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EDL 645
November 5, 2016
Ellen Semenuik, Dustin Bradshaw, Valerie Walsh and Beth Wylie
Ellen Semeniuk
Beth Wylie
Dustin Bradshaw
Valerie Walsh
Staff Development Plan for Administrators Regarding Best Practices in the Classroom
EDL 645
November 5, 2016
Ellen Semenuik, Dustin Bradshaw, Valerie Walsh and Beth Wylie
3. All team members will attend a local training on how to perform teacher observation. If
local training is not available, the team will use the webinar format.
4. Encourage principals and assistant principals to take on an assigned teaching duty, such
as an elective.
Staff Development Plan for Administrators Regarding Best Practices in the Classroom
EDL 645
November 5, 2016
Ellen Semenuik, Dustin Bradshaw, Valerie Walsh and Beth Wylie
2). Set high expectations for all students. Belief that all students can meet high standards while
understanding that some of our students need additional support to meet them. Students are
offered rigorous courses taught by highly qualified teachers.
A. All teachers are correctly assigned.
B. Intervention program in place for at-risk students that includes both push-in and pull-out
services during the school day and small group instruction during after school tutoring.
C. Teachers differentiate the instruction, providing opportunities for higher level thinking
and problem solving for the advanced student.
3). There is focused professional development with a strong emphasis placed on training staff in
areas of most need. Feedback from learning and teaching focuses extensive and ongoing
professional development. The support is also aligned with the school or district vision and
objectives.
A. Annual evaluations and professional learning plans are in place to encourage continuous
professional growth for both teachers and administration.
B. All faculty have professional growth plans in place with measurable annual goals.
C. Additional duty days added to calendar to provide staff development training days.
4). High levels of communication and collaboration between teachers and administration.
Teachers are all connected across grade levels and with other staff members in a professional
learning community.
A. Early dismissal days provide time for professional learning teams to meet.
B. Monthly staff meetings provide time for collaboration and planning.
C. Administrators are in the classrooms on a weekly basis to provide observation and
feedback to the teachers.
5). The staff climate is one of mutual respect among all team members. Teachers are respectful
and foster a sense of well being with each other-non adversarial. Everyone is connected to the
problems and the solutions.
A. Staff norms are created and reviewed on an annual basis.
B. Continuous learning is a core value of the teachers and staff.
6). Curriculum, instruction and assessments are aligned with state standards. Research-based
teaching strategies and materials are used. Staff understands the role of classroom and state
assessments, what the assessments measure, and how student work is evaluated.
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Staff Development Plan for Administrators Regarding Best Practices in the Classroom
EDL 645
November 5, 2016
Ellen Semenuik, Dustin Bradshaw, Valerie Walsh and Beth Wylie
A. Curriculum and materials aligned with the Common Core State Standards are in place in
every grade-level.
B. Teachers are trained in Standards Based Interim Assessments and they are administered
twice a trimester.
C. Teachers and administration have annual training related to curriculum and instruction.
7). Frequent monitoring of teaching and learning. Classroom assessments are used to help
identify students who need more time and support. Teaching is monitored and adjusted based on
student learning and needs. Assessment results are used to drive instruction.
A. Standards based progress monitoring assessments are in place for all grade-level in math
and English language arts.
B. Teachers use data to create learning groups, and identify students who are at-risk and
require additional services.
C. Formative assessment practices are observed in daily classroom instruction. Teachers
respond to student need by adjusting their instruction.
8). Supportive learning environment The school has a safe, civil, healthy and intellectually
stimulating learning environment. Students feel respected and connected with the staff and are
engaged in learning. Instruction is personalized and small learning environments increase student
contact with teachers.
A. School-wide Positive Behavior Interventions and Supports program in place with
ongoing professional development.
B. California Healthy Kids Survey data is used to drive services and instruction.
C. Class size are capped to provide effective learning environments.
D. Classroom paraprofessionals are in place in every classroom for at minimum 3.75 hours
per day.
E. Small group instruction is used in daily instruction.
9). High level of family and community involvement There is a sense that all have a
responsibility to educate students, not just teachers and staff in schools. Families, as well as
businesses, social service agencies, and community colleges/universities, all play a vital role in
this effort.
A. Parent engagement averages at four hours of volunteer time per month.
B. 95% of parents attend two parent-teacher conferences per year.
C. HSU volunteers engage in the classrooms as literacy aides, math instructors, mentors, and
to provide general classroom support.
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Staff Development Plan for Administrators Regarding Best Practices in the Classroom
EDL 645
November 5, 2016
Ellen Semenuik, Dustin Bradshaw, Valerie Walsh and Beth Wylie
D. Partnerships exist between the school and the local business community who sponsor
extra-curricular activities.