Critical Action 6: Provide Focused Professional Learning Opportunities

• Provides a hybrid professional learning experience for school personnel, including two face-to-face sessions and an eight-module CANVAS course. • Focuses on increased awareness of traditional and non-traditional gifted characteristics, underrepresented populations, and social/emotional needs of gifted learners. *

• Implements a collaborative approach to investigate new and proven research strategies informing professional development opportunities by: - Partnering with district professional development efforts to offer modules designed to focus on representation, diversity of voice, and the use of the Racial Equity Impact Assessment (REIA); - Providing specific professional learning on tools such as the TOPS from Project U-STARS~PLUS and portfolio development process for K-8 learners; and - Collaborating with Diversity Teams to investigate research and evidence-based approaches for identifying, serving, and ensuring accountability for supporting student groups. *

• Aligns student achievement, student growth, and professional development with charter school’s overall program focus by: - Collaborating school-wide to analyze student performance and growth data, including advanced learners, to inform and guide a professional learning plan for the school; and - Integrating professional learning with the school’s overall education program to ensure needs of gifted are addressed. *

• Provides professional development by the AIG Specialists focused on recognizing strengths and providing services that respond to underrepresented populations. • Partners with Exceptional Children, EL, and Title 1 specialists to cultivate and recognize gifted traits in students and to determine effective programming for students which may include service options outside of traditional services. *

• Aligns professional learning experiences with school and district-wide improvement plans and goals, teacher evaluation and student performance data by: - Supporting teachers in meeting the needs of gifted learners and reinforces district initiatives, such as its continuous improvement model, through Professional Achievement Certification (PAC) courses; and - Utilizing early release days, collaborative planning meetings, and school-level AIG Coordinator quarterly meetings to support the district’s identified professional development needs. *

• Adapts AIG professional learning requirements to meet the specific needs of the various personnel including regular education, counselors, and EC staff. • Provides opportunities through Google Classroom modules for professional development. *

• Created an online platform for AIG specialists to share their learning from on-going professional development so that school personnel across the district can also benefit from their experiences. Topics have included culturally relevant teaching and the brain, awareness of personal and cultural bias, and twice-exceptional students. • Collaborates with outside agencies to enhance and align professional learning experiences with district initiatives by: - Aligning gifted services with the resources and professional learning associated with Advancement Via Individual Determination (AVID) which supports a better understanding of culturally relevant practices for gifted learners; and - Partnering with and providing professional development through the National Math and Science Initiative (NMSI), creating broader access to advanced coursework at several high school sites. *

• Involves parents, teachers, students, counselors, and administrators in various learning opportunities, such as District Title One nights, monthly meetings with specific community members, and student support groups. • Responds to current needs in professional development, emphasizing social and emotional curriculum and Resiliency Training for trauma sensitivity. *