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:
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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:
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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:

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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:
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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:
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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:

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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:
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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:
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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.
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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.
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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.