Building Systemic Instructional Capacity through Professional
Transcript of Building Systemic Instructional Capacity through Professional
1 | P a g e
DDeess MMooiinneess PPuubblliicc SScchhoooollss
PPrrooffeessssiioonnaall LLeeaarrnniinngg PPllaann
22001100 -- 22001133
Professional learning Conceptual
Framework
Building Systemic Capacity through Professional Learning 2009
Page | 2
Purpose of Publication
The Des Moines Public Schools are committed to creating the
rich, meaningful, and powerful learning experiences and
environments necessary to ensure students thrive in a democratic
society and diverse, changing world. These capacities are
illustrated in our community-generated district Ends. Engaging
and empowering learning can only happen if the education
professionals closest to the learners have the time and
opportunities to grow their individual and collective capacities to
create such learning. To assure quality student learning, DMPS is
dedicated to nurturing and growing the professional capacities of
the employees who work most closely with our youth.
In this publication, you will find the vision and conceptual
framework for the DMPS professional learning plan that provides
focus, integration, and prioritization to professional learning while
remaining flexible. If we are to individually and collectively excel
at building the capacities of our students, then developing the
capacities of our DMPS professionals is essential.
District Professional Development Steering Committee
Building Systemic Capacity through Professional Learning 2009
Page | 3
Table of Contents
1. Professional Learning Overview 4 Vision, Operating Principles, Goals
2. Developing District Capacity 5
3. District Areas of Professional Learning 6
4. Developing Organizational Capacity 7
5. Developing Building-Level Capacity 8 -9
Building Professional Learning Plan Template
6. Supporting Individual Career Educator Capacity 9 -10
Individual Professional Development Plan Template
7. Professional Learning Continuous Improvement 12
8. Appendices 13-26 A. New Ends for a New Century B. Potential Sources of Data C. Possible Resources for Professional Learning D. Des Moines Public Schools Comprehensive School Improvement
and Annual Progress Goals E. Ninety Minute Adjusted Dismissal Time Professional Learning
Focus Schedule F. Organizational Professional Learning Strand Options
Building Systemic Capacity through Professional Learning 2009
Page | 4
Professional Learning overview
District Operating Principles of Professional Learning
Focus on curriculum, instruction, and assessment and enhanced
alignment
Alignment among district, building and individual professional
learning goals and opportunities
Goals are developed to build organizational capacity by assessing and
diagnosing needs
Quantitative and qualitative outcomes are learner-centered and align
with district, building and individual goals
Professional learning takes place within a positive culture and climate.
Monitoring the implementation and processes are an important
component of evaluating the impact of professional learning
PPrrooffeessssiioonnaall LLeeaarrnniinngg OOrrggaanniizzaattiioonnaall GGooaallss
Building District Capacity
Vision: 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.
Provide professional learning opportunities which lead to the
implementation of the professional learning community process to
establish meaningful learning environments.
use of strategies designed to meet the needs of all learners
use of strategies designed to enhance skills as well as content
knowledge.
development of meaningful assessments to measure student
progress.
effective integration of technology to enhance learning for all.
Building Systemic Capacity through Professional Learning 2009
Page | 5
Developing District Capacity
The following professional learning strands represent the primary areas of study to build the capacity of the district to support the
learning of all.
Developing Building-Level Capacity Professional learning will enhance capacity at the
building-level to achieve School Improvement Goals that
align to the needs of the student and organizational goals.
Supporting Individual Career Capacity
Professional learning will enhance the capacity of
individuals to achieve professional goals that align to the
needs of the students, building-level and organizational
goals.
Developing Organizational Capacity Professional learning will enhance the organizational
capacity to achieve the Board Ends and Des Moines
Comprehensive School Improvement Goals.
Building
Individual
Content
Knowledge
Teaching/
Learning
Strategies
Climate and
Culture
Technology
Integration
Organizational
6 | P a g e
District Areas of Professional Learning
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 and informational literacy
Graduates have world awareness. Graduates possess the knowledge and skills to be self-directed and autonomous.
Primary Areas of Learning Content Knowledge Teaching and Learning
Strategies & Delivery of Services
Climate and Culture Technology Integration
Core and Ends Curriculum
Integration
Characteristics of Effective
Instruction
Professional Learning
Communities
Technology Integration
Additional Areas of Learning** Fine Arts: FAME Grant
Literacy: Fluency and Vocabulary
Math: CGI
History: Project Clio
International Baccalaureate
Formative/Authentic Assessments
Problem/Project Based Learning
Differentiated Instruction
High School Academy Integration
Response To Interventions
National Counseling Model
Nursing professional standards
21st Century Information Literacy
skills
Capturing Kids Hearts
CHARACTER COUNTS!
Cultural Proficiency
Positive Behavioral Supports
Web 2.0
Tableau – data analysis and
strategies
*See full version of New Ends for a New Century in Appendix A
** Examples are included but not limited to these opportunities. Please refer to Appendix E for specific examples
Building Systemic Capacity through Professional Development 2009
7 | P a g e
Developing Organizational Capacity
Beginning Teachers: 1st & 2
nd Year (Training Required)
DMPS Curriculum (Board Ends/Iowa Core) is embedded within all PD Strands
Mandatory Training Description DMPS Technology Beginning staff will become proficient users of district technology by participating in
training on the use of district technology components including Infinite Campus,
Outlook and Sharepoint.
DMPS Curriculum
Overview
Beginning staff will participate in an orientation of the New Ends for a New Century
and the Iowa Core Curriculum. This familiarity will help guide them in their
professional growth efforts and instructional decision-making.
Teaching In Urban
Education Setting
Beginning staff will participate in professional learning highlighting effective
strategies used in teaching in an urban setting.
Career Teachers (Suggested Options)
DMPS Curriculum (Board Ends/ Iowa Core) is embedded within all PD Strands
PD Strands Systems of Support Resources Monitoring for Effectiveness*
Content
Knowledge
Curriculum
Coordinator
PD Sessions
Teacher Leaders
EQ Funds
Grants
Review of Individual PD Plan
Student learning gains
Reduction of achievement gaps
Teaching and
Learning
Curriculum
Coordinator
PD Sessions
PLC Collaboration
Teacher Leaders
EQ Funds
Grants
Title VI
Review of Individual PD Plan
Reduction of achievement gaps
Increased engagement and achievement
Assessments for learning
Climate & Culture
Consultant
AEA Heartland
Leadership Teams
Teacher Leaders
EQ Funds
District PD Funds
Review of Individual PD Plan
Improved cultural competency
Reduction of achievement gaps
Teacher survey
Technology
Integration
Site-based technology
coordinators
District IT personnel
Teacher Leaders
Microsoft Grant
EQ Funds
E2/T2 funds
Review Individual PD Plans
Increased engagement and achievement
Teacher skill survey
Non-Classroom Certified Staff (Counselors, Nurses, Librarians, Coordinators etc…)
PD Strands Systems of Support Resources Monitoring for Effectiveness*
Field Specialty
“Content”
Knowledge
Field Supervisors
AEA Heartland
EQ Funds
Review of Individual PD Plan
Supervisor and Peer Observations
Delivery of
Services
Field Supervisors
AEA Heartland
EQ Funds
Review of Individual PD Plan
Student and adult learning indicators
Satisfaction Surveys
Climate & Culture
Consultant
PLC - Solution Tree
EQ Funds
District PD Funds
Review of Individual PD Plan
Reduction of achievement gaps
Early Indicator Data
Technology
Integration
Site-based technology
coordinators
District IT personnel
Microsoft Grant
EQ Funds
E2/T2 funds
Review Individual PD Plans
Data informed decision-making
Increased communication and shared
information
Teacher skill survey
* Systems of Support, Resources, and Monitoring for Effectiveness strategies are not limited to listed examples
Building Systemic Capacity through Professional Learning 2009
Page | 8
Developing Building-Level Capacity
Building-Level Professional Learning Planning
Processes and Protocols
1. Select a building committee that is representative of all staff and works collaboratively
to develop and communicate the building professional learning plan based on data and
aligned with district Graduate Ends/Goals and building school improvement goals. {See Appendix D “Des Moines Public Schools Comprehensive School Improvement and
Annual Progress Goals}
2. Use results of a building needs assessment(s) to diagnose strengths and areas of
opportunities for building-wide professional learning. Prioritize areas of opportunities
based on potential impact on student learning. {See Appendix B “Potential Sources of
Data”}
3. Identify the process used to select professional learning opportunities based on data
that supports meeting the district Board Ends as well as school improvement goals. {See Appendix D “Des Moines Public Schools Comprehensive School Improvement and
Annual Progress Goals}
4. Determine and allocate current financial resources from grants, Title I, and Educator
Quality funds that are designated for professional learning. {See Appendix C “Possible
Resources for Professional Learning}
5. Implement the building professional learning plan through a professional learning
community process that includes collective accountability and responsibility.
6. Monitor and evaluate the impact of professional learning in terms of staff and student
learning that includes a timeline for data collection and analysis.
7. Review data on staff and student outcomes from which modifications and additions
will be made.
Identify Building Strengths and
Improvement Areas
(Data Assessment)
Connection to building vision and DMPS
organization goals
(Vision)
Identify Building Level Professional Learning
Goals (Goals)
Determine resources to support building level
PD plan
(Resources)
Complete Building Level Professional
Learning Plan Template
Each building within DMPS will establish building level professional learning goals based on data that
supports district and building level school improvement goals. Building level administration will
work collaboratively with building leadership teams to establish a building level professional learning
plan, which is to be submitted to regional leadership once every year. Buildings will be given
additional time to further implement their building professional learning plans during monthly School
Improvement Plan Initiative dates during adjusted dismissal times. Annual updates and revisions will
be expected in accordance to the direction of the building leadership team.
Building Systemic Capacity through Professional Learning 2009
Page | 9
Building Level Professional Learning Plan
Projected Professional Learning Schedule Date Total
Time
(hrs.)
PD Topic Student Outcome(s) PLC –
Collaborative
Structure
Identify Building Improvement Goals that will be addressed during professional learning opportunities:
Describe the process used to select targeted professional learning opportunities. (Based on summary of data):
Summarize how professional learning opportunities will be monitored, demonstrated and/or measured.
Building Systemic Capacity through Professional Learning 2009
Page | 10
Share plan with a peer for feedback and an administrator for advice and support in meeting the goal(s).
Supporting individual Career
Educator Capacity
Individual Professional Learning Planning Process
Processes and Protocols
1. Review building and district level professional learning goals and objectives as well
as student work and performance data to determine the area of most student need.
{See Appendix B “Potential Sources of Data” for further suggestions.}
2. Develop individual aligned measureable goal(s) for professional growth that
addresses the Iowa Teaching Standards. (“Goal Area in IPDP”)
3. List steps with approximate dates to implement the Individual Professional
Development Plan. (“Implementation Plan in IPDP”)
4. Employ established district or building processes and protocols to access resources to
support Individual Professional Development Plan.
5. Determine evidence necessary to demonstrate whether the Individual Professional
Development Plan goal(s) was met, needs to continue, or needs modification.
(“Evaluation/Documentation in IPDP”)
6. Plan to share information with peers if requesting building-level Educator Quality
funds. Educator Quality Proposal form is available on Sharepoint.
7. Reflect and summarize how the personal learning experience enhanced professional
growth. (“Personal Reflection in IPDP”)
Each standard licensed certified staff member, within DMPS, will establish his/her Individual
Professional Development Plan based on the needs of the educator, Iowa Teaching Standards,
and students learning goals of the building and district. Building level administration will work
collaboratively with staff members in an effort to advise and support the progress of
implementing individual plans. Each educator will be given additional time to further
implement his/her Individual Professional Development Plan during monthly Professional
Planning, Growth and Preparation dates on adjusted dismissal time days. Annual updates and
revisions will be expected in accordance to the comprehensive agreement.
Develop a one to three year individual professional growth plan based on data and aligned with building and district goals.
Actively participate in learning opportunities in support of individual, building and district goals
Actively participate in learning opportunities as an individual, member of a building staff and a district learner.
Building Systemic Capacity through Professional Learning 2009
Page | 11
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN AND ANNUAL UPDATE
The following individual plan shall be based, at minimum, on the needs of the teacher, Iowa Teaching
Standards and student learning goals of the attendance center as well as the school district as outlined
in the comprehensive school improvement plan. This plan template is available on Sharepoint.
Name: School:
Plan Initiation Date: Projected Completion Date:
Goal Area (Include Standards Addressed)
Implementation Plan (Steps that will be taken, include time line)
Evaluation/Documentation (Evidences that the goal was met/not met)
Personal Reflection (You become professionally stronger when you really think about and articulate what you learned and how it
fits into your evolving philosophy of education. Answer the question: How did you develop professionally?
Specifically what did you learn?) Use this space for the annual update and start with the date for each entry.
Building Systemic Capacity through Professional Learning 2009
Page | 12
Continuous Improvement Process in
Professional Learning
The incorporation of the Iowa Professional Development Model and Continuous Improvement stresses the importance of constantly planning for professional learning that results in quality opportunities for educators. Implementation of new learning requires collaboration with peers and on-going data collection to monitor fidelity as well as student achievement. Necessary adjustments are expected along the way to fully meet the desired outcomes.
ACT Program Evaluation
Opportunities for Revisions
PLAN Collect/Analyze Student Data
Set Goals
Design PD Process
STUDY Ongoing Data Collection
Formative/Authentic Assessments Implementation Level
DO Training/Learning Opportunities
Collaboration and Implementation
Building Systemic Capacity through Professional Learning 2009
Page | 13
APPENDICES
A. New Ends for a New Century
B. Potential Sources of Data
C. Possible Resources for Professional Learning
D. Des Moines Public Schools Comprehensive School
Improvement and Annual Progress Goals
E. Ninety Minute Adjusted Dismissal Time Professional Learning Focus Schedule
F. Organizational Professional Learning Strand
Options
Building Systemic Capacity through Professional Learning 2009
Page | 14
Appendix A: New Ends for a New Century
The Des Moines Public Schools Exist So That Graduates Possess the Knowledge, Skills and Abilities to Be Successful at the Next Stage of Their Lives. Graduates demonstrate the ability to adapt successfully in educational, workplace and community settings through their ability to think, communicate and interact. Graduates demonstrate strategies for lifelong learning • They exhibit competent thinking
• They exhibit intuitive thinking
• They understand systems and processes, including the understanding of underlying structures
• They exhibit creative and innovative thinking
• They anticipate future trends
• They demonstrate critical thinking and problem solving abilities
Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas • They demonstrate proficiency in reading, writing, speaking and listening
• They demonstrate proficiency in mathematics, including algebra and geometry
• They demonstrate proficiency in science, including life, earth and physical science
• They demonstrate proficiency in civics and government
• They demonstrate financial and economic literacy
• They demonstrate an understanding of the value of fine and applied arts in society
Graduates possess technological and information literacy • They can access and evaluate information from a variety of sources to continue their learning
• They understand, manage and create oral, written and multimedia communication
• They utilize appropriate technology to apply or analyze information
Graduates have world awareness • They understand the rights and obligations of citizenship at local, state, national and global levels
• They learn from and work with individuals representing diverse cultures and religions in a spirit of
mutual respect in school, work and community contexts
• They are aware of issues facing the world
• They are actively engaged in community life
Graduates possess the knowledge and skills to be self-directed and autonomous • They demonstrate an understanding of the attributes of physical and mental well-being
• They act responsibly with the interests of the larger community in mind
• They exercise sound reasoning in making complex choices
• They monitor their own understanding and learning needs
• They understand the role of work and productivity in shaping the circumstances of their daily lives
• They have identified career interests and developed related academic and technical skills
Building Systemic Capacity through Professional Learning 2009
Page | 15
Appendix B: Potential Sources of Data
Infinite Campus Data Warehouse Other Iowa Tests of Basic
Skills/Iowa Tests of
Educational Development
Iowa Tests of Basic
Skills/Iowa Tests of
Educational Development
HS Personalization Survey
Reading Inventories Criterion-Referenced Tests Participation rates
Failed courses PA Readiness Profile Senior Survey
Attendance rates Common assessments Building-based data
Behavior data English Language
Development Assessment
Classroom-based data
Early Indicator System Reading Inventories Graduation Rate
Credits Earned Special Education data
English Language
Development Assessment
ACT and SAT scores
Grade distributions National Clearing House
Scholastic Reading Inventory
Student portfolios
Building Systemic Capacity through Professional Learning 2009
Page | 16
Appendix C: Possible Resources for
Professional Learning
1. Educator Quality Funds: State legislated professional learning funds divided by
buildings or job-alike full time equivalents
2. Title Funds: Reading and math
3. Grants with Professional Learning Components
Comprehensive School-wide Redesign
Grant and Summary Project
Coordinator
I II III IV
Smaller Learning Communities: Redesign high school program structure and curriculum to
increase rigor, relevance, personalization, and student success. PD to support new structures and
instructional strategies.
Connie Cook
X
X
X
GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs):
Academic support, career exploration, advisement, and college planning to ensure cohort (currently 10th grade) student is prepared for success in post secondary education. PD in
differentiated instruction; best practices in literacy, science, and math; instructional technology;
data to inform instruction; high expectations; advisory skills; working with low-income students/families; ELL strategies.
Nancy Wright
X
X
X
X
GEAR UP Iowa: Academic support, career exploration, college planning to ensure cohort
(currently 10th grade) is prepared for success in post secondary education. PD for differentiated
instruction; best practices literacy, science, and math; instructional technology; high expectations;
advisory skills; working with low-income students/families; ELL strategies.
Michael Anderson
(Iowa College Student Aid
Commission)
X
X
X
X
Elementary School Counseling: Implement national standards based counseling program. PD
for national standards and best counseling practices.
Penny Bisignano
X
X
Academic Achievement in Content Areas
Grant and Summary Project
Coordinator
I II III IV
Reading First: Increase K-3 literacy. PD in specific literacy strategies. JoEllen Latham X
E2T2: Increase use of technology to enhance classroom instruction. Focus is middle school
writing project. PD on program and use of technology.
Greg Davis
X
X
Math Partnership: Primary focus is on PD in implementing Cognitive Guided Instruction in
elementary classrooms.
Barb Adams
X
X
Fine Arts Model for Education: Primary focus is on professional development for K-12 Art and
Music teachers and using the fine arts to close achievement gaps. Also strategies for integrating
the arts into classroom instruction
Joanne Tubbs
Mirium Alshouse
X
X
Teaching American History: Focus is on high quality professional development to increase high
school, 8th grade, and 5th grade teachers’ content knowledge of American History and new
instructional strategies to support students in working with primary documents and developing
historical thinking strategies.
Stefanie Rosenberg-
Cortez
David Johns
X
X
Carol White PE Program: Equipment and professional development to support transforming K-
12 physical education programs from “games” model to lifelong healthy lifestyle model.
Joey Townsell
X
X
Project Lead the Way (Kern Foundation): Equipment, curriculum, and professional
development to implement pre-engineering program at the high school level.
Connie Sievers
X
X
Extended Learning and Family Literacy I II III IV
21st Century Community Learning Centers: Harding, Hiatt, Moulton, Carver, Callanan, Goodrell,
Hoyt, McCombs, Meredith, Weeks. After school and summer programs to support academic
achievement (emphasis on literacy, math, and science), academic enrichment (arts, fitness, lifetime leisure skills, interests and hobbies), and family literacy. PD in student engagement; instructional
technology, differentiated instruction, data to inform instruction, youth development, working with
low-income youth and families, ELL strategies, leadership development, innovative and engaging instructional strategies.
Isbelia Arzola
X
X
X
X
I = Content Knowledge, II = Instructional Strategies, III = Climate & Culture, IV = Technology Integration
Building Systemic Capacity through Professional Learning 2009
Page | 17
Appendix D: Des Moines Public Schools
Comprehensive School Improvement
and Annual Progress Goals
Comprehensive School Improvement Plan: Comprehensive School Improvement Plan (CSIP) goals are long range goals designed to
support prioritized learning needs. The goals are stated in the district’s Comprehensive
School Improvement Plan, a five year plan that is reviewed and may be revised annually.
The School Improvement Advisory Committee provides feedback concerning the
appropriateness of the goals and may make suggestions for revision.
Annual Progress Report: Annual improvement goals are designed to establish learning targets that are measured by at
least one district level assessment in the areas of reading, mathematics, and science. The
goals must be measureable and address the improvement of student learning rather than
maintaining current levels. Progress toward attainment of the goals is reported yearly in the
district’s Annual Progress Report (APR).
Comprehensive School Improvement Plan
(CSIP) Goals
Annual Progress Report (APR) Goals (2009-2010)
All students in grades K-12 will read at or above
grade level.
During the 2009-10 school year, students in 4th, 8th, and
11th grades will demonstrate more than one year growth
from the 2008-09 3rd
, 7th, and 10
th grade students in
READING as measured by the average ITBS/ITED reading
comprehension NGE score.
All students in grades K-12 will perform at or
above grade level in math.
During the 2009-10 school year, students in 4th, 8th, and
11th grades will demonstrate more than one year growth
from the 2008-09 3rd
, 7th, and 10
th grade students in
MATHEMATICS as measured by the average ITBS/ITED
total mathematics NGE score.
All students in grades K-12 will perform at or
above grade level in science.
During the 2009-10 school year, students in 4th, 8th, and
11th grades will demonstrate more than one year growth
from the 2008-09 3rd
, 7th, and 10
th grade students in
SCIENCE as measured by the average ITBS/ITED science
NGE score.
The achievement gap between low-income and
non-low-income students will be reduced in
reading, math, and science. (free & reduced lunch)
The 2009-10 school year ITBS/ITED reading
comprehension and total mathematics achievement gap of
the FRPL/non FRPL subgroup in 4th, 8th, and 11th grades
will be reduced by 2% from the gap demonstrated by the
same subgroup as 3rd
, 7th, and 10
th grade students in 2008-
09.
The achievement gap between minority and non-
minority students will be reduced in reading, math,
and science.
All students will feel safe at and connected to
school.
All students will use technology in developing
proficiency in reading, mathematics, and science.
Building Systemic Capacity through Professional Learning 2009
Page | 18
Descriptors of Adjusted Dismissal days
School Improvement Plan Initiatives - Time will be designated for schools to implement professional learning opportunities that will target areas of focus to assist in supporting the goals and objectives included in building-level school improvement plans. School improvement planning and implementation will be facilitated by leadership teams in each building which will be based on the academic needs of students. Based on state and federal regulations, schools are required to develop and implement a course of action that will address the needs of all students. This established time will be essential in facilitating building level improvement efforts in support of increased student outcomes. Professional, Planning, Growth and Preparation – Staff will have time to work toward developing and implementing individual career plans, review student data to prepare for improved instruction to meet the needs of students, and other functions that will enhance professional planning, growth and preparation. Individual teachers will be expected to determine how they will maximize the use of time for professional growth purposes. District Professional Learning – Each month, time will be designated to implement professional learning opportunities that will target areas of focus to assist in supporting the organizational goals and objectives included in the district’s professional learning plan. Based on state and federal regulations, we are required to develop and implement a course of action that will address the needs of all students. The District Professional Development Steering Committee will be instrumental in guiding district and building level expectations on district professional learning adjusted dismissal dates. PLC Collaboration – In support of the professional learning community model, staff are required to have time to engage in collegial conversations centered on learning expectations, student performance outcomes and systems of support and interventions all of which are targeted toward enhancing both the learning experiences and learning environments of students and staff. Professional Learning Community collaboration dates will provide ongoing opportunities for job-alike staff to discuss effective classroom practices in support of building level and district improvement initiatives. This purposeful time is essential in fostering a culture that will allow staff the opportunity to discuss the application of professional learning opportunities and share expertise on practical classroom strategies that promotes increased student success.
Legislation passed during the 2008 Iowa legislative session provided additional funding for professional development for teachers as part of the Student Achievement and Educator Quality Program, Iowa Code 284. These professional development requirements include district-wide structures for supporting all faculty members responsible for instructional content. Training and learning opportunities should address district student learning goals and the Iowa Teaching Standards. In addition, career teachers, in cooperation with their evaluator, are to develop an individual teacher professional development plan.
Building Systemic Capacity through Professional Learning 2009
Page | 19
Appendix E: Ninety Minute Adjusted Dismissal Time – Professional
Learning Focus Schedule
Des Moines Public Schools has adopted every Wednesday for an adjusted dismissal time for ninety minutes. Each Wednesday is designated for an intended purpose to support professional growth of all staff. Refer to the table above for specific purpose for each Wednesday.
1st Wednesday 2nd Wednesday 3rd Wednesday 4th Wednesday
School Improvement-Building PPGP -Teacher District Professional Learning* PLC Collaboration
S
ch
oo
l Imp
ro
ve
me
nt P
lan
Initia
tive
s
Pr
ofe
ss
ion
al P
lan
nin
g &
Pr
ep
ar
atio
n
Dis
tric
t Pr
ofe
ss
ion
al L
ea
rn
ing
* S
ch
oo
l Imp
ro
ve
me
nt P
lan
Initia
tive
s
Gr
ad
e L
ev
el C
olla
bo
ra
tion
D
ep
ar
tme
nta
l Co
llab
or
atio
n
Jo
b A
like
Co
llab
or
atio
n
Planned By: Building Leadership Team
Planned By: Individual Teachers
Planned By: District PD Steering
Committee/ Building Leadership Team
Coordinated By: Building Leadership Team
Building Systemic Capacity through Professional Development 2009
20 | P a g e
District Directed Adjusted Dismissal
Times 2010 – 2013
Primary Focus: The Iowa Department of Education has mandated the full
implementation of the Iowa Core by 2014. “The Iowa Core/Ends” – building capacity for
full implementation of the Iowa Core and Board Ends including specific learning targets,
rich common assessments, and thorough data analysis. This will include characteristics of
effective instruction for each component. Year I will provide an overview and the
establishment of learning targets. Year II will include the development of rich common
assessments and the use of formative assessments for feedback on learning. Year III will
focus on qualitative and quantitative evaluation of teaching and learning from a variety of
assessment indicators.
Delivery Model: Building-based Core Leaders will need to fully understand the Iowa
Core/Ends and be willing to share information, facilitate implementation, and support
effective instruction within their buildings. Core Leaders will be identified by the
building leadership committee and potentially represent both core and non-core
curriculum areas. Teachers and administrators with interests in other school improvement
initiatives such as formative assessment differentiate instruction and technology
integration should also be represented. Core Leaders’ commitment will be to attend and
fully participate in workshops and other professional development opportunities; act as a
productive group work member; and deliver building professional development of the
Iowa Core/Ends.
District-Based Instructional Experts: The district Iowa Core Writing Team has
experienced two years of training through the state Department of Education and met
multiple times to discuss the integration of the Iowa Core and Board Ends. This group of
highly trained and informed staff will develop and facilitate the professional development
curriculum for the Iowa Core/Ends for all three levels to include: elementary, middle and
high schools. Efforts will be directly supported by the District Professional Development
Steering Committee.
Structure: Year I will include an initial training session with an additional five
alternating learning sessions for the Building Core Leadership Teams. This will expand
the capacity of Core Leaders to facilitate professional development for their building staff
during District Adjusted Dismissal Times on the third Wednesday of the month.
Building Level District Learning: The primary responsibility of the Core Leadership
Team is to facilitate professional development on the Iowa Core/Ends at the building
level on the third Wednesday of the month. Core Leadership Teams will receive training
on the Iowa Core/Ends during three of the monthly district directed Wednesdays. When
the Core Leadership Team is not facilitating at building level, staff will read research on
topics related to Iowa Core/Ends that will be prepared by the district Core Writing Team.
Additionally, this time allows for other district level initiatives in content knowledge,
effective teaching and learning, culture and climate, and/or technology integration when
needed.
Building Systemic Capacity through Professional Learning 2009
Page | 21
Appendix F: Organizational Professional
Learning Strand Options
Primary Area of Learning:
Iowa Core Curriculum with DMPS Curriculum Integration Delivering a 21
st Century DMPS Curriculum that integrates the Iowa Core across all content areas/grade
levels and results in evidence of District Ends for each student.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Curriculum Coordinators, AEA Heartland, Iowa DE
Additional Areas of Learning: Fine Arts (Music/Visual Arts)
Develop best-practice teaching strategies for music and visual art – (Fine Arts Model for Education
Grant). Additional professional learning sessions will be offered on best-practice arts integration strategies
for music and visual art in the classroom.
AUDIENCE: Music and Arts teachers, regular classroom teachers
PROVIDERS: Fine Arts curriculum coordinators, university partners (Drake, Grandview, Iowa State)
Mathematics Curriculum Materials & CRT Assessment Development
Engage staff in the study of mathematics curriculum, instruction and assessment and provide support for
planning and team collaboration.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Mathematics curriculum coordinator and math coaches
“Cognitively Guided Instruction (CGI)”
Study of children’s thinking about mathematics and support for helping children learn mathematics with
understanding.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: CGI-Certified Teachers, Heartland AEA, Iowa Dept. of Ed.
“Project Clio” – Teaching American History Cohort
Connect teachers with professional historians in order to deepen their content knowledge,
increase their capacity to teach with engaging primary documents and identify the Big Ideas from
the past.
AUDIENCE: Cohort is open to all high school social studies, 8th
grade civics, and 5th
classroom
teachers. ELL/SPED classroom teachers are also welcome.
PROVIDER: Humanities Coordinator, Project Clio grant coordinator, visiting historians and
professors
I. CONTENT KNOWLEDGE
Building Systemic Capacity through Professional Learning 2009
Page | 22
Primary Area of Learning:
Characteristics of Effective Instruction Consistently implementing the five characteristics of effective instruction will ensure DMPS
students receive a guaranteed and viable curriculum that integrates the Iowa Core with the
District Ends. The characteristics of effective instruction are: teaching for understanding;
teaching for learner differences; rigorous and relevant curriculum; student-centered classrooms;
and assessment for learning.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Curriculum Coordinators, AEA Heartland, Iowa DE
Additional Areas of Learning:
“International Baccalaureate”
Teachers in authorized and candidate IB schools engage in professional learning consistent with
the IB mission of providing inquiry-based, authentic learning experiences for students that are
aligned with rigorous international standards. Professional development is delivered formally as
part of the IB sequence of leveled trainings as well as informally, with individuals, teams and
whole schools working to continually improve units of inquiry and assessments based on
observations of student work.
AUDIENCE: All staff members of authorized and candidate IB schools
PD PROVIDER: School-based IB coordinators, IB workshop trainers and practitioners
“Problem/Project Based Learning” A model based on students actively engaged in solving real problems with thinking and content
area skills. Best practices can be observed in classrooms and specific buildings in the district.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Buck Institute and district professional learning providers.
“Teaching in the Block”
Effective teaching /lesson design for extended class periods focusing on interactive strategies and
in depth exploration of content.
AUDIENCE: High school staff
PD PROVIDER: AEA Heartland, SLC providers list
Formative/Authentic Assessment Development “Seven Strategies for Effective Formative
Assessments”
This professional learning program seeks to build a deep understanding of research-based
classroom assessment practices that improve student motivation and learning and includes
studying the text Seven Strategies of Assessment for Learning.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Jan & Steve Chappuis, Educational Testing Services
II. TEACHING AND LEARNING STRATEGIES
Building Systemic Capacity through Professional Learning 2009
Page | 23
“Authentic Intellectual Work (AIW)”
An approach to operating as a PLC where the focus is on the intellectual demands placed on
students. Using research-based scoring criteria, teachers evaluate the intellectual rigor of the
tasks assigned, the corresponding student work submitted and the conversations held during
instruction. Teachers develop a high degree of trust and transparency as they work in mixed-
discipline teams or in departments scoring and discussing what they expect of students. AIW is
supported by the DE as a corresponding effort with implementing the Iowa Core.
AUDIENCE: Secondary interdisciplinary teams, secondary departments
PD PROVIDER: Humanities Curriculum Coordinator, AEA, DE, Lead AIW researchers
“Collaborative Teaching Model”
A service delivery option used to promote inclusive practices and appropriate educational
services for students with disabilities or other special needs. Collaborative Teaching occurs
when two or more teachers, one a general educator and the other a special service provider, form
a teaching partnership in the classroom to actively instruct a blended group of students, including
students with disabilities.
AUDIENCE: General education and special education co-teachers
PD PROVIDER: SPED consultant and support personnel
“Montessori”
A pre-kindergarten through eighth grade educational delivery model based on student interest,
exploration and engagement resulting in students taking much of the responsibility for their own
learning. Specialized professional development is required of all staff serving any Montessori
designated school. Course requirements are determined by Heartland and facilitation of learning
is done by successful practicing Montessori certified staff.
AUDIENCE: Newly assigned staff to Montessori designed schools, teachers interested in
learning more about Montessori and teachers interested in individualizing student work.
PD PROVIDER: Heartland and certified Montessori staff members.
Building Systemic Capacity through Professional Learning 2009
Page | 24
Primary Area of Learning:
Professional Learning Communities (PLC Model) focuses on the four basic questions: What do
we want students to know, understand and be able to do? How will we know when they have
acquired the knowledge, understandings, and skills? How will we respond when they do not
learn? How will we respond when they already know?
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Solution Tree, Heartland AEA
Additional Areas of Learning: Cultural Proficiency
Learning to develop positive, productive responses to the diverse population in schools and community.
This inside-out approach acknowledges and validates the current values and feelings of people,
encouraging change without threatening people’s feelings of worth.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Raymond D. Terrell, Heartland AEA
“Capturing Kids Hearts”
Process that provides staff with tools to build relationships with students as well as build strong learning
communities in the classroom. Strategies will promote establishing students working together in a positive
community
AUDIENCE: All grade levels, ELL, SPED teachers, administrators
PD PROVIDER: Flippen Group
“CHARACTER COUNTS!” Modeling and reinforcing of the Six Pillars: Trustworthiness, Respect, Responsibility, Caring, Citizenship,
and Fairness. Some elementary and middle schools use this as the foundation of building a positive
culture and climate.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: Iowa Institute for Character Development at Drake University.
“Positive Behavior Supports” Positive Behavior Supports (PBS) is a proactive systems approach to establishing the behavioral supports
and social culture that is needed for all students in a school to achieve social, emotional, and academic
success. PBS is currently implemented in 27 DMPS buildings served by 27 internal coaches and 5
external coaches.
PBS addresses the needs of all students, especially students with challenging social behaviors.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: National and district professional development providers. “Response to Intervention (RtI)” A systematic and data-based method for identifying, defining, and resolving students’ academic and/or
behavioral difficulties. The RtI process is a multi tiered approach to providing services and interventions
to struggling learners at increasing levels of intensity. It requires a systemic commitment to locating and
employing the necessary resources to insure students make progress in the general education curriculum.
AUDIENCE: All grade levels, ELL, SPED teachers
PD PROVIDER: District personnel
III. CLIMATE & CULTURAL AWARENESS
Building Systemic Capacity through Professional Learning 2009
Page | 25
IV. TECHNOLOGY INTEGRATION
Primary Area of Learning: Technology Integration” An important part of any school district’s technology integration strategic plan
is to build capacity in the organizations technology integration expertise. The district plans to create a
cohort of 15 DMPS teachers from all levels and subject areas in the district. With the assistance of
Heartland AEA technology integration experts, this cohort will use collaboration days in the fall of 2010
developing their expertise in technology integration. Starting in the spring of 2011, members of the cohort
will start to work with staff to assist buildings in learning about technology integration is support of the
building’s instructional goals.
Strategies for integrating the use and application of technology as an instructional tool.
Data Tools – IC Reports, State data warehouse, Tableau, and data collection
Train the trainer – The focus of this strategy is to disseminate information related to technology by
training selected staff and asking them to then train others to support technology related learning.
This would include development of a professional learning network that works collaboratively to
increase the amount of technology integrated throughout the curriculum.
AUDIENCE: All Staff
PD PROVIDER: District and AEA personnel along with online resources
Additional Areas of Learning:
“Tableau” Tableau is a software package that allows large multiple forms of data to be merged and analyzed going on
to produce reports, tables, charts, and graphs. Training is required to help staff learn how to develop this
data into useful information that will inform decision-making at all levels of the district.
AUDIENCE: All Staff
PD PROVIDER: District Information Technology specialists
“Blogging Tools and Web 2.0”
Professional Learning Networks (PLN) Technology tools are now available to allow collaborations any time and to extend beyond buildings and
past geographical boundaries. E-mail, BLOGS, Wikis, Web 2.0 sites, RSS feeds, etc. provide easy to
access methods for exploring, learning, sharing with others.
AUDIENCE: All Staff
PD PROVIDER: District and AEA personnel along with online resources
“Atomic Learning”
Online training materials on technology software and skills. Access to Atomic Learning is provided to all
Iowa schools at no cost. Assessments of technology skills are also available including the 21st Century
Skills Teacher Assessment. This assessment is designed to measure teacher comprehension of 21st century
skills based on the National Education Technology Standards for Teachers. Upon completion the
assessment is scored automatically and the Atomic Learning site provides suggestions to the teacher of
additional Atomic Learning based training that may be of interest to them.
AUDIENCE: K-12 classroom teachers
PD PROVIDER: Iowa AEAs
Building Systemic Capacity through Professional Learning 2009
Page | 26
Counselors - Certified Staff Primary Area of Learning:
“Implementation of the national and state ASCA counseling model”
On-going training of effective strategies for implementation including participation in professional
learning communities that emphasize collaboration and peer coaching.
FOR: All K-12 counselors
PD Provider: AEA Heartland personnel, Counseling Grant personnel
Nurses – Certified Staff Primary Area of Learning:
“Nurses Implementation of professional standards and best practices in nursing”
On-going training on professional nursing standards and the inter-relationship with the school community.
FOR: All K-12 Nurses
PD Provider: Health Services Supervisor, AEA Heartland personnel
Librarians – Certified Staff and Library Associates Primary Area of Learning:
“Library 2.0 and 21st Century Information Literacy Skills”
On-going training for librarians and librarian associates in methods in teaching students how to access and
be critical users of information from multiple sources.
FOR: All K-12 librarians and library support personnel
PD Provider: Library Services Coordinator, AEA Heartland personnel
ELL Staff – Certified Staff Primary Area of Learning:
“Building Capacity for Teachers of ELL”
On-going training for ELL classroom teachers on effect literacy instruction for English Language Learners
using scaffold approaches.
FOR: Secondary Classroom or ELL Teachers
PD Provider: ELL Central Support Staff, AEA Heartland personnel
Special Education Staff Primary Area of Learning:
Professional development is provided to support special educators on topics specific to Special
Education. Topics include: the IEP process, writing and implementing IEPs, providing Specially
Designed Instruction to Special Education students, data based decision making, and providing
support to families of students with special needs.
FOR: SPED support personnel
PD Provider: SPED district staff
V. NON-CLASSROOM CERTIFIED STAFF
(counselors, nurses, curriculum/program specialists)
Building Systemic Capacity through Professional Learning 2009
Page | 27
2009-2010 Professional Development Steering Committee
Chairperson: Terrence Martin, Associate Superintendent
Adams, Barbara Math Curriculum
Amos, Bryce Executive Director
Boecker, Sharon Lincoln High School
Burnett-Requist, Jill Elementary Principal
Calaway, Douglas Middle School Principal
Carlile, Crista Science Curriculum
Clark, Amanda Downtown School
Danielson, Kathie High School Principal
Hammond, Blake Merrill Middle School
Hildenbrand, Jane Leadership Support
Johns, David Humanities Curriculum
Kolstead, Laura Special Education
Latham, JoEllen Literacy Curriculum
Lyddon-Hatten, Lana Central Campus
Martin, Todd Elementary Principal
Nguyen, Vinh English Language Learners
O’Connor, Mary Goodrell Middle School
Rosenberg-Cortes, Stefanie Roosevelt High School
Spencer, Melissa North High School
Starbuck, Courtney South Union
Tubbs, Joanne Music Curriculum
Tutt, Timothy Hanawalt
Uhlenhake, Carolyn Moulton
Young, Alan DMEA