To begin typing in each section, place the cursor at the end of the last question in the section and hit enter/return key. 1. The positives aspects of previous professional development plans which should be retained and replicated are: Tools of the Mind Workshops and follow-up technical assistance visits, Schmoker Data Driven meetings, Work Sampling Online System Support, Preschool/Kindergarten Articulation Meetings, and Collaborative Professional Meetings conducted by administrators, Master Teachers, and the Preschool Intervention and Referral Team (PIRT). These opportunities helped the staff to achieve district/school goals. The activities were directly aligned with the NJDOE Office of Early Childhood Education Preschool Teaching and Learning Standards, Tools of the Mind Curriculum, Assessments (PCMI, SELA, and ECERS-R), Work Sampling System and Progress Reports. 2. The staff’s needs were addressed, leading to the enhancement of student learning by: Exposing the teachers to best practices, recognizing the importance of data, and working in collaborative professional groups. Working collaboratively with the Early Childhood Supervisor, Principal, Assistant Principal, Master Teachers, and PIRT to strengthen classroom instruction and address students’ needs socially, physically, behaviorally, and academically. Continuing data driven meetings to implement and enhance strategies in areas addressed within the curriculum. Providing Teacher / Staff meetings using Schmoker’s protocol, Marzano’s Classroom Instruction that Works, and content area issues. Continuing Tools of the Mind workshops for staff / new teachers trainings. Continuing ELL Support Plans in weekly lesson plans Implementation of Special Education Scaffolding Plans (IEP) 3. Yes, GOFECC has been able to document how professional development is improving teacher practices and student learning through: Collaborative Professional Master Teacher and PIRT meetings Data Driven Meetings-Short Term Results Teacher Formal Observations Student Play Planning Student Progress Report Parent Surveys, Conferences, Feedback Positive Behavior Support Strategies Informal colleague discussions Teacher evaluation of workshops Improvement in scores recognized on ECERS, SELA, PCMI from year to year Individual student rating reports in 5 Work Sampling domains Work Sampling Outcome reports across 5 domains McRel’s Power Walkthroughs 4. The previous professional learning has been aligned to the district and school priorities plus key initiatives and programs by: All activities are referenced to student learning. Data is used to make decisions about professional content and type of activities that constitute professional development. Professional development activities are based on research-validated practices. Subject matter mastery for all teachers is top priority There is a long-term plan that provides focused and ongoing professional development with time well-allocated. Professional development activities match the content being instructed. Professional development activities are fully evaluated. Professional development is aligned with the New Jersey Teaching and Learning Standards of Quality, Work Sampling Online Assessment, and Tools of the Mind. 5. The challenges faced for improving previous Professional Development were gaining acceptance of change throughout the curriculum and the school environment. Initially, there was reluctance when accepting change in professional activities such as the implementation of collaborative data driven meetings and the Work Sampling assessment instrument. As a result of team building and administrative support, the entire school community has realized the positive impact on student achievement and instructional practices, bringing all stakeholders closer to unification. 6. The challenges would be addressed by allowing all stakeholders to be involved in decision-making to drive unification amongst the staff. 1. The Dr. Geraldyn O. Foster Early Childhood Center’s definition of student achievement is for all children to demonstrate growth in the Language and Literacy, Mathematical Thinking, Scientific Thinking, Social Studies, and Personal and Social Development domains as defined by the Work Sampling System and the Preschool Progress Report as well as exposing students to outcomes stated in the New Jersey Preschool Teaching and Learning Standards of Quality. This definition will be implemented regardless of race, socio economic status, gender, culture or special educational needs. Evidence of professional learning needs of the staff are gathered from various sources including teacher surveys, workshop feedback forms, focus groups, Schmoker Data Driven meetings and the Early Childhood Advisory Council which consists of community members, parents, Preschool thru Grade 3 teachers, and administrators. At the beginning of the winter term a formal Professional Development Survey was provided highlighting areas of interest directly related to professional development activities. The survey was separated by focus areas, listing several workshop choices under each specific category. Teachers were asked to select 10 or fewer areas of interest that they would like to receive additional training. These results were then tallied and the top five were highlighted. An additional survey, entitled Preschool Professional Development Survey, will be disseminated to all staff members which will indicate several areas of interest directly related to specific preschool-based needs. Staff members will be given the results acquired from both surveys and further professional development trainings will focus on these specific topics. As a collective preschool group, we are working toward becoming reliable in the Work Sampling System. We used the Octobers teacher’s in-service to focus on inter-rater reliability with the Work Sampling System. Teachers were asked to complete a packet by rating each vignette with a “proficient”, “in progress” or “not yet”. Administration then compiled the information that had been gathered and which areas were reflected as needing the most improvement and presented them to staff. At this time, using Schmoker’s Model, Data Driven Meetings are conducted twice a month in order to address inter-rater reliability. The staff develops and discusses specific strategies reflecting Marzano’s Classroom Instruction that Works that will be implemented to meet the indicated area. A second Data Driven Meeting is held two weeks later to present and discuss the short term results of those strategies implemented and their ratings. These meetings occur twice a month throughout the entire school year. The Work Sampling System provides data on individual children as well the entire preschool population focusing on the following five domains: Language and Literacy, Mathematical Thinking, Scientific Thinking, Social Studies, and Personal and Social Development. The goal for the 2011-2012 school year is to have inter-rater reliability in the five, above mentioned, Work Sampling’s domains. The teachers and administration work collaboratively to meet Work Sampling System goals and generate ideas for collecting student documentation. Teachers collect work samples and anecdotes for each child, meeting the needs of the specific domains as defined by the collection period: fall, winter and spring. At the end of each collection period, student portfolios are given a final review, and a final rating of “not yet,” “in progress,” or “proficient” is assigned. Both an Individual Class Rating report and outcome report are compiled, reflecting the ratings of an individual class and students. These are then submitted to administration for review. The school provides Parent Workshops throughout the school year focusing on the Tools of the Mind Curriculum, Literacy, Mathematics, PIRT workshops: Positive Behavior Support Training, and What is an inclusion classroom?. At the conclusion of each workshop a parent survey is distributed in order to receive parent feedback on the specific training. This feedback is then presented to the Early Childhood Advisory Council to gain additional recommendations and suggestions. 1. Based on school district goals: Improve student achievement as measured by Work Sampling System, Progress Report ratings and student self-regulation Improve safety for students and employees Increase parental and community involvement Improve district facilities Aligned to school improvement plan: Recruitment and outreach o 100 percent of the 3-and 4-year-old district population Curriculum and program o Staff implement curriculum to fidelity o Focus on Marzano’s Classroom Instruction that Works o Follow Schmoker’s Model for conducting data driven meetings Support for English Language Learners (ELL) o Continue to implement ELL supports as indicated in lesson plans o Maintain 7 Bilingual Floating Aides o Bilingual classrooms will support Dual Language Learner’s Inclusion o Consult with Preschool Intervention and Referral Team (PIRT) o Schedule PIRT and Child Study Team (CST) meetings o Meet with Director of Special Services o Provide PIRT In-service opportunities o Provide a fully Inclusive school community o Provide specific Inclusive Education training for staff Transition o Hold vertical articulation meetings between Preschool and Kindergarten for curriculum alignment o Implement Tools of the Mind (TOM) transition activities: “Get ready for Kindergarten” o Have Kindergarten teachers visit Preschool classrooms and Preschool teachers visit Kindergarten classrooms o Place appropriate Preschool information in child’s cumulative folder for Kindergarten teacher to review Program Evaluation o Survey all stakeholders (Community members, Preschool teachers, Preschool parents, Kindergarten teachers and Early Childhood Advisory Council (ECAC)) o Self-Assessment Validation System (SAVS) o Structured classroom observations o Master Teacher Reflective Cycle Child Assessment o Work Sampling System (WSS) o Student Progress Report o Early Screening Inventory (ESI) Administration o Appropriate and Sufficient staffing o 6 hour instructional day o Adhere to policies and procedures as given by the New Jersey Department of Education -Office of Early Childhood Education Community Collaboration o Collaboration and articulation between school social worker, Community Involvement Specialist, PIRT, classroom teachers and Child Care Provider Directors as well as involving members serving on the Early Childhood Advisory Council Needs Assessment Data (Survey) o Training in development and use of open-ended questions o Training in Special Education strategies o Training in Learning Styles o Training in Instructional Strategies for ELL students o Training in Cultural Sensitivity/Diversity issues 2. Instructional staff will be able to integrate open-ended questions throughout the preschool day as aligned to the NJ Preschool Standards of Quality and the Tools of the Mind Curriculum o Measured through formal classroom observations, McRel’s Power Walkthroughs, Early Childhood Environment Rating Scale – Revised (ECERS-R), Preschool Classroom Mathematics Inventory (PCMI), Supports for Early Literacy Assessment (SELA), Inclusive Classroom Profile (ICP) and the Master Teacher Reflective Cycle o Attained by utilizing instructional resources in the classroom as a visual reminder, teacher collaboration, articulation meetings, as well as Inservice days, professional articles, and web resources o Instructional resources will be displayed in all preschool classrooms Instructional staff will be able to incorporate Special Education strategies as needed in the preschool classroom as aligned to the NJ Preschool Standards of Quality and the Tools of the Mind Curriculum o Measured by McRel’s Power Walkthroughs, Schmoker’s Model for data driven meetings, SAVS (Self Assessment Validation System), through formal classroom observations and the Master Teacher Reflective Cycle, as well as the ECERS-R, PCMI and SELA o Attained by consulting with PIRT, scheduled PIRT meetings, teacher collaboration, articulation meetings and In-service opportunities with PIRT o Special Education strategies will be reflected in lesson plans as needed to fulfill goals as stated in Individual Education Plans (IEP’s) Instructional staff will include Different Learning Styles throughout the preschool day as aligned with the NJ Preschool Standards of Quality and the Tools of the Mind Curriculum o Measured through TOM curriculum TA reports, formal classroom observations and the Master Teacher Reflective Cycle o Attained by teachers reviewing the curriculum manual, TOM TA visits, PIRT Chat and Chews, individual and peer group conferences, continued collaboration between Regular Education and Inclusion teachers, articulation meetings, reviewing Marzano strategies, as well as In-service days o The majority of the student population will achieve a level of proficiency in all indicators of Work Sampling Online as a result of differentiating instruction to address the many learning styles of students Instructional Staff will implement strategies to support ELL students throughout the preschool day as aligned to the NJ Preschool Standards of Quality and the Tools of the Mind Curriculum o The success of implementing ELL strategies will be measured by administering the ACCESS o Attained by support from the bilingual master teacher, teacher collaboration, articulation meetings, as well as an In-service day o ELL support activities will be indicated in the teacher’s lesson plans Instructional Staff will be aware of and respond to Cultural Sensitivity/Diversity issues as aligned to the NJ Preschool Standards of Quality o Cultural Sensitivity/Diversity issues will be measured by formal observations, the Master Teacher Reflective Cycle, as well as results of the ECERS-R and the SELA o Attained by support from the bilingual master teacher, teacher collaboration, articulation meetings, as well as whole school cultural/diversity celebration programs o Cultural/Diversity activities will be embedded throughout the preschool environment through songs/finger plays, literature, visual clues, spoken language and celebrations o The following benchmarks for the 2010-2011 school year are as follows: ECERS-R o increase mean rating from 6.32 to 6.4 SELA o Increase item 2. Creating inviting places to look at books o o from 3.91 to 4.00 Increase item 6. Teachers encourage and extend oral language from 3.86 to 4.00 Increase item 14. Promoting home-based supports for early literacy through regular communications with parents from 3.78 to 4.00 PCMI o o Increase item 7. Estimate and compare from 3.56 to 3.75 Increase item 11. Explore concepts of geometry and spatial positions/relations from 3.56 to 3.75 The Professional Development goals for the 2011-2012 School Year will be accomplished by June 2012. 3. Our professional development goals align with our school district goals in that the strategies focus on improving student achievement and behavior as well as increasing parental and community involvement. The strategies set forth will have a positive impact on student achievement. 1. The Dr. Geraldyn O. Foster Early Childhood Center (GOFECC) structure and design for professional development is on-going. The school continues to offer the following varieties of job-embedded, collaborative, professional development opportunities for teachers to improve student learning: Professional conferencing and coaching by the Master Teachers, Administration and other district support. Staff meetings implementing The Keys to Continuous School Improvement (Schmoker Model) to analyze data and develop strategies to drive instruction and address areas needing improvement. Informal peer to peer collaboration meetings focusing on the Tools of the Mind (TOM) curriculum components and the Work Sampling System (WSS) assessment strategies Mentoring of all novice teachers Vertical grade-level articulation meetings to discuss subject-matter content and alignment between Core Curriculum Content Standards (CCCS) and the New Jersey Preschool Teaching and Learning Standards of Quality. ELL Meetings/Workshops to assist in ELL supports for the classroom. Early Childhood Advisory Council meetings and workshops Discussions between regular education, inclusion and special education teachers to support students in an inclusive environment. Preschool Intervention and Referral Workshops to support student learning. Teacher formal observation (Enhancing Professional Practice) and McRel’s Power Walkthrough Regular and Bilingual Education collaborative meetings Special Education and Regular Education collaborative meetings. Early Childhood Advisory Council collaborative meetings. Parent/Teacher Conferences Tools of the Mind Technical Assistance visits and feedback meetings The following In-District opportunities also provide Professional Development to improve student learning: Novice teacher curriculum trainings. Novice teacher training in the use of the structured observations tools, (PCMI, SELA, and ECERS-R) for self-reflection. Novice teacher training in utilizing PBS strategies Continue professional development for all teachers in utilizing PBS strategies. Continue professional development for all teachers in the TOM curriculum and its alignment to WSS. Pre-K-Kindergarten articulation meetings Sheltered Instruction Observation Protocol training Provide specific inclusive education training for staff The following Out-Of-District opportunities are available to staff and focus on improving student learning: Bridgeton Public School Policy continues to afford the opportunity for teachers to enroll in courses toward their graduate degree or advanced certification up to nine credits per school year. New Jersey Department of Education-Office of Early Childhood Education sponsor workshops in meeting the needs of administrators, PIRT, Master Teachers, and other members of the preschool community. Appropriate workshop offerings relevant to individual job descriptions provided by various vendors. (ex. New Jersey Association for School Social Workers) 2. Professional Development at GOFECC will focus on key areas including, Inclusion, Social & Emotional Development, Language Arts Literacy, Mathematics, Social Studies and Science. These areas align with the Preschool Teaching and Learning Standards of Quality and the New Jersey Core Curriculum Content Standards. 3. The entire school community will continue to move forward towards achieving mastery of their subject-matter content standards and pedagogy skills. Collaborative learning opportunities will support staff in reaching their goals and the learning goals of a diverse student population. 4. The GOFECC Professional Development Plan will be communicated to all staff members during a staff meeting. A hard copy will be placed in the teacher’s lounge as a building reference and also given to the Early Childhood Advisory Council. The Dr. Geraldyn O. Foster Early Childhood Center will continue to offer three district wide in-service professional development days at six hours per day, totaling 18 professional development hours. Data driven meetings using the Schmoker model, “The Key to Continuous School Improvement,” are conducted two times per month at 45 minutes per meeting, totaling 1.5 hours per month. Data from the Early Childhood Environmental Rating Scale (ECERS), the Inclusive Classroom Profile (ICP), the Teacher-Pupil Observation Tool (TPOT), the Preschool Classroom Mathematics Inventory (PCMI) and the Support for Early Literacy Assessment (SELA) are presented to staff and used during the Data Driven Meetings to improve student achievement. The district provides substitutes to afford teachers the opportunity to attend vertical and horizontal articulation meetings and in and out of district workshops and meetings. The district will provide substitutes during novice teachers training for the Tools of the Mind Curriculum and Work Sampling System four times per year at six hours per training, totaling 24 hours and for Positive Behavior Support at six hours for two days and three hours for a half day, totaling 15 hours. The district will provide substitutes for inclusion training two times per year at six hours per training. The supporting resources available for professional development are the preschool Master Teachers, a Preschool Intervention and Referral Team (PIRT), endorsed Tools of the Mind Teachers, Early Childhood Director/Administrators, a Fiscal Specialist, a Community Involvement Specialist and a resource library. The district provides funding to purchase manuals and licenses for Work Sampling System and Tools of the Mind web based resource sites. Master Teachers are compensated for providing novice teacher training during the summer. The district will provide substitutes to afford teachers the opportunity to observe other teachers both in and out-of-district. The district provides funding to support parent workshops for Tools of the Mind and Positive Behavior Support. The Master Teachers and PIRT offer “chat and chew” meetings for teacher collaboration regarding the curriculum and classroom strategies. Teachers also have common planning time to support collaboration in their learning communities. The Dr. Geraldyn O. Foster Early Childhood Center will continue to utilize out-of-district expertise for professional development. Funding is provided by the district for a consultant from Tools of the Mind to provide curriculum training and updates for all staff. The district allots funding for workshops sponsored by the New Jersey Department of Education. These workshops are available for the PIRT and Master Teachers to attend and then turn key to staff. The district will provide substitutes to afford teachers the opportunity to observe at model schools implementing the Tools of the Mind curriculum and participate in outside professional development relevant to their jobs. The district supports staff in continuing education by reimbursing nine credit hours per year to enroll in graduate or advanced certification programs. The district also supports staff by increasing pay on the salary guide in accordance with 30 graduate credit increments. 1. As a result of the 2011-2012 Professional Development Plan, the staff will focus on the following priority areas to improve student achievement: Knowledge of Tools of the Mind subject-matter content and the New Jersey Preschool Teaching and Learning Standards of Quality Knowledge of assessment procedures that can be used to inform instruction. (Enhancing Professional Practice, Work Sampling, McRel’s Power Walk Through using new early childhood template) Knowledge of students’ individual differences (culture, learning style, socioeconomic status, medical needs) Appreciation of ongoing collaboration with parents and families. The above skills will be evidenced by data collected and analyzed from the following: Workshop feedback forms Master Teacher classroom visits and Reflective Cycle Forms Observations by Administrators Peer Observations and reflection 4. The following are job-embedded methods used for collecting, analyzing and interpreting student data to determine if the educator’s knowledge impacted student learning: Student portfolios Student observations/anecdotes Student work samples WSS Individual Rating and Outcome Report 5. As the GOFECC strives towards becoming a high quality program, the following additional data will be needed to support the evaluation process: Feedback from stakeholder surveys, specifically from preschool parents, preschool teachers, Kindergarten teachers and community members. Feedback from Formal/Informal Observations Feedback from structured observation tools such as: Preschool Classroom Mathematics Inventory (PCMI), Supports from Early Literacy Assessment (SELA), Early Childhood Environmental Rating Scale-Revised (ECERS-R), Inclusive Classroom Profile (ICP), Teacher-Pupil Observation Tool (T-POT) Feedback from the TOM Fidelity Checklist Feedback from the TOM curriculum technical assistance reports Feedback from the Early Learning Improvement Consortium (ELIC) Feedback from the SAVS Feedback from Work Sampling System Feedback from NEW GOFECC Professional Development Survey 6. Our School Professional Development Plan is supported by our district, and school Administrators actively and consistently demonstrate in both words and actions a commitment to the Professional Development Plan. Common time for collaboration and planning in the teachers’ schedules is allocated, and necessary funds for the purchase of materials and resources needed to support instruction and on-going professional development are provided. The following job-embedded collaborations with all stakeholders focus ongoing support towards the improvement of student learning and provide evidence to support the School Professional Development Plan: Master Teachers collaborate with Administrators to strengthen classroom instruction using the curriculum fidelity checklist. Master Teachers collaborate with teachers using the NJDOE-OECE Reflective Cycle for in-class support. Teachers collaborate during common planning times. Teachers collaborate at Data Driven Faculty Meetings (Schmoker Model) to determine areas requiring improvement and developing strategies to address these areas Master Teachers work collaboratively with the Preschool Intervention and Referral Team (PIRT) in Positive Behavior Support (PBS) to develop specific strategies for student learning. PIRT collaborative teacher meetings to determine teacher/student needs to improve instruction and student learning. Informal study groups Principal and Teacher collaborations from formal observations and McRel Power Walkthrough Regular and Bilingual Education collaborative meetings among Master Teachers Master Teacher, Preschool Intervention and Referral Team, and Early Childhood Advisory Council collaboration Teachers and Bilingual floating aids collaborate daily to improve student learning. Parent and Teacher collaborations Staff and Curriculum Consultant collaborations to improve student learning. Teaching staff and school office personnel collaborations to improve student learning. Teaching staff and school maintenance staff collaborations improve student learning Teaching staff and school nursing staff collaborations to improve student learning. Teaching staff and school cafeteria staff collaborations to improve student learning Teaching staff and support staff book club meetings for various early childhood learning resources Regularly scheduled collaboration meetings between special education teachers The following In-District Workshops also provide evidence of how collaborations are encouraged: Novice teacher curriculum workshops. Novice teacher training in the use of the structured observations tools (PCMI, SELA, ICP, T-POT and ECERS-R) for self-reflection. Novice teacher training in utilizing PBS strategies Professional Development will continue for all teachers in utilizing PBS strategies. Professional Development will continue for all teachers in the TOM curriculum and its alignment to WSS Pre-K-Kindergarten articulation meetings Sheltered Instruction Observation Protocol training The following Out-Of-District Workshops also provide evidence of how collaborations are encouraged. The Bridgeton Public School District continues to afford the opportunity for teachers to enroll in courses toward a graduate degree or advanced certification Administrators, Master Teachers, PIRT, and other instructional staff to members continue to attend NJDOE sponsored workshops and private vendors 7. How might you consider holding focus groups to get teacher input on needed professional learning? During common planning time, faculty meetings, professional development days and half days are used to acquire teacher input on needed professional learning. How might you collect surveys of staff and stakeholders to get input on opportunities to offer? Surveys can be collected online, verbal or written, in person or via phone or email. How will you examine and tabulate individual evaluation forms from specific events or team meetings to determine usefulness of professional learning offered in the past that you might repeat for other staff? Surveys will be tallied and summarized Data Driven meetings (Schmoker Model) short term results will be summarized Professional Growth Plans will be reviewed individually for quality – formative/summative evaluation Feedback from workshops and in-services will be summarized 1. The positives aspects of previous professional development plans which should be retained and replicated are: Tools of the Mind Workshops and follow-up technical assistance visits, Schmoker Data Driven meetings, Work Sampling Online System Support, Preschool/Kindergarten Articulation Meetings, and Collaborative Professional Meetings conducted by administrators, Master Teachers, and the Preschool Intervention and Referral Team (PIRT). These opportunities helped the staff to achieve district/school goals. The activities were directly aligned with the NJDOE Office of Early Childhood Education Preschool Teaching and Learning Standards, Tools of the Mind Curriculum, Assessments (ICP, TPOT, PCMI, SELA, and ECERS-R), Work Sampling System and Preschool Progress Reports. 2. The Dr. Geraldyn O. Foster Early Childhood Center definition of student achievement is for all children to demonstrate growth in the Language and Literacy, Mathematical Thinking, Scientific Thinking, Social Studies, and Personal and Social Development domains as defined by the Work Sampling System and the Preschool Progress Report as well as exposing students to outcomes stated in the New Jersey Preschool Teaching and Learning Standards of Quality. This definition will be implemented regardless of race, socio economic status, gender, culture or special educational needs. 3. The following professional development goals are connected to student learning: Improve student achievement as measured by Work Sampling System, Progress Report ratings and student self-regulation Improve safety for students and employees Increase parental and community involvement Improve district facilities 4. The Dr. Geraldyn O. Foster Early Childhood Center (GOFECC) structure and design for professional development is on-going. The school continues to offer the following varieties of job-embedded, collaborative, professional development opportunities for teachers to improve student learning through professional conferencing, informal peer to peer discussions, mentoring, articulation meetings, ELL meetings, ELL Bilingual and Special Education meetings, parent teacher conferences, and curriculum technical assistant visits. 5. The supporting resources available for professional development are the preschool Master Teachers, a Preschool Intervention and Referral Team (PIRT), endorsed Tools of the Mind Teachers, Early Childhood Director/Administrators, a Fiscal Specialist, a Community Involvement Specialist, and a resource library. Funding will be provided through the district for all professional development including substitute teachers, licenses, materials, and supplies. 6. The goals for evaluation are for all staff members to provide feedback based on their evaluation on any of their professional development provided. In addition workshop feedback forms, master teacher classroom visits, observations by administrators, and peer observations will also be used in the evaluation process. This will allow for the Professional Development Committee to effectively plan for the 2011-2012 school year.