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The Stafford Township School District Professional Development Plan Name
of District:
District
Code:
5020
Address
County:
Ocean
Administrator:
Ronald L. Meinders, Superintendent
Type
of District (check one):
___ K-5
X K-6
___ K-12
___ 9-12
Other (specify):
___________________________________________________ List
names of school buildings, grades, current student enrollment and number of
professional staff members: Name
of Building
School Code
Grades
Enrollment
Number of Professional staff members
(all those who hold instructional or
educational service licenses, such as
child study team members)
Oxycocus
050
K-2
328
35
Ocean Acres
065
K-2
744
61
McKinley
060
3-4
708
57
Intermediate
070
5-6
733
61
District
Name:
Na
a.
The Stafford Township
The Staff members
who attend the PDA may choose to earn either graduate credit through The STSDPDA is
offering interested staff an opportunity to pursue the following degrees from d. Through grant funding, intensive profession development is being offered to a select cohort of teachers in grades two through six, as well as including the seventh grade teachers from the regional high school. Each day of workshop focuses and two grade levels and ensures that opportunities for cross-grade level collaboration are provided. A systemic approach is being utilizing and provides each teacher in the cohort with three full-days of intensive workshops and approximately five hours of in-class mentoring from Dr. Barbara Middleton, who works in conjunction with the NJ Systematic Statewide Initiative. Additional release time is allotted to each teacher for working on collaborative programs or observing other teachers in a “peer-study” model. Training in technology and its applications continues to be
made available to teachers as the district implements
activities set forth in the third and final year of the STAR-W grant.
Designated teachers
receive regular professional development opportunities through full-day
workshops and after-school meetings. Additionally, these teachers receive
mentoring services, provided by a designee from the
SR-ETTC. Other in-district workshop opportunities have been made
available to teachers based on
teacher interest. Through such opportunities, 1. The PDC has assessed the needs of the staff by employing difficult sources of assessment tools. Included were teacher surveys, staff evaluation workshop forms, articulation services request, observations needs, teacher improvement plans and individual professional development checklists. 2. The Professional Development Committee has reviewed these needs of the staff by narrowing the focus of the professional development opportunities and realigned the district professional development standards by adding the Professional Development Academy along with 4 in-service days, local ETTC workshops, in-house training, out-of-district workshop participants, study groups, attendance at conventions, and development of a professional development library. STSDPDA provides a mentorship structure that ensures meaningful learner experiences, personal growth opportunities, and progressive leadership opportunities. 3. A database was developed to mentor staff participation at both out-of-district and in-district in- service instruction. Finally the committee reviewed and correlated information provided by all professional development opportunities and made decisions based on that data. 4. List of Identified District Professional Development Needs ~ Classroom
Teachers: Web Quest Technology – Integration in the Classroom Multiple Means of Assessment Writing Workshop Cooperative Education Discrete Trial Teaching Techniques (selected staff) 100 Book Challenge Guided Concepts of Print/Running Records and DRA Grade Level Articulation Balanced Literacy Instruction Progress Report Completion Critical Thinking Skills: Math Anger in the Classroom Reading Recovery Non-Negotiables of Language Arts Conference Notebooks Dibels Classroom Management AmeriCorps – Citizenship/Community STAR-W NCLB Individual Student Goals Conferences Differentiated Instruction Special
Education Teachers: Web Quest Technology – Integration in the Classroom Multiple Means of Assessment Writing Workshop Asperger’s Syndrome Cooperative Education Articulation Central Auditory Processing Disorders: An Overview from Diagnosis to Management Discrete Trial Teaching Techniques Writing Roundtable 100 Book Challenge Guided Concepts of Print/Running Records and DRA Grade Level Articulation Progress Report Completion Non-Negotiables of Language Arts Reading Recovery Passive Restraints Conference Notebook Classroom Management Classroom Experiences APA Training vs. ASK Testing NJSH Convention Workshops Maximus Training (IEP) Special Area
Teachers: Anger in the Classroom Web Quest Articulation Technology – Integration in the Classroom Articulation (Learning Outcomes & Curriculums) Articulation (Budgets, Winnebago) Progress Report Completion Performing
a.
Vision Statement –The The Stafford Township School District Professional Development Committee envisions a continuous plan of professional development that is designed to ultimately improve the professionals’ understanding of the academic, social, emotional and physical needs of each learner. Frequent and consistent professional development will enable educators to enhance student instruction by developing a variety of teaching strategies and techniques.
b. Goals –The Professional
Development Committee of the Ø Align with all NCLB “regulations” Ø Promote understanding of the core curriculum content standards ensuring that all students have the opportunity to meet high expectations in all content areas Ø Develop an awareness of a range of instructional strategies allowing teachers to effectively address the needs of diverse learners Ø Create strong partnerships with community involvement Ø Effectively address the needs of all stakeholders The origin of the needs as outlined in section 3 helped to drive and design the Professional Development opportunities offered, while allowing the district to provide growth and opportunity. SECTION 5 – DISTRICT PROFESSIONAL DEVELOPMENT OPPORTUNITIES a. Professional Development Opportunities - Specific areas identified as priorities were as follows Ø Technology Ø Problem-solving techniques Ø Critical thinking skills Ø Appropriate assessments Ø Innovative instructional practices Ø Effective inclusion practices Ø Building partnerships with families and community Ø Vertical and horizontal articulation
Planned Offerings –
b. Resources Needed - The following opportunities and activities will ensure effective implementation of the plan: Ø Maintaining a partnership with ETTC Ø Networking with surrounding districts to offer multi-district opportunities Ø Utilizing district personnel for modeling of effective instructional practices Ø Allocating three days during the school year to provide professional development activities Ø Encouraging teachers to collaborate with Southern Ocean County Hospital (SOCH) to provide training Ø Ensuring that district funds are available so that each teacher can participate in an out-of-district workshop related to their individual field Ø Providing sufficient opportunity to articulate with grade level colleagues and/or content area specialists c. Alignment with Professional Development Standards - The professional development
opportunities outlined in the district plan are aligned with district goals and
objectives and state standards. The
following represents the alignment of Standard #1 Enhances knowledge of subject content. 1.1
Assists
educators in acquiring content knowledge within their own discipline and in
application to other disciplines(s). 1.2
Enables
classroom professionals to help students achieve the New Jersey Core Curriculum
Content Standards. 1.3
Routinely
reviews the alignment of professional development content with CCCS and with the
frameworks in all disciplines.
Standard #2 Improves understanding of the academic, social, emotional, and physical needs of each learner and ensures that educators utilize appropriate teaching skills to enable students to meet or exceed their potential.
2.1 Enables
educators to adjust instruction based on knowledge of how students learn and
develop.
2.2 Enables educators to develop approaches and strategies to support the
intellectual, social, and personal
development of each learner. 2.3 Helps educators to develop instructional
strategies that meet individual students’ needs 2.4 Assists educators to recognize students’
strengths and potential. 2.5 Enables educators to respect and appreciate
students. 2.6 Enables educators to plan and design
instructional strategies for inclusive classrooms. 2.7 Encourages the establishment of learning
environment that enhances student learning. 2.8 Encourages continual reflection on the connection
between instruction and individual learning styles and the
developmental levels of individual students. 2.9 Supports a philosophy of school and
classroom-based management, which maximizes student learning.
Standard #3 Reflects best available interpretations of relevant knowledge, including empirical research and the consensus of professional opinion in teaching, learning, and leadership.
3.1 Enables
educators to:
3.1.1 Keep abreast of educational research
3.1.2 Integrate new understandings into content and instruction.
3.1.3 Enhance student learning through scholarship and experience
3.2 Enables educators to provide challenging and developmentally
appropriate curricula that engage students in
learning and thinking. 3.3 Enables educators to enhance their leadership
skills and utilize them in the educational community. 3.4 Acknowledges and respects the intellectual and
leadership capacity of educators in the school community.
Standard #4 Encourages educators to develop a variety of classroom based assessment skills. 4.1 Assists educators in adapting instruction based
on observation and analysis of student work. 4.2 Enables educators to select, construct, and use
assessment strategies for monitoring student learning. 4.3 Promotes an environment where educators feel
comfortable and confident working collaboratively with other
educators, parents, business and community leaders.
Standard #5 Provides for integrating new learning into the curriculum and the classroom.
5.1 Empowers
educators to connect their learning to the context of their teaching to
incorporate new concepts into
practice.
5.2 Provides for initiation and implementation of desired change to
achieve student outcomes.
5.3 Provides for ongoing support for individual educators within the
school environment.
Standard #6 Is based on knowledge of adult learning and development. 6.1 Recognizes adult motivation and the stages of
development in the educator’s career cycle.
6.2 Encourages both the individual and collaborative talents of
educators.
6.3 Applies what is known about motivation for growth and enhances
positive feelings of self worth.
6.4 Fosters confidence in educators’ abilities to achieve success.
6.5 Utilizes a variety of models, approaches, such as individually-guided
staff development, observation/assessment,
involvement in development/improvement process, training, inquiry, etc.
Standard #7 Is periodically assessed to show its impact on teaching practice and/or student learning.
7.1 Results from
a careful analysis of student data. 7.2 Uses educators’ self-assessment to evaluate the
impact of professional development. 7.3 Uses classroom, school and other data to guide
future professional development efforts.
Standard #8 Results from clear, coherent, strategic planning that is embraced and supported by the district’s governing body and by all levels of the school system. 8.1 Supports a clearly delineated vision and is
aligned with the district and school goals. 8.2 Focuses on sound, research-based theories in
school management. 8.3 Focuses on individual, collegial, school, and
district improvement. 8.4 Delineates what students are expected to know and
be able to do. 8.5 Is perceived by the professional staff and the
community as a critical part of the district’s quest for excellence. 8.6 Fosters the use of reflection and self-assessment
in professional and intellectual growth. 8.7 Allows educators to pursue educational
opportunities. 8.8 Encourages careful experimentation with new
practice and creative use of best practice. 8.9 Reflects the educational outcomes the district
seeks to achieve. 8.10 Assists educators in analyzing desegregated
student data (i.e., gender, socioeconomic, ethnicity, and
language) and in making decisions based on that data.
Standard #9 Encourages a school culture that fosters continuous improvement and that challenges traditional roles and relationships among educators. 1.1
Recognizes
that collegial support and interaction are essential to the success of every
aspect of education. 1.2
Provides
for ongoing and meaningful collaboration among educators. 1.3
Values
individual efforts at self-improvement. 1.4
Provides
educators with incentives and resources to pursue a plan of continuous
improvement. 1.5
Involves
strong leadership from all areas of the school community to encourage a
commitment to life-long learning. 1.6
Encourages
creativity and innovation. 1.7
Supports
the on-going development of new skills in a collaborative environment. 9.8 Values the contribution of practitioners in the pursuit of enhanced student learning.
Standard #10 Requires the intellectual and financial support, which enables the achievement of professional development plans.
10.1 Is an
on-going process, which respects the personal strengths and needs of each
educator.
10.2 Encourages governing bodies to support and participate in learning
experiences that will enhance their
understanding of good professional development. 10.3 Encourages school administrators to support and
participate in professional development that will enhance
student learning. 10.4 Is supported by a continuous financial
commitment by the district. 10.5 Increases public understanding and encouragement
for professional development, including the need for time
and financial support. 10.6 Ensures access to technologies and other modern
resources that are essential to effective professional work and
learning.
Standard #11 Requires adequate and regular time during working hours to engage in collegial consultation and learning and to support professional development. 11.1 Provides time for educators to team plan,
collaborate, analyze data and student work, develop and implement
instructional practices, curricula and assessments, implement federal,
state, and local mandates, etc. 11.2 Recognizes and accommodates the other
professional and personal obligations of the individual educator.
Standard #12 Empowers educators to work effectively with parent and community partners.
12.1 Assists
educators in establishing relationships and partnerships with parents and
families.
12.2 Enables educators to identify and use community resources to foster
student learning.
c. Continued – Alignment with Core Curriculum Content Standards
c. Continued – Alignment with District Needs
SECTION 6 – EVALUATION OF THE PROFESSIONAL DEVELOPMENT PROGRAMa. On-going EvaluationThe importance of professional development is acknowledged by the LPDC. The committee will continue to assess the district plan to evaluate its effectiveness. Informal evaluations, and periodic surveys will be utilized to ascertain the plan’s ability to meet staff needs and influence student learning. The committee understands that high-quality professional development must foster an atmosphere of collegiality and improve organizational management. The best research in teaching, learning, and leadership must be considered when preparing for in-services and each professional opportunity must be implemented to develop expertise in subject, content, teaching strategies, and in effective utilization of technology. It is expected that by enhancing professional expertise and cultivating teaching artistry, student learning will improve. To evaluate whether the plan effectively influenced the district goals of meeting staff needs and improving student achievement, a comparative analysis of baseline data was conducted and a significant increase in professional development opportunities was clearly evidenced. More teachers participated in career growth experiences and the number of professional day request forms submitted increased by at least 25%. The need for substitutes grew as the months progressed and before the end of the school year, a transfer of funds was required to meet the rising costs encumbered from the increase. More importantly, a review of both informal and formal observations revealed that staff had begun to utilize a common vocabulary gleaned from in-district in-services. In addition, a review of standardized test scores noted an impressive improvement, implicating again that new knowledge was being translated into practice. Stafford Township School District Professional Development Academy provides a university setting within a school district environment offering graduate degree programs for all staff members, enabling them to carry out the Stafford Township School District mission: to provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements and high standards of behavior enabling our students to become life-long learners in a technological society. The goal of the STSDPDA is to promote the development of professional expertise and to retain quality teachers and administrators by applying the principle that quality learning is directly related to well-educated teachers, effective leadership, high standards, and challenging curriculum. Currently, the
STSDPDA is offering interested staff an opportunity to pursue degrees from Last year’s plan outlined the need to provide both in and out-of-district professional development opportunities. All participants were asked to ensure that the selected activity was aligned not only with the district plan but also with their individual PIPs. The participants evaluated each in- district professional development opportunity and summaries of the findings were prepared and reviewed. Individual evaluations of out-of-district workshops were required of all teachers and were shared at grade-level and faculty meetings. In addition, at the end of the school year, teachers were asked to complete a survey to assess the overall value of the planned professional development opportunities so that appropriate adjustments and modifications could be made. The LPDC believes that all improvement results from implementing a constructive evaluation plan. Assessment procedures will be reviewed yearly and refined, modified, and adjusted to better ensure that the district’s professional goals are effectively addressed. amb 12/1/2005
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