Professional Development Plan 2017-2022

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SAU 90 - Hampton School DistrictProfessional DevelopmentPlan2017-2022

IntroductionThe mission of the Hampton School District is to provide an encouraging educationalenvironment where the unique talents and abilities of individual students are recognized and thelearning experience is meaningful. Every student will achieve mastery through a firm foundationin core fundamentals, higher levels of thinking, problem-solving and critical/creativecommunication skills.Creating and sustaining a teacher effectiveness system that enhances student achievement hingeson a well-developed professional development strategy focused on district goals. Currently,professional development is one of the most significant capacity-building investments in ourpublic education system.PurposeThe Hampton School District values professional development as fundamental to the success ofthe district. Professional development increases educators’ knowledge and enhances theirprofessional skills, deepens educators’ understanding and appreciation for the varied needs ofstudents and enhances educators’ capacity to facilitate the learning success of all students. ThisProfessional Development Master Plan has been developed to provide the structure and meansthrough which educators continuously enhance their professional competency andsimultaneously satisfy the NH recertification requirements enumerated in Ed 512.03. Theprimary aim of this Master Plan is the enhancement of learning for all students. As a means tothat end, the procedures and tools of this plan are intended to facilitate the individual andcollective growth of all district educators. This plan recognizes that high quality professionaldevelopment that improves the learning of all students is: driven by the results of a regular and systematic analysis of a variety of data andinformation on student learning focused on the effective implementation of research-based educational practices responsive to the unique learning needs and styles of each individual educator best accomplished through the development of collaborative learning communities whosegoals are aligned with the improvement priorities of the districtTherefore, in conjunction with the New Hampshire Department of Education's ProfessionalDevelopment Master Plan guidelines, a committee was established to develop a SAU 90Hampton School District Supervision and Professional Development Master Plan.2

Members of this committee:Kathleen Murphy, Superintendent – SAU 90Lois Costa, Principal - Marston SchoolTimothy Lannan, Principal – Centre SchoolJessica Parsons, Director of Pupil Services – SAU 90Andrea Dutton, Teacher – Hampton AcademyLisa Wenger, Teacher - Hampton AcademyAllison Bennett, Teacher – Marston SchoolAmber Levine, Teacher - Marston SchoolAmy Murphy, Teacher - Marston SchoolLJ Dutton, Teacher – Centre SchoolMichelle Witt, Teacher – Centre SchoolJenny Salvia, Teacher – Centre SchoolReview CommitteeAs neededSchool Board MembersCharlotte RingSelection to serve on the SAU 90 Professional Development Committee includes one of thefollowing: Representation from each building for a five year termMembership will be staggered over the five year term with new members phased inyearly3

SAU 90 Professional Development Committee Responsibilities:Chair: Presides at each meeting Prepares agendas for meetings Communicates with Local Professional Development Committees Calls any special meetingsSecretary: Records, publishes and distributes minutes of all meetings to committee members andbuilding principals within two weeks following a meetingDistrict Professional Development Committee (DPDC): Endorses the Professional Development Master Plan Processes and/or makes initial approval of CEUs for professional development activities Communicates professional development concerns to the SAU 90 ProfessionalDevelopment Committee Educates staff to the changes in the new SAU 90 Professional Development Master Plan Supports staff members with the Master Plan requirementsSchool Chair: Presides at all school meetings Serves as the district representative at SAU 90 Professional Development CommitteeAppeals Subcommittee: Acts upon grievances relative to professional development that fail approval, CEUassignments, and the goal setting processAmending the SAU 90 Professional Development Master PlanElicit suggestions for changing the SAU 90 Professional Development Master Plan annually aspart of our survey. Suggestions can be offered in writing and sent to the chair of the DistrictProfessional Development Committee. The committee will review and vote upon thesuggestion(s) at the next scheduled meeting.4

Hampton School District Professional Development PlanThis plan is systematically organized to advance student learning. The domains of Highly Qualified Teachers,Instructional Improvement, Professional Development, and Teacher Effectiveness equally contribute to a continuousimprovement model that enables students to achieve their highest potential5

SAU 90 Principles of Effective Professional DevelopmentThe following principles of effective professional development identified below express ourbelief that prepared and supported educators help all students achieve a higher level of learning.Effective professional development: Focuses on educators as central to student learning Focuses on individual, collegial, and organizational improvement Respects and nurtures the intellectual leadership capacities of educators, principals, andothers in the community Reflects best available research and practice in teaching, learning, and leadership and isdifferentiated in its approach Enables educators to develop further expertise in subject content, teaching strategies, usesof technologies, and other essential elements to teach to higher standards Promotes continuous inquiry and improvement and is monitored for quality delivery andis evaluated using data on classroom instruction and student achievement Is planned collaboratively by those who will participate in, and those who will facilitatethat development Is aligned vertically and horizontally Requires substantial time and resources that are allocated through a clear district-wideprocessSAU 90 GOALS Adopted 9/13/16Goal #1 – Curriculum Assessment and Instruction – To continue to work toward 100%proficiency in core curriculum content and support an environment of academic challengefor all students. Continue the alignment of the curriculum to national standards while making curriculuman active part of teaching every day Use current assessments and standards to assist in the development of student reportingsystems Preschool through Grade 8 Incorporate the goals and objectives of the Hampton School District five yearTechnology Plan Continue to work with Winnacunnet High School to facilitate more successful transitions Align the Hampton Social Studies curriculum to the national standards Develop common assessment, both formative and performance basedGoal #2 – Human Capital Resources – To continue to ensure that the Hampton SchoolDistrict provides the highest quality of personnel to meet the educational, administrativeand support needs of our learners. Reconsider the functional role (i.e. staffing) of technology in instruction and schooloperations6

Monitor the climate in all three school buildings Explore possible teacher leadership opportunities Advance working relationships with local higher education to benefit administrator,teacher, and student growth and successGoal #3 – Communication – To continue to foster strong relationships with students,families and community through effective communication that is built on trust and sharedresponsibility. Use multiple and appropriate methods of communication and engagement to reach allstakeholders and all of the various entities of the L community to develop partnershipsand shared responsibilities for student successRenew efforts to work with parents and families of students with special needsGoal #4 – Governance – To continue to address the critical educational concerns and needsin the school district. Review and maintain school district policiesComplete School Board orientationReview safety protocols and emergency plans for the districtGoal #5 – Finance and Facility – To continue to align resources to accomplish prioritieswithin a balanced budget. Identify opportunities for and achieve greater efficiencies through sustainable effortsImplement attainable and affordable recommendations from Safe Routes to SchoolTravel planConsider school safety recommendations and being to address improvements asresources permitGoal #6 – Academy – To secure public support for a renovation project that addresses thefacilityand program needs of Hampton Academy. Develop documents for public review that describe and illustrate the needs of thebuilding projectThe district is responsible for establishing and distributing its annual and/or long-range goalswith specific action plans and timelines for achieving those goals by September 30th based on theanalysis of data. This includes collection methods used to evaluate specific practices,partnerships with parents, community, and businesses in the area (see Data Collection Chart).7

Data Collection ChartSourcesSBAC/ NECAPScience / DLMCurriculum BasedAssessments andPerformance Tasks/CommonAssessmentsReport Cards /Fountas & PinnellBenchmark / STARStudent needsassessment(e.g. attendance,retention, behaviorincident, health &wellness)504, ESOL, Title I,Special ent/ CommunityInput:(forums, surveys,PTA meetings,District & BuildingCommittees, ParentTeacherConferences)PortfoliosTeacher Supervisionand EvaluationModelCollectionAnalysisHow often, whenAnnuallyWho analyzes, what processAdministration, Guidance,EducatorsAdministration, Guidance,Educators(by school)For curriculum and instructionalimprovementFor curriculum and , Guidance,EducatorsOn-goingAdministration, Guidance,EducatorsFor curriculum and instructionalimprovementTrack progress over timeMonitoring individual studentperformance and safetyTrack progress over timeOn-goingAdministration, Guidance,EducatorsFor curriculum and instructionalimprovementOn-goingAdministration, Guidance,EducatorsAdministration, Guidance,EducatorsFor curriculum and instructionalimprovementFor curriculum and instructionalimprovement, student safetyOn-goingAdministration, Guidance,EducatorsFor curriculum and instructionalimprovementOn-goingAdministration, Guidance,EducatorsFor curriculum and instructionalimprovement, educator goalsettingOn-goingOn-going8Decision Making

Analyzing and Using Data to Make Decisions Regarding Student Learning NeedsSAU 90 educators analyze the strengths and weaknesses evidenced in the data sources referenced inthe Data Collection Chart. The results of the data points are reported to the local school faculties andSchool Boards. School leadership groups, in collaboration with educators, will work to identifyspecific professional development needs based on the information. The district’s budget includesprovisions for professional development along with federal entitlements.The process for making instructional program recommendations and for planning professionaldevelopment activities will follow the steps outlined below: Data is collected and analyzed Learning goals are developed by using the Self-Assessment Worksheet to determine strengthsor needs, and then prioritized. The District Leadership teams prioritize goals taking student achievement, time, and resourceconstraints into consideration. Goals are disseminated to staff by October 1st to be used in their self-assessment and inpreparation of their Individual Professional Development Plans (IPDP). Individual staffmembers develop their IPDP by October 31st. Individual Professional Development Plans provide opportunities for educators to gainexpertise in the areas of planning and preparation, classroom practice, classroom climate andthe school’s role and organization as outlined in the SAU 90 Evaluation and Supervisionprotocols; as well as to meet their needs in addressing District/School priorities. Student outcomes are measured by assessment data as previously outlined.IPDP plans are revised, if necessary, based on new opportunities/needs, student learning outcomes,and the SAU 90 Evaluation and Supervision protocols.In order to evaluate the impact of the professional development activities on student achievement, allstaff will complete a Goals Reflection Form to assess the effectiveness of their activities towardsachieving their goals.Information from the Data Collection Chart allows SAU 90 educators to: improve instruction and advance student learning provide feedback to students and parents use this data as one measure of accountability identify professional development needs increase sharing of effective practices among teachers drive curriculum renewal focus on what students still need to know support continuous development9

SAU 90 Individual Professional Development Planning Process1.2.3.4.Option 1Traditional ModelStaff member does self-reflection (Self-ReflectionWorksheet)Review District/School GoalsDevelop Individual Professional Development GoalsIdentify specific activities to achieve goals5. Write, then review plan and Individual ProfessionalDevelopment Goals with supervisor, by October 31st6. Carry out plan7. Complete a Goals Reflection upon completion ofactivities by May 31st8. Track activities on a Cumulative Record FormJob Embedded OptionAction Plan Model1. Staff member does self-reflection (Self-ReflectionWorksheet)2. Review District/School Goals3. Develop Individual Professional Development Goals4. Complete the Job Embedded Professional DevelopmentApplication5. Meet with your administrators for approval6. Review your timeline and meet in accordance of your plan7. Agree o