Professional+Learning+Strategic+Plan


 * District 51 Professional Learning: 2010-2011 **

**// What should teachers and students need to know and be able to do? //** || Not implemented with fidelity. || Identify and address challenges interfering with curriculum implementation || Implemented with fidelity || · Design model of expectations for professional learning participants that addresses a cycle of learning, practice, reflection, and refinement. (NSDC findings) · Use the D51 PL Vision and NSCD Standards as foundational to D51 PL. || · Professional Learning Research literature and other PL opportunities · Consultants/Networking || · Ineffective collection and use of data. || Professional Learning ties assessment into instruction || Assessment drives instruction for all students || · Incorporate data-driven conversations into the Professional Learning Development Cycle. · Incorporate multiple sources of results-based data collection into the Professional Learning System || · Department of Assessment Support · Training for facilitators who can lead data-driven conversations · Others TBD || · Professional Learning Plan Implementation team—years two and beyond || · Not a connection between the Professional Learning Plan and the Professional Growth & Evaluation Framework, strategies for learning, and professional development offerings. || Develop and implement a District Professional Learning plan || District has an annual Professional Learning plan with a 3-year outlook that provides relevant, high quality, professional learning for all staff. || · Design and implement a 3-year roll-out for Professional Learning Models · Connect various tools to the Professional Growth and Evaluation Framework (Professional Growth Plans and rubric domains, components, and elements) · Require connections to the PG&E Framework on the Professional Learning model application. || · Software and electronic sites that support the Professional Learning Plan · ? Resources for evaluation tools · Team for approving, monitoring, and assessing professional learning · Trainers of trainers for the PL models · Professional Learning for district facilitators ||
 * Focus Area || Weakness || Strategy || Goal || Key Program || Resources ||
 * ** Curriculum **
 * ** Assessment **
 * // How will I, and they, know when they are successful? //** || · Lack of understanding of how to use assessment to drive instruction.
 * ** Instruction **
 * // What learning experiences will facilitate their success? //** || Lack of effective instruction in the Green, Yellow & Red Zones || Provide Professional Learning to improve instruction in all zones || High quality, differentiated instruction for all students || · Design and implement Professional Learning Models that require directly addressing the needs of diverse learners. || · Teams to pilot and evaluate PL models—year one
 * ** Systems Enhancement & Growth **
 * // Based on data, how do I refine the learning experiences? //** || · Lack of a Professional Learning plan

//* “A data-driven, research-based, well-defined professional development program is one that examines data about student learning needs, understands the context in which the program will be implemented, develops goals for improved teaching and learning, assesses educators’ learning needs in relationship to those goals, studies research to determine which practices have contributed to achieving similar goals in similar contexts, develops a theory of change that defines the program’s planned actions to achieve the goals, ensures appropriate resources to implement the planned actions, monitors progress through formative evaluation, makes revisions as necessary, conducts summative evaluation, and uses the results of the evaluation to make decisions about the program”// (Killian, //Assessing Impact: Evaluating Staff Development, 2nd Edition//).