Neshoba County School District
Professional Learning Plan
2014 – 2015
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2014 – 2015 NCSD Professional Learning Plan
TABLE OF CONTENTS
Directions for Completing Professional Learning Plan…………………………………………..3
Overview of Legislative Mandate, School Board Policy, and
Mississippi Public School Accountability Standard 21, 2012…………………………………….4
Mississippi Standards for Professional Learning Guidelines
Definition of Professional Learning………………………………………………………………….5
The Vision……………………………………………………………………………………………7
Standards for Professional Learning……………………………………………………………........9
Responsibilities: District, School, & Individual……………………………………………………11
Steps for Developing Effective Professional Learning……………………………………………...13
Professional Learning Plan
School Leadership Team…………………………………………………………………………….15
Data Analysis………………………………………………………………………………………..16
Student & Educator Learning Needs………………………………………………………………...20
Student & Educator Goals/Outcomes………………………………………………………………..21
Professional Learning Communities Assignments…………………………………………………..26
Professional Learning Evaluation Plan……………………………………………………………28
Professional Learning Activity Questionnaire……………………………………………………….30
Thinking About My Learning………………………………………………………………………..31
Professional Learning Communities/Teams Sign-in Sheet…………………………………………..32
Professional Learning Communities/Teams Action Plan…………………………………………….33
Self-Evaluation……………………………………………………………………………………….34
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2014 – 2015 NCSD Professional Learning Plan
DIRECTIONS FOR COMPLETING
PROFESSSIONAL LEARNING PLAN
The Professional Learning Plan document was developed to help each school’s Leadership Team
determine, organize, and evaluate the school’s professional learning for the upcoming school year.
This document contains an overview of state and district requirements and state guidelines for
professional learning. The components of this Professional Learning Plan (pages 15 – 34) are based
upon the Mississippi Standards for Professional Learning Guidelines. The principal is responsible for
all professional learning and thus the achievement of the vision. The school’s Leadership Team
must complete the school’s Professional Learning Plan (pages 15 – 25) and the Evaluation Plan
(page 27 and top of page 28). Each school’s plan must be received by the assistant superintendent
on or before April 30th.
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2014 – 2015 NCSD Professional Learning Plan
LEGISLATIVE MANDATE
SECTION 37-17-8, MISSISSIPPI CODE OF 1972, AMENDED 2009
§ 37-17-8. Comprehensive in-service staff development plans; exemption of certain school
districts [Repealed effective June 30, 2009]
Overview
 Allocate available state funds for in-service training to local school districts
 A portion of the plans be devoted exclusively for the purpose of providing staff development
training for beginning teachers within that local school district and for no other purpose
 A portion of the school district’s in-service training for administrators and teachers be
dedicated to the application and utilization of various disciplinary techniques.
 School districts shall not be required to submit staff development plans to the Commission on
School Accreditation for approval. All school districts, unless specifically exempt from this
section, must maintain on file staff development plans as required under this section.
 The plan shall have been prepared by a district committee appointed by the district
superintendent and consisting of teachers, administrators, school board members, and lay
people and it shall have been approved by the district superintendent.
NESHOBA COUNTY SCHOOL DISTICT BOARD POLICY
Professional Staff Development (Local School Board Policy GAD)
Overview
 No Child Left Behind: Employee manuals and handbooks
 Employee Rights and Responsibilities: Maintain order, discipline, and appropriate educational
environment
 Staff Development Plans
 Student Teaching
 License Renewal
MISSISSIPPI PUBLIC SCHOOL ACCOUNTABILITY STANDARDS
2012
Standard 21. The district implements a professional development program aligned with the Learning
Forward Standards for Professional Learning. (Districts Meeting the Highest Levels of
Performance are exempted.) {MS Code 37-17-8} (SB Policy 4500)
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2014 – 2015 NCSD Professional Learning Plan
MISSISSIPPI
STANDARDS FOR PROFESSIONAL LEARNING
GUIDELINES
DEFINITION
All schools and districts need to have a clear understanding of what constitutes effective professional
learning. The definition below should clarify the meaning and provide common language among
educators.
Adapted from a definition developed by the National Staff Development Council (now Learning
Forward) and its allies and advocates who promote effective professional learning
PROFESSIONAL LEARNING – The term “professional learning” means a comprehensive, sustained,
and intensive approach to improving teachers’ and principals’ effectiveness in raising student
achievement.
A) Professional learning fosters collective responsibility for improved student performance and must
be comprised of professional learning that:
1) is aligned with rigorous state academic achievement standards as well as related local
educational agency and school improvement goals;
2) is conducted among educators at the school and facilitated by well-prepared school principals
and/or school-based professional learning coaches, mentors, master teachers, or other teacher
leaders;
3) primarily occurs several times per week among established teams of teachers, principals, and
other instructional staff members where the teams of educators engage in a continuous cycle of
improvement that:
i) evaluates student, teacher, and school learning needs through a thorough review of data on
teacher and student performance;
ii) defines a clear set of educator learning goals based on the rigorous analysis of the data;
iii) achieves the educator learning goals identified in subsection (A)(3)(ii) by implementing
coherent, sustained, and evidenced-based learning strategies, such as lesson study and the
development of formative assessments, that improve instructional effectiveness and student
achievement;
iv) provides job-embedded coaching or other forms of assistance to support the transfer of new
knowledge and skills to the classroom;
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2014 – 2015 NCSD Professional Learning Plan
v) regularly assesses the effectiveness of the professional learning in achieving identified
learning goals, improving goals, improving teaching, and assisting all students in meeting
challenging state academic achievement standards;
vi) informs ongoing improvements in teaching and student learning; and
vii) may be supported by external assistance.
B) The process outlined in (A) may be supported by activities such as courses, workshops, institutes,
networks, and conferences that:
1) must address the learning goals and objectives established for professional learning by
educators at the school level;
2) advance the ongoing school-based professional learning; and
3) are provided by for-profit and nonprofit entities outside the school such as universities,
education services agencies, technical assistance providers, networks of content-area
specialists, and other education organizations and associations.
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2014 – 2015 NCSD Professional Learning Plan
THE VISION
Implementation of high-quality, standards-based professional learning will build capacity for teachers
and administrators to implement new curricula and increase student achievement. The definition of
professional learning and the professional learning standards will enable educators to:
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Invest in quality opportunities to grow individually and collaboratively
Enhance job-related skills
Acquire new knowledge
Share expertise and insights
The vision for professional learning begins with the teacher, because quality teaching is the
single factor having the greatest impact on student learning. When teachers and students both
learn on a daily basis, high levels of performance will follow. Teachers are assigned to learning
teams/learning communities of peers at their school, with each teacher participating in at least
one team. The teams, preferably ranging in size from two to eight, are organized by grade level,
subject area or interdisciplinary themes.
School can arrange times for learning teams to meet in a variety of ways throughout the school
workday. By meeting throughout the day, the administrator/instructional coach/school staff developer
will have the flexibility to attend several team meetings rather than just one if held before or after
school. Regardless of how teams are organized or how times are arranged, the school’s schedule
assures teams a minimum of three times per week for collaborative professional learning.
After schools organize into learning teams, team members must agree to take collective responsibility
for the success of the students represented by the team, e.g. grade level – all fourth graders or subject
area – all high school English students. Schools may also address school improvement goals by
organizing teams that accept collective responsibility for student success around a school-wide
priority.
The time scheduled for the important work of learning teams is always focused on student learning.
The work is accomplished through a cycle of continuous improvement, and meetings follow a strict
protocol. Facilitated by a team leader, team members study data and explore solutions to
problems. Minutes of team meetings are taken and filed to assist the team in tracking efforts,
evaluating successes, and assisting with future planning.
Learning teams are focused on achieving school goals. Each school has a school leadership team
comprised of the principal, representatives from all learning teams, instructional coaches, and
preferably a parent, a central office representative, and a community representative. The school
leadership team supports learning teams in many ways, including adopting goals, monitoring progress
toward goals, establishing organization and focus of specialized learning teams, and recommending
priorities for structuring and scheduling learning times. Many schools currently have school
improvement teams or site-based advisory committees; these teams may serve as the school leadership
team if they accept the responsibilities for school leadership.
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2014 – 2015 NCSD Professional Learning Plan
The principal is ultimately responsible for orchestrating the smooth operation of all learning
teams and thus the achievement of the vision. The principal must be a strong instruction leader with
the vision, commitment, and skill to move the school through a significant path of improvement. The
principalship is a complex position. To ensure effective teaching, a principal must skillfully
perform many tasks such as leading the school improvement process, ensuring educators
experience effective professional learning as a part of each work day, holding educators
accountable for effective teaching every day, and prioritizing resources.
The teacher teams and principals all need outstanding support to provide quality professional learning
that leads to improved student learning. Each school must set goals based on student data, provide
standards-based professional learning as identified by learning teams and school leadership
teams, provide resources, and ensure quality professional learning for all educators, including
administrators and other school leaders who must lead school improvement processes.
Schools and systems must provide support that leads to successful implementation of content and
strategies teachers and administrators acquire in professional learning activities. As schools and
districts work toward the vision, they will utilize additional research-based professional learning
strategies that are more aligned with the needs of adult learners. Studies indicate a direct correlation
between increased student learning and professional learning that meets the best practices described in
the vision.
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2014 – 2015 NCSD Professional Learning Plan
STANDARDS FOR PROFESSIONAL LEARNING
The 2011 Standards for Professional Learning encompass the seven essential elements for
professional learning that must work together in synergy to increase educator effectiveness and
results for all students.
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Learning Communities
Leadership
Resources
Data
Learning Design
Implementation
Outcomes
Learning Communities:
Professional learning that increases educator effectiveness and results for all students occurs within
learning communities committed to continuous improvement, collective responsibility, and goal
alignment.
Core Elements:
 Engage in continuous improvement
 Develop collective responsibility
 Create alignment and accountability
Leadership:
Professional learning that increases educator effectiveness and results for all students requires
skillful leaders who develop capacity, advocate, and create support systems for professional
learning.
Core Elements:
 Develop capacity for learning and leading
 Advocate for professional learning
 Create support systems and structures
Resources:
Professional learning that increases educator effectiveness and results for all students requires
prioritizing, monitoring, and coordinating resources for educator learning.
Core Elements:
 Prioritizing human, fiscal, material, technology, and time resources
 Monitor resources
 Coordinate resources
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2014 – 2015 NCSD Professional Learning Plan
Data:
Professional learning that increases educator effectiveness and results for all students uses a
variety of sources and types of student, educator, and system data to plan, assess, and evaluate
professional learning.
Core Elements:
 Analyze student, educator, and system data
 Assess progress
 Evaluate professional learning
Learning Designs:
Professional learning that increases educator effectiveness and results for all students integrates
theories, research, and models of human learning to achieve its intended outcomes.
Core Elements:
 Apply learning theories, research, and models
 Select learning designs
 Promote active engagement
Implementation:
Professional learning that increases educator effectiveness and results for all students applies
research on change and sustains support for implementation of professional learning for longterm change.
Core Elements:
 Apply change research
 Sustain implementation
 Provide constructive feedback
Outcomes:
Professional learning that increases educator effectiveness and results for all students aligns its
outcomes with educator performance and student curriculum standards.
Core Elements:
 Meet performance standards
 Address learning outcomes
 Build coherence
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2014 – 2015 NCSD Professional Learning Plan
RESPONSIBILITIES:
DISTRICT, SCHOOL, AND INDIVIDUAL
District Responsibilities:
Each district must create the capacity for ongoing professional learning by providing resources and
information to schools and to individual teachers and administrators. School districts must work
with schools in planning and implementing a school-focused professional learning program.
In order to create the capacity for effective professional learning, the school district leadership shall:
1. Establish a climate and policies in support of professional growth and learning for all
employees by adopting policies and allocating sufficient resources for professional learning.
2. Engage all school leaders in planned, integrated, continuous learning to improve student
learning;
3. Provide training and support to schools as they become learning communities;
4. Conduct a professional learning needs assessment, support schools in establishing their specific
professional learning needs in relation to standards and data on student achievement, and assist
schools in locating available resources to meet these needs;
5. Focus professional learning to enhance educator knowledge of the subject content related to
state curriculum standards, use of data and assessments to inform classroom practice, and
strategies to meet the needs of all students including English language learners, and students
with special needs;
6. Establish a system to regularly evaluate the impact of professional learning on increased
teacher effectiveness and improved student learning; and
7. Consider professional learning implication of any comprehensive change process focused on
improving student learning.
School Responsibilities:
A school focused on student learning establishes organizational structure and information system for
implementing its own professional learning plan consistent with its goals and school improvement
process. The school assesses its needs continuously and makes adjustments in its professional learning
plan. Teacher and administrator learning is an integral part of school life, and time is allocated for it,
preferably embedded within the school day.
In order to implement an effective professional learning plan the school leadership shall:
1. Assess the professional learning needs in relation to standards and implement professional
learning that meets school, system, state, and federal goals;
2. Establish a process to ensure that professional learning plans are consistent with the Mississippi
Standards for Professional Learning;
3. Implement school, grade and/or content area professional learning communities;
4. Provide time and resources for teachers and administrators to collaborate on common goals,
observe examples of good practice both within and outside of the school and school district,
and reflect on their practice;
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2014 – 2015 NCSD Professional Learning Plan
5. Ensure that professional growth and learning is continuous, ongoing, and job-embedded and
includes follow-up and support for implementation and further learning;
6. Model effective learning processes; provide opportunities to reflect on new learning and to
demonstrate shared knowledge;
7. Base content of professional learning on analysis of actual student performance data and
educator performance;
8. Provide continuous evaluation of professional learning with the results used for planning and
revising for future professional learning; and
9. Evaluate the professional learning’s effectiveness in affecting educators’ knowledge, skills, and
behaviors and in increasing student learning.
Individual Educator Responsibilities:
Teachers and administrators assume responsibility for their own continuous learning and contribute
their knowledge to colleagues in their school. Individual educators strive to create a professional
learning community and to help create conditions that allow all educators to work well together. They
channel their efforts toward a clear, commonly shared purpose for student learning and toward
fulfilling the school’s instructional goals.
In assuming responsibility for their learning, the individual educator shall:
1. Deepen content knowledge related to the state curriculum standards/common core in the
subjects they teach;
2. Seek professional learning opportunities to access additional strategies that provide effective
instruction for their students;
3. Participate actively in learning communities; and
4. Reflect on their own professional practices, continually evaluate the effect their instruction has
on students, and use the information to modify instruction to meet identified student needs.
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2014 – 2015 NCSD Professional Learning Plan
STEPS FOR DEVELOPING EFFECTIVE PROFESSIONAL
LEARNING
1. Establish the need for professional learning
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Careful analysis of student assessment data and identification of student learning needs
Review of student data such as attendance and discipline referrals
Clear statements of what teachers need to know and be able to do to address the student
learning needs
Identification and description of teacher knowledge and skills necessary to address
student learning needs, explicitly grounded in research and/or evidence from successful
practice
2. Specify professional learning outcomes and related indicators that address the need for
the activity
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Outcomes defined in terms of participants’ mastery and/or application of new
professional knowledge, skills, and behaviors
The need for activity explicitly addressed for each outcome
Each outcome accompanied by at least one indicator that is measurable and observable
Specified expectations and evidence of success
Expectations for when each of the outcomes (and related indicators) will be achieved
Clear indication of which school, district, or state goals, objectives, and priorities are
addressed by each of the outcomes
3. Describe learning activities, follow-up, role of principals and other school leaders, and
relationship to other professional learning
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Description of the professional learning activities and follow-up to ensure that
participants achieve the intended outcomes on the projected timeline
o Specific professional learning programs, strategies, or interventions based on
research and/or proven effective practice
o Matched to educator/student learning needs
Selection of appropriate learning designs to achieve the specified outcomes, taking into
consideration the complexity of the goals, resources needed, learner characteristics,
magnitude of expected change, etc.
Description of strategies to ensure full participation in all of the professional learning
activities
Clear expectations for how principals and other school leaders participate and support
teacher participation
Description of the links between the planned professional learning and other
professional learning in which the participants are involved
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2014 – 2015 NCSD Professional Learning Plan
4. Create evaluation plan
*Remember: the ultimate goal of professional learning is improved student performance*
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Explanation of how each evaluation question will be addressed
Explanation of how the evaluation will focus on each of the intended outcomes and
related indicators
Description of data-collection instruments and strategies for data analysis and reporting
Timeline and assignment for conducting the evaluation and reporting the results
Five levels of assessment included:
1. Participant reactions
2. Participant learning
3. Organizational support and learning
4. Participant implementation of new knowledge or skills
5. Student learning outcomes
5. Identify resources
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Detailed budget showing books, materials, etc. needed and source of funding
Description of amount of time to be allocated to the intended professional learning,
including both initial and follow-up time
Identification of personnel to serve as facilitators of learning
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2014 – 2015 NCSD Professional Learning Plan
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2014 – 2015 NCSD Professional Learning Plan
DATA ANALYSIS QUESTIONNAIRE
STAR (Use STAR Early Literacy, STAR Reading, & STAR Math Screening Reports)
1. List the grade level with the highest percent of students performing below benchmark in the
Urgent Intervention category and rate.
School
Grade
Percent
NCES (Math)
2
5
NCES
5
14
NCMS
6
16
2. List the grade level with the highest percent of students performing At/Above benchmark and
rate.
School
Grade
Percent
NCES (Early Literacy)
1
64
NCES
3
64
NCMS
7
69
MCT2/SATP: Language Arts (Use MCT2/SATP Summary Reports or EZ Test Tracker)
1. List the grade level with the highest percent of students who scored Minimal and rate.
School
Grade
Percent
NCES
4
14
NCMS
8
15
2. List the grade level with the highest percent of students who scored Advanced and rate.
School
Grade
Percent
NCES
4&5
15
NCMS
6
13
3. List the subgroups (IEP, Free/Reduced Lunch, Black, Native American, and White) with the
lowest percent of students who scored Proficient and Above.
School
Subgroup
Percent
th
th
NCES
4 & 5 IEP
4
NCES
4th Native American
23
NCMS
8th IEP
53
th
NCMS
6 Hispanic
32
NCHS
IEP
9
NCHS
Black
40
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2014 – 2015 NCSD Professional Learning Plan
4. For each grade level, list the competency with the lowest percent correct.
School
Grade
Competency
Percent Correct
NCES
3
Reading
53
NCES
4
Grammar
48
NCES
5
Grammar
49
NCMS
6
Grammar
53
NCMS
7
Grammar
45
NCMS
8
Grammar
50
NCHS
Eng II
Vocabulary
49
5. For each grade level, list the competency with the highest percent correct.
School
Grade
Competency
Percent Correct
NCES
3
Writing
60
NCES
4
Reading
54
NCES
5
Vocabulary
59
NCMS
6
Vocabulary
56
NCMS
7
Writing
50
NCMS
8
Vocabulary
60
NCHS
Eng II
Grammar
58
MCT2/SATP: Math (Use MCT2/SATP Summary Reports or EZ Test Tracker) <MCT2 Data>
1. List the grade level with the highest percent of students who scored Minimal and rate.
School
Grade
Percent
NCES
5
13
NCMS
6
10
2. List the grade level with the highest percent of students who scored Advanced and rate.
School
Grade
Percent
NCES
3
29
NCMS
8
32
3. List the 2 subgroups (IEP, Free/Reduced Lunch, Black, Native American, and White) with the
lowest percent of students that scored Proficient and above.
School
Subgroup
Percent
th
NCES
4 IEP
4
th
NCES
5 IEP
9
NCMS
6th Hispanic
4
th
NCMS
6 IEP
20
NCHS
IEP
17
NCHS
Black
76
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2014 – 2015 NCSD Professional Learning Plan
4. For each grade level, list the competency with the lowest percent correct.
School
Grade
Competency
Percent Correct
NCES
3
Algebra
66
NCES
4
Number & Operations
49
NCES
5
Number & Operations
49
NCMS
6
Measurement
51
NCMS
7
Measurement
53
NCMS
8
Measurement
63
NCHS
Alg I
Geometry/Measurement
46
5. For each grade level, list the competency with the highest percent correct.
School
Grade
Competency
NCES
3
Numbers & Operations
NCES
4
Geometry
NCES
5
Geometry
NCMS
6
Data & Probability
NCMS
7
Numbers & Operations
NCMS
8
Data & Probability
NCHS
Alg I
Data Analysis
Percent Correct
72
71
62
74
66
69
74
Teacher Surveys
1. Priority Areas
a. Class sizes appropriate for effective learning (Elem)
b. Bullying (MS, HS)
2. Most Suggested Areas for Professional Development
a. Common Core Teaching Strategies (Elem, MS, HS)
b. Teaching Critical Thinking (Elem, MS, HS)
c. Literacy (Elem, MS)
d. Utilizing Technology (Elem, MS, HS)
e. Utilizing Study Island (Elem)
f. Organizing and Teaching Appropriate Center (Elem)
g. Bullying (MS, HS)
Discipline (Use SAM 7 Reports & School Status Reports)
1. List the grade level with the most discipline referrals and # of referrals.
School
Grade
Number
NCES
2
51
NCMS
7
94
NCHS
9
310
2. List the grade level with the fewest discipline referrals and # of referrals.
School
Grade
Number
NCES
1
27
NCMS
6
88
NCHS
12
138
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2014 – 2015 NCSD Professional Learning Plan
3. List the 2 subgroups (IEP, Free/Reduced Lunch, Black, Native American, and White) with the
most discipline referrals and # of referrals.
School
Subgroup
Number
NCES
Free/Reduce
128
NCES
White
61
NCMS
White
161
NCMS
Black
83
NCHS
White
634
NCHS
Free/Red
398
Student Attendance (Use SAM 7 Reports& School Status Reports)
1. List the grade level with the highest percent absent and rate.
School
Grade
Percent
NCES
1
23
NCES
NCMS
6
6.4
NCHS
12
10
2. List the grade level with the lowest percent absent and rate.
School
Grade
Percent
NCES
2
21
NCES
NCMS
7
5.7
NCHS
9
6
Use this section Spring 2014
District Observations (Summary Score Page) (Total the Overall Teacher Performance Scores for each
grade to answer # 1 & 2)
1. List the grade level with the lowest Overall Teacher Performance Scores and total.
School
Grade
Score
NCES
1
2.7
NCMS
8
3.436
NCHS
9
3
2. List the grade level with the highest Overall Teacher Performance Scores and total.
School
Grade
Score
NCES
2
2.9
NCMS
7
3.465
NCHS
10
3.4
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2014 – 2015 NCSD Professional Learning Plan
STUDENT LEARNING NEEDS
(Analysis of student data: assessment, attendance, & discipline)
Write clear statements of students’ areas of greatest need.
1. Students have difficulty writing, using grammar correctly, reading, and comprehending at
grade level.
2. Students have not mastered basic mathematical concepts. Therefore, they cannot solve
problems with increasing complexity.
3. Students lack critical and analytical thinking skills.
4. Several student subgroups lack self-discipline which results in a high number of discipline
referrals, loss of instructional time, and the need for more intervention.
EDUCATOR LEARNING NEEDS
Write clear statements of teachers’ areas of need including necessary knowledge and skills to
address each student learning need. (Teachers’ areas of greatest need must be determined by
students’ areas of greatest need.) (At least one statement must be devoted to beginning teachers.)
1. Teachers need multiple teaching strategies in writing, grammar, reading, and reading
comprehension to help students perform at grade level.
2. Teachers need multiple teaching strategies in basic mathematical concepts and solving
problems with increasing complexity.
3. Teachers need knowledge and understanding of how critical and analytical thinking plays a
role in all areas of curriculum.
4. Teachers need knowledge and understanding of student subgroups that lack self-discipline
which results in discipline referrals, loss of instructional time, and the need for more
intervention.
5. Beginning teachers need to know how to teach and assess content standards and understand
how the assessment of these standards guides their instruction.
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2014 – 2015 NCSD Professional Learning Plan
Student Learning Goal (based on Student Learning Need): Students will write, use correct grammar, read and comprehend at grade level.
Educator Learning Goal (based on Educator Learning Need): Teachers will learn and utilize multiple teaching strategies in writing, grammar,
reading, and reading comprehension to help students perform at grade level.
Outcome (defined in terms of participants’ mastery &/or application of new knowledge, skills, & behavior) : Teachers will utilize multiple teaching
strategies in Language Arts/English, and students will demonstrate mastery of grade level standards.
Indicators
(must be
measureable &
observable)
Evidence of
Success
See each school’s
professional
learning plan
Percent mastery
on teacher tests,
Star Assessments,
Common
Assessments,
MCT2
Timeline for
Achievement
Measured
quarterly
Specific
Professional
Learning
Activities
(learning designs:
programs &
strategies)
PD from Reading
Consultant
Workshops,
Webinars and
book study
Participants
Teachers
Administrator
Participating/
Responsible for
Ensuring Full
Participation
Administrators
Academic Advisor
Budget/Funds
(needed materials)
PD Reading
Consultants and
supplies
Scheduled Time
for Professional
Learning
(minimum of 3
times per week)
PLC
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2014 – 2015 NCSD Professional Learning Plan
Student Learning Goal (based on Student Learning Need): Students will master the basic mathematical concepts and solve problems with
increasing complexity.
Educator Learning Goal (based on Educator Learning Need): Teachers will learn and utilize multiple teaching strategies in basic mathematical
concepts and solving problems with increasing complexity.
Outcome (defined in terms of participants’ mastery &/or application of new knowledge, skills, & behavior): Teachers will utilize multiple teaching
strategies in Mathematics, and students will demonstrate mastery of grade level standards.
Indicators
(must be
measureable &
observable)
Evidence of
Success
See each school’s
professional
learning plan
Percent mastery
on teacher tests,
Star Assessments,
Common
Assessments,
MCT2
Timeline for
Achievement
Measured
quarterly
Specific
Professional
Learning
Activities
(learning designs:
programs &
strategies)
PD from Reading
Consultant
Workshops,
Webinars and
book study
Participants
Teachers
Administrator
Participating/
Responsible for
Ensuring Full
Participation
Administrators
Academic Advisor
Budget/Funds
(needed materials)
PD Reading
Consultants and
supplies
Scheduled Time
for Professional
Learning
(minimum of 3
times per week)
PLC
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2014 – 2015 NCSD Professional Learning Plan
Student Learning Goal (based on Student Learning Need): Students will demonstrate mastery of critical and analytical thinking skills.
Educator Learning Goal (based on Educator Learning Need): Teachers will learn and utilize knowledge and understanding of critical and
analytical thinking skills while teaching.
Outcome (defined in terms of participants’ mastery &/or application of new knowledge, skills, & behavior) : Teachers and students will demonstrate
knowledge and understanding of critical and analytical thinking skills.
Indicators
(must be
measureable &
observable)
Evidence of
Success
See each school’s
professional
learning plan
Percent mastery
on teacher tests,
Star Assessments,
Common
Assessments,
MCT2
Timeline for
Achievement
Measured
quarterly
Specific
Professional
Learning
Activities
(learning designs:
programs &
strategies)
PD from Reading
Consultant
Workshops,
Webinars and
book study
Participants
Teachers
Administrator
Participating/
Responsible for
Ensuring Full
Participation
Administrators
Academic Advisor
Budget/Funds
(needed materials)
PD Reading
Consultants and
supplies
Scheduled Time
for Professional
Learning
(minimum of 3
times per week)
PLC
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2014 – 2015 NCSD Professional Learning Plan
Student Learning Goal (based on Student Learning Need): Students will utilize self-discipline techniques which will reduce the number of
discipline referral, loss of instructional time, and the need for intervention.
Educator Learning Goal (based on Educator Learning Need): Teachers will learn and teach students self-discipline techniques.
Outcome (defined in terms of participants’ mastery &/or application of new knowledge, skills, & behavior) : Teachers and students will utilize selfdiscipline techniques daily which will reduce the number of discipline referral, loss of instructional time, and the number of students
receiving intervention.
Indicators
(must be
measureable &
observable)
Evidence of
Success
See each school’s
professional
learning plan
Percent mastery
on teacher tests,
Star Assessments,
Common
Assessments,
MCT2
Timeline for
Achievement
Measured
quarterly
Specific
Professional
Learning
Activities
(learning designs:
programs &
strategies)
PD from Reading
Consultant
Workshops,
Webinars and
book study
Participants
Teachers
Administrator
Participating/
Responsible for
Ensuring Full
Participation
Administrators
Academic Advisor
Budget/Funds
(needed materials)
PD Reading
Consultants and
supplies
Scheduled Time
for Professional
Learning
(minimum of 3
times per week)
PLC
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2014 – 2015 NCSD Professional Learning Plan
Student Learning Goal (based on Student Learning Need):
Educator Learning Goal (based on Educator Learning Need): Beginning teachers will learn how to teach and assess content standards and
understand how the assessment of these standards guides their instruction.
Outcome (defined in terms of participants’ mastery &/or application of new knowledge, skills, & behavior) : Beginning teachers will teach content
standards and utilize assessments to guide instruction.
Indicators
(must be
measureable &
observable)
Evidence of
Success
See each school’s
professional
learning plan
Percent mastery
on teacher tests,
Star Assessments,
Common
Assessments,
MCT2
Timeline for
Achievement
Measured
quarterly
Specific
Professional
Learning
Activities
(learning designs:
programs &
strategies)
PD from Reading
Consultant
Workshops,
Webinars and
book study
Participants
Teachers
Administrator
Participating/
Responsible for
Ensuring Full
Participation
Administrators
Academic Advisor
Budget/Funds
(needed materials)
PD Reading
Consultants and
supplies
Scheduled Time
for Professional
Learning
(minimum of 3
times per week)
PLC
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2014 – 2015 NCSD Professional Learning Plan
PROFESSIONAL LEARNING COMMUNITIES/TEAMS
ASSIGNMENTS
See each school’s Professional Learning Plan for assignment of teachers to professional learning
communities/teams (each teacher participating in at least one team). Teams are organized by grade
level, subject area or interdisciplinary themes ranging in size from two to eight. Each team’s
documentation must be maintained by the Team Leader (see pages 32 & 33).
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2014 – 2015 NCSD Professional Learning Plan
PROFESSIONAL LEARNING EVALUATION PLAN
This evaluation plan is intended to help determine the effectiveness of the professional learning. The
ultimate goal of professional learning is improved student performance.
There are five levels of professional learning evaluation:
1. Participant reactions – personal responses as to how they felt about the day or activity
2. Participant learning – did the participants feel they had developed adequate knowledge and
skills through the activity?
3. Organizational support and learning – was the activity supported with implementation
strategies and resources?
4. Participant implementation of new knowledge or skills – did they apply this learning to their
school context?
5. Student learning outcomes – what was the impact of the professional learning activity on
student learning or associated outcomes?
Key questions in evaluation:
 How do we measure teacher knowledge prior to the planned professional learning?
o Analyze the individual teacher data for STAR, Common Assessments, MCT2, SATP,
Discipline, Student Attendance (see pages 16 – 19)
o M-STAR Pre-Observation Conference Record
o M-STAR Post-Observation Conference Records
o M-STAR Professional Growth Goals
 How do we collect information about changes to teaching and learning?
o See Evaluation Implementation Plan: Data-Collection Instruments & Persons
Responsible
o M-STAR
o Analyze the individual teacher data for STAR, Common Assessments, MCT2, SATP,
Discipline, Attendance (see pages 16 – 19)
o M-STAR Pre-Observation Conference Record
o M-STAR Post-Observation Conference Records
 How do we collect information on student learning activities resulting from the professional
learning?
o See Evaluation Chart: Persons Responsible
o M-STAR Standard 17 Artifacts
 How much time should we give for observations before drawing conclusions?
o See Evaluation Chart: Timeline
 How do we also evaluate the impact of sharing professional learning with others?
o See Evaluation Chart
o M-STAR Standard 20 Artifacts
 How will we use the information generated by the evaluation process?
o Evaluation results will be reviewed and appropriate changes implemented in the
Professional Learning Plan.
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2014 – 2015 NCSD Professional Learning Plan
EVALUATION IMPLEMENTATION PLAN
Evaluation data will focus on each Outcome and related Indicators identified previously in this plan.
Evaluation Level
1. Participant
Reactions:
Initial satisfaction
with the
professional
learning activity
2. Participant
Learning:
New knowledge &
skills
Data-Collection
Instruments
*Professional
Learning Activity
Questionnaire
Thinking About
My Learning
*Professional
Learning Activity
Questionnaire
Person
Responsible for
Collecting the Data
Instruments
Principal
Person
Responsible for
Reviewing, Acting
on, and Reporting
the Results
Principal
Timeline for
Conducting the
Evaluation and
Reporting the
Results
Each 9 weeks
Principal
Principal
Each 9 weeks
Thinking About
My Learning
PLC/Team Signin Sheet
Principal
Principal
Each 9 weeks
3. Organizational
Support &
Learning:
Organization’s
advocacy &
PLC/Team
support;
Action Plan –
Opportunities to try Sustaining PL
new knowledge &
skills
Self-Evaluation
Principal
Principal
Each 9 weeks
4. Participant
Implementation of
New Knowledge or
Skills:
Participants’
application of new
learning to
workplace; Impact
of PL on practice
Student Data &
Principal
Principal
Each 9 weeks
5. Student
Individual
Teacher
Learning
M-STAR Results
Outcomes:
Impact of PL on
student outcomes,
student engagement,
performance, or
attendance
*Instrument must be completed by each participant and collected after each activity.
Instrument must be completed by each teacher and included in the teacher’s M-STAR Portfolio (Artifacts)
for review by administrators.
Instrument must be completed by the PLC/Team Leader and included in the PLC/Team binder.
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2014 – 2015 NCSD Professional Learning Plan
PROFESSIONAL LEARNING ACTIVITY QUESTIONNAIRE
How well did the activity achieve the stated
outcomes? (Circle all outcomes that apply)
Outcome 1: Language Arts/English teaching
strategies resulting in student grade level mastery.
1 = poor, 5 = excellent
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Outcome 2: Mathematics teaching strategies
resulting in student grade level mastery.
Outcome 3: Critical and analytical thinking skills
Outcome 4: Self-discipline techniques (reduce #
of discipline referrals, loss of instruction time, &
# of students receiving intervention).
Outcome 5: Teach content standards & utilize
assessments to guide instruction.
What aspects of today’s activity did you find the most useful?
How will you apply knowledge from this activity in your school/classroom?
How helpful was this activity in generating ideas relevant to your classroom?
What do you see as the next step in your learning journey?
What would you like to do more or less of in this activity?
*Distribute & collect this sheet after each professional learning activity.
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2014 – 2015 NCSD Professional Learning Plan
THINKING ABOUT MY LEARNING
Today I learned…
The most challenging thing…
I want to know more about…
The next step in my learning journey is…
I will use this new learning by…
Some implications for my teaching practice are…
Place this sheet in your M-STAR Portfolio (Artifacts): Standard 17
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2014 – 2015 NCSD Professional Learning Plan
PROFESSIONAL LEARNING COMMUNITIES/TEAMS
SIGN-IN SHEET
Date:
Student Learning Goal:
Educator Learning Goal:
Data Being Reviewed:
Minutes of Meeting:
Team Leader: Place this sheet in your PLC/Team binder.
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2014 – 2015 NCSD Professional Learning Plan
PROFESSIONAL LEARNING COMMUNITIES/TEAMS
ACTION PLAN – SUSTAINING PL
Team Name:
As a result of this PL
what action am I/we
going to take personally,
in the classroom, and at
the school level?
Person Level
School:
Who will be involved?
When will this be done?
Date:
How is this to be done
and what needs to be put
in place before the
process begins?
How will I/we know
when I/we have achieved
what we plan?
Classroom Level
School Level
Team Leader: Place this sheet in your PLC/Team binder.
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2014 – 2015 NCSD Professional Learning Plan
SELF-EVALUATION
Use this rubric to reflect on how you have used new learning.
Name:
Facilitator:
Date:
PL Activity:
Criteria
Distinguished
(4 points)
Effective
(3 points)
Emerging
(2 points)
Unsatisfactory
(1 point)
Participated
in further
discussion or
exploration
Have initiated
and lead
discussion and
exploration
Have sought
further
discussion and
exploration with
colleagues
Have engaged
in casual
conversations
only
Not at all
Have presented
information to
colleagues
Informal sharing
only
Not at all
Have read
articles and
visited websites
for further
information
Have looked for
relevant
resources
Not at all
New teachinglearning
activities have
become an
integral part of
my teaching
Have tried some
new teachinglearning
activities
Have planned
something but
not tried it yet
Not at all
Have clear goals
and know
exactly where I
am headed
Have talked to
my supervisor
about
professional
learning in the
performance
management
process
No clear
direction yet – I
know I want to
do something
but not sure
what
Haven’t given it
any thought
Shared
learning with
colleagues
Engaged in
further
professional
learning to
build on this
learning
Implemented
some aspect
of new
learning in
teaching
practice
Identified the
next step for
my own
learning
Have shared my
learning through
modeling,
teaching
demonstration,
or practical
activity
Have developed
a personal
action, learning
project, enrolled
in a course,
formed a study
group, or similar
Score
Overall Score
Place this sheet in your M-STAR Portfolio (Artifacts): Standard 20
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2014 – 2015 NCSD Professional Learning Plan