Western New York and Finger Lakes Region: cIcu Professional Development Initiative
Regional Plan for Professional Development
Purpose
Format (roundtable,
summit, working
sessions,
centralized/campusbased)
Participants:

Teacher education

Arts and science
Phase 3: Implementation and engagement across system
(fall 2013, spring 2014)
The focus of Phase 3 will be on informing and supporting all participants at the
local levels of their roles, responsibilities, and possibilities.
At the point of Phase 3 implementation we need to focus more on the local
level including sub-regional (Rochester, Buffalo, Southern Tier) and campusbased activities that may involve cross-sector integrations (SUNY). Because of
the rich support that can be offered by individuals in like-roles at other local
institutions we are leaning towards sub-regional mini-summits that book-end
the academic year with something in early fall (just before or in the first weeks
of the fall semester) and late spring (near the very end or just after the spring
semester).
Faculty in TED would bring samples of planned, proposed, or recently
implemented curriculum and assessment changes (resulting from new state
cert exams, common core, etc.) to share with fellow TED faculty in the fall for
feedback and support of one another. In the spring the same faculty would
share information/data gathered as a result of the implementation of these
changes throughout the 2013-14 academic year (student feedback, scores,
focus groups, etc.). This would illustrate the challenges and successes of
implementation. The product would be evidence-based before and after
curriculum and assessment materials.
Faculty in various Arts and Sciences disciplines (maybe only math and ELA this
year because those common cores have been implemented in NYS) across
campuses would gather to unpack the common core curriculum in their
discipline areas. They will identify a set of “need to knows” for other faculty
in their discipline regarding 1) the knowledge and skills that future freshmen
will bring to their institutions, and 2) the potential need for revisions to their
program offerings for TED candidates based on the new CSTs. The product
could take the form of an open letter to faculty in their discipline, a white
paper, a webinar, etc.

P-12
Outstanding cooperating teachers and/or key district-based field placement
coordinators would gather to examine the teacher certification changes in NYS
and develop a PD workshop for peers in the region that supports them in
mentoring teacher candidates in their classrooms. The product would be a PD
workshop that bears credit and can be implemented across multiple districts
in the region. Another potential focus would be a cross walk between APPR
and edTPA expectations.

Educational
leadership
Educational leaders representing each of the key districts would gather to
examine the changes in teacher and educational leader certifications. They

Other (Clinicial
supervisors)

Other (writing
support)

Other (IT)
Core topics:
would consult with experts in school law (legal and ethical implementation) to
focus on existing structures that may impact their ability to support teacher
and educational leadership candidates. The product(s) might be regional
policies and procedures that meet the needs of individual districts such as a
common permission form for video and photography that covers the districts
needs and the edTPA requirements. Another potential product could be a
webinar on supporting educational leadership candidates to meet the
changing expectations.
The clinical staff/faculty at the regional institutions could gather to share
planned, proposed , or recently implemented changes in their evaluation
forms and procedures as a result of changes in common core, teacher cert,
APPR, etc. in the fall. In the spring they would share the results of their
implementation efforts in a fashion similar to TED faculty above. Their product
would be a repository of samples.
Writing support staff from across the sub-region could gather to examine the
elements of the cert exams that require extensive writing competency. They
could develop products such as an open letter to peers regarding the changes
that are taking place, a packaged workbook or webinar tutorial for candidates
preparing for these exams, tips for faculty to support candidates in their
writing development, etc.
Information technology staff from across the sub-region could gather to
examine the technology needs associated with supporting candidates through
the certification process (online testing, video taping, video conversion, eportfolio platforms, and video editing, etc.). A variety of products might be
developed to support faculty, fellow IT professionals, and candidates.
Covered in all areas above.

Certification exams
(performance
assessment, EAS,
ALST, CSTs)

Data –based
instruction (include
APPR)
Each group would gather evidence or develop a product. The P-12 group and
educational leadership group would focus on APPR and edTPA alignment.

Clinically rich
practice
P-12 and educational leadership group would focus on these topics.

Common core
Common core would be addressed by the TED and Arts and Sciences groups.

Other
Expert Presenters
May need expert presenters in Common Core, and school law/ethics…other
groups would simply need facilitation.
Deliverables:
The deliverables (or potential deliverables) are listed within the participant
groups above). We really didn’t want to tell the groups what the deliverable
was. We wanted to present the challenge with the understanding that there
needed to be a product. They would decide which type of product best
addressed their constituency group.




Resources
Instructional videos
Online modules
Other
Evaluation/impact
In sum, we hope to have a repository of work samples, syllabi, lesson plans,
videos, webinars, etc. that will help others in our region and beyond.
The products/deliverables in each group could serve as the evaluation????