District Professional Development Committee Report April 6, 2016 Dedham Public Schools
Our Mission The Professional Development Committee is dedicated to the task of providing professional learning opportunities that support delivery of best practices by all staff to promote the success of all students. Through this work we strive to support the professional goals of our district, schools, and colleagues.
Members of the Professional Development Committee CAPD Wendy Garland Avery Ingrid Mayyasi Riverdale Alison Kieffner Avery Ed Paris Riverdale Karen Maregni Avery Lisa Stanton Riverdale Sharon Harrington ECEC July Fagone DMS Sarah Boensel ECEC Shelly Pagnotta DMS Katie Roche ECEC Jen Porack DMS Sarah Altone Greenlodge Linda Kobierski (Committee Chair) DHS/DMS Kerri Bryant Greenlodge Teresa Calderone DHS Jen Hawkins Greenlodge Rachel Dudley DHS Ken Toomey Greenlodge Ron McCarthy DHS Kristen Cannon Oakdale Kristy Yankee DHS Katie DeWit Oakdale Judy Foley District Heidi Graceffa Oakdale Don Langenhorst District Heidi Nihill Oakdale Liza O’Connell District Heather Caruso Riverdale Bridget O’Leary District
What is the purpose of professional development?
Effective professional development: is focused on building staff ● What does effective capacity for positive student professional development look outcomes is relevant, targeted, and like? ● timely is differentiated to staff ● We asked our staff and consulted learning needs current research. Here’s what we occurs over time and must ● learned. be ongoing responds to staff feedback ●
In District Professional Development 2015-16 2016-17 2 full days 3 full days ● ● 5 half days 5 half days ● ● 20, 1 hr meetings 20, 1 hr meetings ● ●
Developing a comprehensive, goals-centered PD program using input from multiple data sources. Superintendent’s Superintendent’s Focus Group & Entry Report PD Staff Survey Findings Data Previous District Initiatives
A Sampling of Identified Content Areas ● District-wide Writing Initiative ● Continued Integration of Technology (ex. DPS EdCamp) ● Educator Evaluation and Supervision ● Response to Intervention/Tiered Interventions ● Specialized workshops in: ELL, Guidance, Nursing, Food Services, Special Education, EveryDay Math Updates
We also established criteria for best-practices delivery of our PD programs. Focus on targeted topics that is sustained over time ● Designed and delivered with highest pedagogical standards, ● including integration of technology Designed and delivered by in-district experts (‘Train the ● Trainer” model), or carefully vetted provider when appropriate Provide time for practice and implementation ● Collect staff feedback at close of every workshop (“Ticket to ● Leave” survey) Use feedback to inform future planning ●
Our Planning Process Identification of content/topics ● What are needs at school, grade, role/specialty level ● When will training take place in PD schedule ● Identify resources/strategies to obtain as needed ● Coordinate with Assistant Superintendent’s office to allocate ● resources, establish logistical plans Communicate with staff throughout ●
Sample District-Wide Release Day Schedule
Agenda for 10/9 Elementary Inservice ● Ice breaker ● Why Informational Writing? ● Break ● Stations ● Ticket to Leave Objectives ● Collaboration with colleagues in other schools who share the same role and have other experiences to draw upon Understand Informational Writing using Common Core State Standards ● Explore resources to support writing instruction ● Create “student-friendly” objectives to be posted in the classroom ● Research mentor texts to be used during writing instruction ●
A day of staff-driven professional development, preK-12, on the theme of technology and student learning. November 3, 2015 Dedham Middle School
It is participant-driven PD in What is EdCamp? which participants: ● determine session topics ● share responsibilities to ensure sessions are relevant and meaningful ● collaborate to share expertise ● are empowered as learners
How we tailored the EdCamp model to our needs as a district. Established a theme that supported a district-wide initiative: ● “Technology and Student Learning” “Modified” EdCamp format: used staff survey data to identify topics ● of interest, established first session topic in advance Populated first sessions with knowledgeable facilitators to model ● processes Supplied additional facilitators as needed for subsequent sessions ● Developed and ran informational PD in every building prior to ● November 3rd to help prepare staff for EdCamp.
DPS EdCamp 2015 Schedule
We asked staff to rate the DPS EdCamp experience. An overwhelming 82% rated the experience as ● valuable to extremely valuable. ● By survey most told us that they had walked away with resources that could be directly applied in their classrooms. (out of 321 responses)
We also asked them to rate the DPS EdCamp format. Again, over 80% responded favorably finding ● the format to be very good to excellent. Staff also requested additional time to work ● together on implementation, resulting in subsequent PD planned for that purpose. (out of 321 responses)
DPS EdCamp: a collaborative success! ● Technology Department ● Central Administration Staff ● Food Services ● Buildings and Grounds ● Middle School Administration and Staff
Continued planning of a comprehensive, goals-centered PD program. District Strategic Review and Assessment Plan & School of Progress in Improvement Ongoing Programs Plans “Ticket to Leave” Data from Ongoing PD
And with ongoing progress in our programs, connections between the CAPD committees continue to evolve.
PD Snapshots 2015-16
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