnstipends. Such incentives are dependent on having an adequate budget.

Teachers: Staff members who are eligible for membership in the Ithaca Teachers Association. Teachersinclude librarians, psychologists, counselors, social workers, speech therapists, etc. Some teachers areadministratively certified and have responsibility for the supervision of others. Leadership positionsamong teachers are varied and include Teacher Mentors, Curriculum Chairs, Department Leaders and

Chairs, Chairs of Committees on Special Education, Support Teachers, Technology Mentors, LiteracyCoaches, Staff Developers, etc.

8/7/2019 PDP 2008-2011

29/42

Page 29 of 42


APPENDIX A

PROFESSIONAL DEVELOPMENT PLAN TEAM MEMBERS2007-2008

We will plan to retain as many members as possible and also to recruit more elementaryteachers and new teachers.

Kim Fontana Superintendents Designee and Curriculum Specialist

Virginia Marty Higher Education Rep. (Cortland College)

Linda Hanrahan Higher Education Rep. (Ithaca College)

Claudette James Ithaca Principals and Directors Assoc. Rep.

Wanda Padilla-Wells Ithaca Paraprofessionals Assoc. Rep.

Charlene Testut Ithaca Employees Association Rep.

Janet Abowd (IHS) Ithaca Teachers Association Reps.Judy Blood (Enfield)

Trisha Procheddu-Ion (DeWitt)Barry Derfel (ICSD)Andy Yale (ICSD)Rich Steinacher (Northeast Elementary)

Sara Arnold (Lehman Alternative Community School)

Andrea LaChance Parent and Community Rep.

8/7/2019 PDP 2008-2011

30/42

Page 30 of 42


APPENDIX B: IMPLEMENTATION AND APPROVAL PROCESSES

IMPLEMENTATION AND APPROVAL PROCESSES

All teachers certified beginning on February 1, 2004 must engage in 175 hours in

professional development every five years. It is this districts expectation that new andveteran teachers will engage in 175 hours in professional development every five years, orroughly 35 hours per year. The ICSD is committed to providing opportunities for suchprofessional development. In addition, the district is committed to helping teachersmaintain complete records of their professional development. It is also required thatcertified Teaching Assistants engage in 18 hours of professional development per year. Thedistrict is committed to providing opportunities for such professional development andmaintaining pertinent records. In addition, the district is committed to providingprofessional development for all other staff members within the constraints imposed by

budgets and collective bargaining agreements. The district is committed to maintainingprofessional development records for all staff.

APPROVAL PROCESSES FOR PROFESSIONAL DEVELOPMENT

Professional development opportunities sponsored by the ICSD or by TST BOCESdo not require preapproval, by the individual teacher, although administrators within thedistrict need to apply for preapproval of professional development activities they sponsoron behalf of their staff members, e.g. staff meetings, department meetings, buildingconference day activities. Graduate courses, which are part of a planned program of study,do not require preapproval. Nevertheless, to keep ones individual records complete, theOffice of Staff Development recommends that staff members include such professionaldevelopment in their MyLearningPlan records.

APPROVAL DECISIONS

Professional development opportunities provided by service providers other than theICSD or TST BOCES require preapproval from The Office of Staff Development. Inorder to be approved, activities must meet one or more objectives of the professional

development plan. Because inservice credit is a form of payment, there may be activitiesthat meet one or more objectives of the professional development plan, and thereforequalify as professional development hours, but may not be deemed sufficiently valuable tothe district to warrant inservice. Such activities may be denied inservice credit even thoughthey take place outside of the school day and beyond the normal expectations of theteachers job. The Director of Staff Development may defer a decision regarding

appropriateness of an activity for professional development hours and/or inservice credit toThe Professional Development Plan committee. If staff members disagree with a decision

8/7/2019 PDP 2008-2011

31/42

Page 31 of 42


on the part of the Director, the decision will be reviewed by the Professional DevelopmentPlan Committee. The Committee will seek to make the decision by consensus. Shouldthis prove impossible, the ruling will be made as a result of a vote of members present. TheCommittees decision is final and specific to the individual case only. No committeedecision may conflict with the provisions of the collective bargaining agreement.

APPROVAL RESPONSIBILITY

Individuals seek preapproval through the districts online database,MyLeaningPlan.com; administrators and other district instructors similarly seekpreapproval through MyLearningPlan.com. In all these cases, it is the individuals,administrators, or instructors responsibility to indicate when the approved activity iscomplete and when attendance records have been processed. Administrators, instructors,and individuals accomplish this using features of the online database. The Office of Staff

Development will maintain attendance records only for activities sponsored by the districtand TST BOCES.

PROFESSIONAL DEVELOPMENT HOURS, INSERVICE CREDIT, STIPENDS

STIPENDS

This plan provides for the professional development of all staff members. While staffmembers may participate in many professional development activities for which the districtprovides a direct stipend, these do not accrue toward inservice credit. Prior to this plan,these activities did not earn professional development hours either. In this plan, stipendedactivities do earn professional development hours.

PROFESSIONAL DEVELOPMENT HOURS

Professional Development Hours1. are intended as incentives for teachers to engage in professional development2. may take place within or without the school day and school year

3. may include activities that are part of the normal expectation of the staff membersjob

4. are clock hours spent in pursuit of one or more objectives of the professionaldevelopment plan

5. always accrue along with inservice credit

8/7/2019 PDP 2008-2011

32/42

Page 32 of 42


INSERVICE CREDITS

Inservice Credits1. are intended as incentives for teachers to engage in professional development2. accrue only for activities that take place outside of normal school day and year

3. may not accrue for activities that are among the normal and customary duties of theteaching profession

4. are based on clock hours at a rate of 1 credit for every 15 clock hours of instructionaltime

5. may or may not accrue along with professional development hours

EXAMPLES OF ACTIVITIES AND THEIR PDH/INSERVICE VALUES

1. One hour staff meeting, which the principal has had preapproved for one hour ofprofessional development (1 pdh/0 inservice credits)

2. One hour dept. meeting, which the dept. chair has had preapproved for one hour ofprofessional development (1 pdh/0 inservice credits)

3. Grade level meeting for which the principal or teacher member has soughtpreapproval for 30 minutes (.5 pdh/0 inservice credits)

4. One hour evening lecture for which the teacher has sought preapproval (1 pdh/.06inservice credits) or (1 pdh/0 inservice credits) depending on decision of director andProf. Dev. Plan Team. Decision will be based on value to district of activity. SeeApproval Decisions above.

5. 5-day workshop, offered by district in summer for which the teacher is not paid (30pdh/ 2 inservice credits)

6. Graduate course for which teacher has sought preapproval or which is required toobtain permanent certification in teachers tenure area (45 pdh/3 inservice credits)

7. Study groups, which meet monthly for one hour, over ten months and have beenpreapproved (10 pdh/ .66 inservice credits)

Inservice Credits are based on clock hours, but are a form of payment. Because they

represent payment by the district, they can accrue neither for activities during the schoolday nor for activities that are part of the normal expectations of the persons job. Becauseinservice credit is a form of payment, there may be activities that meet one or moreobjectives of the professional development plan, and therefore qualify as professionaldevelopment hours, but may not be deemed valuable to the district. Such activities may bedenied inservice credit even though they take place outside of the school day and outside of

the normal expectations of the staff members position.

8/7/2019 PDP 2008-2011

33/42

Page 33 of 42


Credit accrues along with Professional Development Hours for those activities thatmeet the requirements for inservice credit. Inservice credit is awarded on the basis of 1credit for every 15 clock hours.

8/7/2019 PDP 2008-2011

34/42

Page 34 of 42


APPENDIX C: Standards for Professional DevelopmentNational Staff Development Council 2001

Context Standards:

Learning Communities: Staff development that improves the learning of all studentsorganizes adults into learning communities whose goals are aligned with those of the

school and district.

Leadership: Staff development that improves the learning of all students requires skillfulschool and district leaders who guide continuous instructional improvement.

Resources: Staff development that improves the learning of all students requires resourcesto support adult learning and collaboration.

Process Standards:

Data-Driven: Staff development that improves the learning of all students usesdisaggregated student data to determine adult learning priorities, monitor progress, and

help sustain continuous improvement.

Evaluation: Staff development that improves the learning of all students uses multiplesources of information to guide improvement and demonstrate its impact.

Research-Based: Staff development that improves the learning of all students prepareseducators to apply research to decision making.

Design: Staff development that improves the learning of all students uses learningstrategies appropriate to the intended goal.

Learning: Staff development that improves the learning of all students applies knowledgeabout human learning and change.

Collaboration: Staff development that improves the learning of all students provideseducators with the knowledge and skills to collaborate.

Content Standards:

Equity: Staff development that improves the learning of all students prepares educators tounderstand and appreciate all students, create safe, orderly and supportive learningenvironments, and hold high expectations for their academic achievement.

Quality Teaching: Staff development that improves the learning of all students deepenseducators content knowledge, provides them with research-based instructional strategies to

8/7/2019 PDP 2008-2011

35/42

Page 35 of 42


assist students in meeting rigorous academic standards and prepares them to use varioustypes of classroom assessments appropriately.

Family Involvement: Staff development that improves the learning of all studentsprovides educators with knowledge and skills to involve families and other stakeholders

appropriately.

8/7/2019 PDP 2008-2011

36/42

APPENDIX D: Professional Development Rubric

Environment Presenter Methods Results

4

Attractive andcomfortable.Snacks areavailable and the

audience sizeand

configuration areappropriate.Equipmentworks.

Inspiring,enthusiastic,humor andlaughter included.

Superiorknowledge of

topic, charismatic.Plus all aspects oflevel 3.

Utilized variety ofmethods that appeal toall learning styles.Participants immersed.

Ongoing long-termfollow-up.

Results match statedoutcome. Participanexperience renewedenergy and commitm

and engage in ongoireflection. Working

collaborations contibeyond workshop.

3

Comfortable

setting withsnacks available

and equipmentworks.

Organized goals

and outcomesclear. Flexible

with variedpresentation.Respect for localknowledge, highexpectation oraudience, modelsexcellence.

Delivery is appropriate

(i.e. hands-on, lecturebased, make and take,

role play) for topic.Participantsengagement isappropriate (i.e. team-based, collaborative,cooperative,individualized).

Evaluation and followup.

Results match stated

outcomes, which minclude: personal gr

awareness of newstrategies, ability to new skills,implementation of nstrategies, and creatuseable lesson or unplans. Participants

connections and reflon/re-examine theirpractice. Improves

student learning.

2

Setting and

snacks adequate.Audience toolarge or toosmall.Equipmentproblems few but

Goal and

outcomes vague,parts ofpresentation toofast or slow,material presentedwas not

Delivery is not always

appropriate.Participants have littleopportunity to engage.Informal follow up.

Accomplishes some

stated outcomes. Felike more of the samParticipants make soconnections and mareflect on some aspepractice.

8/7/2019 PDP 2008-2011

37/42

Page 37 of 42


surmountable. challenging.

1

Setting

uncomfortable,inappropriatesize audience.

Numerousequipmentfailures, nosnacks.

Message unclear,

condescending,boring. Rigid, toostructured,

disorganizedpace, too fast ortoo slow.

Delivery inappropriate

to topic, participantsdisengaged. No followup.

Results do not matc

stated outcomes.Participants experiefrustration, anger an

cynicism and do notconnect workshop toto their own practiceopportunity to develconnections with othparticipants.

8/7/2019 PDP 2008-2011

38/42

Page 38 of 42


APPENDIX E: Professional Development

Proposal Form

Activity Title:

Date(s):

Presenter(s):

Number of participants:

Audience (mention grade level, building, curricular area, mention anyprerequisites, dont forget that your workshop may be suitable for

paraprofessionals and administrators):

Description for mylearningplan. Is this hands-on? Is it make andtake? What are the learner objectives? (include agenda):

Connections to standards and curriculum: (remember ICSD Prof.Dev. Plan, ICSD BOE goals as well as NYS standards and ICSDcurriculum):

Evaluation Plan:Aim: Which is your purpose?

to raise awareness to develop skills to implementcurriculum to develop leadership?

Level: Please determine which level of evaluation you think you canattain?

1. participants reactions (standard evaluation tool)2. participants learning (workshop products or modified

evaluation tool)3. organizational change or support (followup questionnaires or

interviews, planning documents)4. participants use of new knowledge and skills (workshop

products, followup questionnaires)

8/7/2019 PDP 2008-2011

39/42

Page 39 of 42


5. student learning (followup documentation--perhaps digitalvideo or digital still)

8/7/2019 PDP 2008-2011

40/42

Page 40 of 42


APPENDIX F: Levels of Professional Development Evaluation(Adapted from Thomas GuskeysEvaluating Professional Development,

Corwin Press, 2000)

Evaluation

Level

Target of

Evaluation

Purpose Examples of

Questions1 Participants

Reactions

Improve

delivery

Was the presenter

knowledgeable?

2 Participants

Learning

Improve

delivery

What did you learn?

3 Organizationalsupport andChange

Document andinform change

How has thisinitiative beensupported in yourbuilding/department?

4 ParticipantsUse

Documentimplementation

What instructionaltechnology did you

use this week?

5 StudentLearning

Assess impact What impact has theprogram had on yourstudentsachievement?

8/7/2019 PDP 2008-2011

41/42

Page 41 of 42


APPENDIX G: Teacher Mentorship and Teacher Induction

Purposes of Mentorship and Induction:Mentorship and induction support new teachers as they meet the challenges

of new duties and new assignments. Mentorship and induction integrate new

teachers into the fabric of the district. Mentorship and induction intend to supportquality teaching by the explicit teaching and modeling of best practices, promotion ofprofessional development, reflective practice and ongoing learning. Mentorship andinduction seeks to help the district promote and retain a high quality teaching force.Mentorship seeks to help retain a diverse staff.

The district will, subject to available funding, provide the following as part ofits mentorship and induction process. All teachers* new to the district will beregarded as belonging to one of three cohorts: first-, second-, or third-year teachers.Their programs follow.

First-Year Teachers and their Professional Development: are teachers who are newto teaching in New York State. The induction program for these teachers comprisestwo related components: mentorship and professional development related tocreating a safe, welcoming, inclusive, and respectful classroom and school climate.The professional development program in classroom climate (Responsive Classroomfor Elementary Teachers and Culturally Affirming and Effective SecondaryClassroom Management for Secondary Teachers) begins during New TeacherOrientation and is followed (or preceded in the case of those hired early) by a five-day series. These series are offered both in the summer and in the school year. First-year teachers also have a mentor assigned to them for the duration of the first year.The purpose of the first year of induction is to support the new teacher in developing

effective classroom management and supporting his or her success in managing thebasic, yet wide-ranging, routine expectations of teaching as a profession.

Teacher Mentor Responsibilities and Compensation: Mentors will meet with thefirst-year teacher at frequent intervals, at least once per week at the beginning of theschool year. Mentors will be responsible for initiating a program of peer observation

between themselves and the first-year teacher. Mentors will be responsible for aidingfirst-year teachers in developing effective planning and reflective and responsivepractices within their curricular or other professional areas. Mentors help first-yearteachers comply with expectations for record-keeping, reporting, disciplinaryprocedures and resource acquisition within their departments and buildings.

Mentors support the professional development first-year teachers undertake.Mentors are paid for the required initial training of three-hours and they are paid forvoluntary training intended to directly support them in the discharge of theirresponsibilities. Mentors also earn a stipend, stipulated in the teachers contract.

Teacher Mentor Selection and Qualifications: Mentors are volunteers and arecertified in the same area as the first-year teacher. The mentor will not have anyevaluative responsibility for the first-year teacher. Mentors will be solicited by the

8/7/2019 PDP 2008-2011

42/42

Page 42 of 42

principal and will be recommended to the Board of Education by the Director ofStaff Development. Mentors must demonstrate a positive attitude toward teaching,learning, and professional development.

(Included among teachers* for the purpose of mentorship, are all those within the

ITA bargaining unit, except psychologists, and including both long term substituteand probationary appointments, etc. Psychologists are provided mentorship throughthe process of licensure and are not included in the mentorship or inductionprograms.)

Second-Year Teachers and Their Professional Development: Second-Year Teachershave taught at least one year in New York State. Second-Year Teachers are expectedto take TESA Teacher Expectations/Student Achievement during the school year.This program is a micro-teaching series intended to raise teacher expectations forunderserved students and increase teacher capacity in research-proven strategies forpromoting student learning. Teachers participate in learning, discussion, and peer

observation through the year. The purpose of the second year induction is to helpthe teacher develop and maintain high expectations for student learning and todevelop the skills to facilitate high levels of student learning. Second-year teachersare offered inservice credit or pay for their participation in TESA.

Third-Year Teachers and Their Professional Development: Third-Year Teachers arethose teachers who have already taught a full-year in New York State and havecompleted TESA training. These teachers are expected to choose from among avariety of professional development series annually offered in the October StaffDevelopment Newsletter. These series vary. Some of focused entirely on reflectivepractice while some are more content focused. Offerings always include action

research and text-based study groups on a variety of topics of interest to teachersthroughout the district. The purpose of the third-year of induction is to formalize theteachers participation in a community of lifelong learners and to convey the valuethe District places on professional development throughout the teaching career.Third-year teachers are offered inservice credit or release-time for their participationin third-year study and action groups.

Supplemental mentoring may be requested by any supervisor or by any teacher.

pdp 2008-2011

Documents