2.5: Professional Development

Leading Indicator 2.5

Teachers are provided with job-embedded professional development that is directly related to their instructional growth goals.

Defined by BHS staff-

"Job embedded " - everyday grind, during the day-to-day instruction.

"professional development" -the educational opportunities to aid us in our profession; training, PD hours, PLC, technical skills,any educational opportunities that would benefit our specific job.

"instructional growth goal" - generated by the educator to improve teaching practices

Goal Statement #1: Online professional development resources are relevant to my instructional growth goals.

Current offerings:

GCN Training
ROE PDH offerings
Free IEA online PDH
District wide digital PDH catalog online shows current available PD teachers can access
Instructional coach PD offerings
Graduate cohorts and online degrees - see right
Empower training - see below for SIP day PD schedule

Goal Statement #2: Teacher-led professional development is relevant to my instructional growth goals.

Current PD offerings:

- Lead by Department Content Leaders
- Lunch and learn
- PLC meetings - Examples: "World Studies revisiting scales and looking at curriculum maps" or "Math team using PLC time to look at assessment data"
- School visits, classroom walk-throughs
- SIP Days - Teacher-led training via Choice PD (staff pick which topics they want training on)
- BEA table talks - various montly topics

Goal Statement #3: Instructional coaching relevant to my growth goals is available.

Current offerings:

Administrative approved conferences
Blended learning teachers receive training
CEANCI PDH for CTE
Danielson Training in the district
Instructional Coaching
- Mandatory for new hires
Instructional rounds
Principal class visits with "coaching"
Post SIP PDH opportunity sponsored by BEA and district
Technology training with Andy Werhane & Jen Marrie
Tuition waiver lottery

Instructional Topics Include:

- PLC with Charlotte Danielson
- Technology Tools for scaffolding and assessment
- Scales Continuum
- Instructional Rounds for teams
- SMART Goals
- Analyzing CFA Data
- Lencioni Teamwork
- Fierce Conversations
- Assessment as a Professional Competency

Goal Statement #4: School leaders collect data for effective professional development to improve teaching practices.

Current evidence:

School leaders assist teachers in creating SMART goals for their departments and collect results.
School leaders have PLC visits to provide support and feedback.
Administration has "coaching rounds" to visit classrooms and provide feedback.
School leaders help teachers become certified in the PLC process.
Data collected from referrals - PD provided by counselors on deescalation
Data was collected from student-centered "lookfors" survey (chart below) - PD empower book study focusing on self-pacing, learning, and creating work plans for student ownership of learning
Curriculum calibration across department and schools including interrater reliability, scales development, and review of standards-based learning evidence.

Goal Statement #5: I can describe how the available PD supports achievement of my instructional growth goals.

Current teacher responses:

Technology Example- "Canvas training from the instructional coach for technology has supported my ability to maintain proficiency based scales with student access online."
General PD Example-"Teacher-led lunch and learn has supported my goal of tracking student progress."
English Teacher Example "I went to growth mindset conference which helped me incorporate growth-mindset language into my classroom goals"
Spanish Teacher Example "Optional proficiency based grading pilot meetings have helped me with encouraging growth mindset in the classroom which aligns to my instructional growth goal. Required technology training gave me the tools I needed in Canvas for students to pace their own learning."
CTE Teacher Example "I attended professional development in connection with a club leadership conference which supported my instructional growth goals of developing real-world activities in the classroom."

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