Professional Learning Program
Hebron Public Schools
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Powerful professional learning is a process which can transform schools
into places in which all adults and students are deeply engaged in learning
and making meaning of their lives
Specifically this means that if certain pieces are in place then we will achieve the outcome of
increased student achievement:
 Districts and schools have comprehensive professional learning plans, based upon
compelling student learning data that strengthen individual capacity to improve
instruction and build a shared learning community resulting in an improved classroom
focus on instruction.
 Professional learning is focused, differentiated to provide for the needs of staff at
different stages of their career, ongoing, and provides embedded opportunities for
reflection.
 Professional learning experiences are varied and conducive to collaborative problem
solving, and balance practice of new knowledge and skills with feedback and
reflection. It is essential to establish a school culture of trust that enhances
collaboration and one where schools are learning environments for teachers as well as
students
 Professional learning is aligned to standards and regularly evaluated to ensure
experiences are high quality, and meets standards, school and district goals.
8/25/2014
Director of Curriculum and Technology
Vonda Tencza
Hebron Public Schools Professional Learning Schedule, 2014-2015
Hebron Public Schools calendar of professional learning includes one teacher work day split into two half days (one prior to the start of school and
one at the end of the school year), two teacher-proposed/administrator approved professional learning days split into half days throughout the year
to support ongoing learning, and four district-directed professional learning days spread across the school year.
For the 2014-2015 school year there will be additional professional learning opportunities provided through half-day early release dates for students
as well as during three after school hour meetings. These meetings are categorized as staff meetings (first Wednesday of each month), School
Development Plan- SDP meetings (second Wednesday) and Professional Learning and Collaborative Experiences – PLACE meetings (third
Wednesday).
2014-2015 Professional Learning Schedule
Department
K-6 teachers
August 26
Full
directed
NWEA
October 10
Full
directed
NWEA
Sp. Ed tchrs
NWEA
NWEA
Specialists
NWEA
NWEA
PreK
NAEYC
NAEYC
Unified Arts
Standards,
Standardsassessment based work
Psychologists State regs,
NWEA
assessments
October 14
AM
directed
Technology
stations/CC
Technology
stations/CC
Technology
stations/CC
Technology
stations/CC
Technology
stations
Technology
stations
October 14
PM
proposed
Nov. 4
AM directed
CC math/ela
CC math/ela
CC math/ela
NAEYC
AM-SmartBoard
PM-Application
Assessments
and IEPs
Audience
PreK: PreK teachers, Barbara Wilson
K-6 classroom teachers: teachers, long-term substitutes
Special Education Teachers: special education, co-teachers, GOAL, C&E
Unified Arts: Art, Music, Library, Physical Education, Spanish
Specialists: Speech/Language, psychologists (sometimes combined, sometimes separate)
Nov. 4
PM
proposed
March 16
AM directed
SBRC/NIMS
level 1
SBRC/NIMS
level 1
SBRC/NIMS
level 1
Tbd/NIMS
level 1
Tbd/NIMS
level 1
Tbd/NIMS
level 1
March 16
PM
proposed
June last
AM
proposed
Initial Professional Learning Schedule- designed by Professional Learning/Evaluation Committee- to be refined as year progresses
PLACE- professional
learning and collaborative
experiences
early release
Website teamwork
NWEA proctor prep
CDT summer work share
out within grade levels (30
math, 30 ELA)
SBRC- ID formative
and summative
assessments
October
CCT rubric (ppt)
and goal setting
(packet)
CCT domain 1(20
minutes) and alignment
to CC
SBAC digital library explore
(30), CDT vocabulary work
connecting to math and
reading (30)
November
CCT 2,3,4 (20
minutes) alignment
to CC
and website work
Website work – how
can parents help
children at home (CCSS
focus)
SBRC- rubric
development for
parent
communication
CC math/ELA
application- WW
presenters
/application and
CC big ideas article
Jeff- HES 10 min
NWEA student
strengths/supports
January
Jeff- GHS 10 min
NWEA student
strengths/support
Midyear eval
conversation
points/question
probes- half hour
February
SBAC support
Assessment discussion
Vertical discussion
SBRC
14-15
staff meeting
SDP- school
development plans
August
September
December
March
April
May
June
HEGE- review plan
(jigsaw)
scheduling
Summative eval
data reflection
HEGE update on
Learning Designs
Data team
review/goals
Mid-year follow up
from staff meeting
& SRBI behavior plans
Climate data review
HEGE update on Data
NWEA – Growth bands
| discuss
Session 2A tech CC
applications from Oct
Math 3,4, K
ELA 1, 2, 5,6
Session 2B tech CC
applications from Oct
Math 1,2,5,6
ELA K,3,4
Reading assessment workfor standards –linking
classwork and
assessments- pick/pace
Reading/assessment work- come back with scored,
discuss next steps
Session 4A CCSS- tech skills
continuum
Session 4B CCSS- vertical
Team Reflection/inform
Prof. Learning HEGE
Given to August
District Professional Learning
Aug 25 1/2 Directed (convocation/building meetings, meet&
greet) & 1/2 Teacher Work day
Aug 26 full Directed: NWEA- classroom, math, ela, sped tchrs,
specialists. NAEYC- preK tchrs, Standards/assessments- UA, State
regs/assessments- psychologists
Oct 10 1 full Directed – NWEA- digging into data for data teams
Oct 14 AM Directed- Technology Stations: Learnzillion, Moby Max,
NewsELA, website tips/work, iPads (rotation design)
Individual needs- PM Proposed
Nov 4 AM Directed, CC math/ELA (from staff attending state lead
modules)
Indiv needs- PM Proposed
SBRC (1st mp)
Paraprofessionalspbis work
SBRC continued
March 16 AM Directed (SBRC 2nd mp or NIMS),
Indiv needs- PM Proposed
SBRC- finish
After last day: Indiv needs- 1/2 Proposed, ½ TW -Teacher work
day
Hebron Planned Program for Professional Learning- Professional Learning Targets
Suggested District/Building Priorities
Suggested Curriculum/PLACE Priorities
Focus of District PL and School Development Plans
Focus of School Development Plans and Curricular Needs
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School Climate & Safety
Student Work Protocols
Vertical Team Topics
UDL and Differentiation Strategies
Assessment Strategies
Feedback and Questioning Strategies
Interdisciplinary
Teacher Evaluation
Report Card Revisions
Key Instructional Shifts
Universal Design for Learning/Differentiation
Curriculum Revisions
Assessment Revisions/Alignment
CCSS Module Activities
Standards of Mathematical Practice
Unit Development
Digital Library
Suggested Proposed/Self-Directed Professional Learning
Focus of Professional Learning
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Effective Teaching Strategies
Writing/Reading in the Content Area
Technology Integration for Effective Instruction
Formative Assessment Practices
Differentiation Strategies and UDL
Assessing Standards
Digital Library website
ctcorestandards.org
achievethecore.org
Proposed/Self-Directed Learning Designs
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Book study
Action research
Independent inquiry
Case Discussions
Video study/Peer observations
Looking at student work/ use of protocols
Guidance for Directed and Proposed Professional Learning
District-Directed, Proposed, and Teacher Work days will begin at 8:15 or 12:15 when appropriate, and end at either 11:15 or 3:15 as appropriate.
Staff will remain in their assigned/identified location for the duration of the day. Locations and specific learning goals will be clarified in advance
of the scheduled event. Proposed Professional Learning sessions will be linked closely to the Hebron Educator Growth and Evaluation Plan.
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Teacher-proposed days must be approved in advance by the evaluator
For the 2014-2015 school year, teachers will complete the Professional Learning Proposal form for both days to total twelve hours of
professional learning prior to October 2nd, 2014.
o This provides administration time to review and approve or return for revision all proposed activities.
Proposed activities must fall under the scope of the District and School goals, and may be further refined by the guidance of the “Suggested
Proposed/Self-Directed Professional Learning” suggestions in the above chart.
Proposed Professional Learning may be designed so that a teacher or group of teachers may identify more than one objective or activity and
then report out at the end of each proposed session accordingly on what was accomplished. This is to help ensure flexibility as the year
progresses- a teacher may realize a class needs additional support in one area and therefore not address one of the previously established
proposed activities.
Hebron’s HEG/E Committee will begin working this year to align our Professional Learning to Learning Forward’s Standards for
Professional Learning, based on staff completion of the initial survey last spring. There are 7 standards and our EG/E Team decided to focus
on the Data and Learning Designs standards and our work this year will be to better align our professional learning to meet these standards.
Application for Proposed Professional Learning
Once the application is completed it is submitted electronically to the evaluator for approval. If revisions need to be made, it will be returned with
feedback and should be resubmitted in a timely fashion.
After approval, it is the teacher’s responsibility to complete a brief explanation of what was accomplished at the end of each proposed professional
learning session and email the document within one week of the activity to the evaluator for reference.
Since there are no dates attached to the proposed list of ideas, the teacher has flexibility to select and work on the goals that best meet their needs.
Not all may be accomplished during the year, and additional ideas might be added as unexpected needs crop up during the year. These new
additions must be discussed in advance with your evaluator.
At the end of the year, the final profile will document the full two days of professional learning accomplished by the teacher and will be filed with
the Director of Curriculum and Technology.
Application for Proposed Professional Learning 2014-2015 (form to be provided in electronic version)
NameSchool/RoleProposal to cover two full days (twelve hours) of professional learning during the 2014-2015 school year. Please refer to the Hebron Professional Learning
Schedule for guidance regarding types of activities and structures that would support your ability to help your students and to meet district and school needs.
Example: for the 2014-2015 school year I will support the school goal of increasing literacy and address my classroom’s need for instructional
support in conveying ideas and information clearly with support in an organized manner by accomplishing the following:
 Read the Lucy Calkins support chapters in Writing Pathways and If/Then with a focus on formative assessment practices that encourage
strategies students can implement to improve writing organization, clarity, and support
 Review video clips from identified sites that model exemplar lessons and formative assessment strategies (TWP site, Achievethecore.org,
Digital Library)
 Develop and implement standards-based rubrics that provide explicit feedback to students on targeted areas of need
 Observe identified teachers at my grade level or other grade levels during writing workshop conferences that provide explicit guiding
feedback to students that they will then implement in their writing
Proposed list of professional learning activities and designs
Professional learning activity
Learning Design
Anticipated outcome/impact on student growth
Building Administrator/Director of Curriculum Approval:
Updates- list which professional learning activity in which you participated, the learning design, and a brief explanation of your outcome/expected impact in
classroom within the next 30-60 days.
Session 1: October 14 PM
Session 2: November 4 PM
Session 3: March 16 PM
Session 4: last day June AM
June: Brief statement summarizing value of professional learning that occurred this year (attach evidence of impact on student growth):