PROFESSIONAL
DEVELOPMENT
PLAN
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
DISTRICT PROFESSIONAL DEVELOPMENT PLAN OVERVIEW
The District Professional Development Plan consists of two parts. The first part is the Instructional
Continuous Improvement Framework. The second part is the Professional Development Standards.
Part One - Instructional Continuous Improvement Framework
•
This framework lays out in graphic form the scope and depth of work of the total instructional
program of the district. It, in effect, is the instructional climate and culture of the Las Cruces Public
Schools (LCPS). This framework has to be understood first, since the District Professional
Development Plan’s entire purpose is to support this framework.
•
The Instructional Continuous Improvement Framework is broken into seven parts. These parts are:
context, content, guiding principles, processes in place to implement these principles, systems in
place to support the process, strategies in place to make the systems function and the professional
development support needed for the human element to implement the strategies for students to
succeed. Each of these seven parts is included here with a narrative to clarify content and structure.
Part Two – Professional Development Standards
•
It has an overview at the beginning, the common training protocols that are being implemented in
order to coordinate, monitor and evaluate the district’s professional development effectiveness, and
the alignment of the LCPS Professional Development Standards with the National Staff
Development Standards.
•
It then lists recommended Professional Development Activities that would be appropriate for each
standard. These activities will be used as a menu for Principals to choose from when developing
their school’s Educational Plan for Student Success.
•
These activities are derived directly from the Instructional Continuous Improvement Framework to
support the district-endorsed, research-based strategies for student success.
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF TEACHING, LEARNING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Visual Key
Context
Content
Guiding Principles
Process
Systems
Strategies
Professional
Development Support
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
DISTRICT PROFESSIONAL DEVELOPMENT PLAN GRAPHICS KEY
This page is the visual key to the colors used on the Instructional Continuous Improvement Framework
graphic.
CONTEXT (Aqua Blue)
 These are the goals that shape our district culture; our district Vision, Mission and goals.
CONTENT (Light Blue)
 This is the format of our district culture and climate – our belief in the efficacy and benefits
of the structures of Professional Learning Communities.
GUIDING PRINCIPLES (Dark Blue)
 These are the Six Guiding Principles that create the structures of Professional Learning
Communities. They are research-based and derived from the book Failure is NOT an
Option: Six Principles that Guide Student Achievement in High-Performing Schools by
Alan M. Blankstein
– Principle #1: Common Mission, Vision, Values & Goals
– Principle #2: Ensuring Achievement for All Students: Systems for Prevention &
Intervention
– Principle #3: Collaborative Teaming Focused on Teaching & Learning
– Principle #4: Using Data to Guide Decision Making and Continuous Improvement
– Principle #5: Gaining Active Engagement from Family & Community
– Principle #6: Building Sustainable Leadership Capacity
PROCESS (Gray Blue)
 These are descriptors of the process we have in place in the district to promote the guiding
principles.
SYSTEMS (Bright Green)
 These are the programs, initiatives and grouping that are in place in the district to implement
the processes.
STRATEGIES (Light Green)
 These are the strategies and activities that make up the systems that are in place.
PROFESSIONAL DEVELOPMENT (Yellow Green)
 These are the professional development programs and activities that support the strategies
and activities. These professional development activities drive the goals of the Instructional
Continuous Improvement Framework.
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Context – District Vision/Mission to Professional Learning Communities’ Guiding Principles
Vision:
The Las Cruces Public Schools exemp lifies a
world-class educational system where all
students are prepared to succeed in a diverse and
increasingly complex global society and affirms
that a high-quality education is the fundamental
right of every child.
Mission:
The Las Cruces Public Schools, in partnership
with students, families, and the community,
provide a student-centered learning
environm;ent that cultivates character, fosters
academic excellence, and embraces diversity.
Board Academic Goal: Promote
relevant and rigorous education for a diverse
student community by continuous
monitoring, assessment, and revision of the
District's Educational Plan for Student Success
(EP SS).
EPSS Goal Focus Area 1 LITERACY:
All Las C ruces Public Schools students
will achieve or surpass proficiency in
reading, writing, and communication to
meet grade level standards.
Superintendent Academic Goal:
Develop and implement a district-wide
professional development p lan that supp orts
rigourous instruction for all students, develops
leadership, and p rovides for the timely analysis
of data for assessment of p rogram effectiveness.
EPSS Goal Focus Area 2
NUMERAC Y: All Las C ruces Public
Schools students will achieve or
surpass proficiency in mathematics to
meet grade level standards.
Professional Learning Communities focused on Student
Learning and Increased Achievement so that Failure is NOT
an Option for every student enrolled in the Las C ruces Public
Schools.
Principle #1 - Common
Mission, Vision, Values,
& Goals
Process
Systems
Strategies
Professional
Development
Prepared by: Betsy A. Geery
Principle #2 - Ensuring
Achievement for All
Students: Systems for
Prevention & Intervention
Process
Systems
Strategies
Professional
Development
Principle #3 Collaborative Teaming
focused on Teaching &
Learning
Process
Systems
Strategies
Professional
Development
Principle #4 - Using Data
to Guide Decision Making
and Continuous
Improvement
Principle #5 - Gaining
Active Engagement from
Family & Community
Principle #6 - Building
Sustainable Leadership
Capacity
Process
Systems
Strategies
Professional
Development
Process
Systems
Strategies
Professional
Development
Process
Systems
Strategies
Professional
Development
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
This is a simplified version of the Instructional Continuous Improvement Framework. It has the first
three tiers completed, but leaves the Process, Systems, Strategies and Professional Development Support
to be shown on the individual Guiding Principle pages.
CONTEXT:
 The District Vision
 The District Mission
 The Board of Education’s Academic Goal
 The Superintendent’s Academic Goal
CONTENT:
 The District’s values in the form of Professional Learning Communities
GUIDING PRINCIPLES:
 The six structures for Professional Learning Communities
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Principle #1 – Common Mission, Vision, Values & Goals
Principle #1 - C ommon
Mission, Vision, Values,
& Goals
Communicate, Articulate
& Reinforce
Promote Positive School/
Community Relationships
S yste ms:
Board
Adopted Vision,
M ission & Goals
S yste ms:
Communication
& Involvement
S trate gie s:
Aligned District
& School
Educational Plan
for Student
Success (EPSS)
S trate gie s:
District
website, Televised Board
meetings, LCPS Foundation,
NM SU/LCP S Service
Learning, Alliance for
Advancement of Teaching &
Learning, School/Community
Volunteer P rogram (HR
Dep t.), Business & Industry
Advisory Group
Professional
Development
with Embedded
Technology
Applications
PLC Training "Failure is NOT
an Option"
District- wide
Book Study
Prepared by: Betsy A. Geery
Beginning
Teacher
Induction
Program
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
PRINCIPLE #1 – COMMON MISSION, VISION, VALUES & GOALS
GUIDING PRINCIPLE #1:
 The foundation of a professional learning community rests on four pillars: mission, vision,
values and goals. They express a shared commitment of who we are, where we want to go
and what our purpose is.
PROCESS:
 The District has two processes in place to promote this guiding principle.
SYSTEMS
 The District focuses on two basic systems to implement the processes:
– Board & Superintendent Vision, Mission & Goals
– Communication & Involvement
STRATEGIES
 Multiple strategies make up these systems, including but not limited to:
– EPSS Plan and alignment
– Website
– Foundations & partnerships
PROFESSIONAL DEVELOPMENT SUPPORT
 The Professional Development that supports these strategies to inculcate them into the
culture of the district is in two areas:
– PLC Training & district-wide book study
– Beginning Teacher Induction Program
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Principle #2 – Ensuring Achievement for All Students: Systems for Prevention & Intervention
Principle #2 - Ensuring
Achieve ment for All
Students: Systems for
Pre vention & Intervention
Rigorous, Rele vant C urriculum aligned
with NM Standa rds with embedde d
technology applic ations
Curriculum
Alignme nt
District
Approved C ore
Progra ms
District Approve d
Interventions
above the Core
Syste ms:
•Lit eracy In it iat iv e Element ary & Seco nd ary
Lit eracy Framewo rk
•N umeracy Init i at i ve Inq ui ry - & St an dard sBased Ins t ru ct i on (5-y ear
St rat egic M at h P lan)
•D is t rict Langu age Pl an T o Be Det ermined 09 -10
•Curri cu lu m M ap s
S trate gi e s:
•N umeracy
Int erv en t io ns M C2 Proj ect ,
N av igat or, Voy ager,
T abu la D igit a,
D es t in at ion s , REL
(PD fo r t each ers )
Con t ent K n ow ledge
T raini ng fo r Element ary &
Secon dary T eachers &
Ed ucat ion al A s si st an t s
(EA s ), Res p on s e t o
Int erv en t io n T rain in g
D ev elop men t al A ss es t s
T raini ng, D u al Credit an d
A dv an ced Pl acemen t Credi t
Cou rs es (Co llege Board
T raini ng)
Prepared by: Betsy A. Geery
S trate gi e s:
• Lit eracy & Wri t ing
Int erv en t io ns Read 1 80 ,
D es t in at ion s , SRA,
M ul t i-s en s ory (PD
for t eachers )
Profe ss ion al
Deve lop me nt with
Embe dde d
Tec hno logy
Ap plic ations
PD C/PD T j ob emb edd ed PD
District Approve d
Curricular & ExtraCurricular Progra ms
S ys te ms :
•Career & T echn ical Ed
•Vis ual & Performin g Art s
•H ealt h
•PE
•A t hlet ics
•M od ern L an guages
•Ext end ed Sch oo l Year Pro grams
•A ft ers cho ol Pro grams
•D ual L an guage Su mmer A cad emy
•Charact er Edu cat i on
•Least Res t rict iv e En viro nment
•T ech no lo gy Lit eracy
•Scien ce A d vis o rs' Pro gram
(SCIA D )
S trate gi e s:
•D ual L an guage
Pro gram
•Elect iv e PLCs fo r
con t inu ou s
Imp rov emen t
•En gagemen t for
s t ud en t s
•Pers on al
resp on si bil it y /
Serv ice Learn in g
•Inclu s ion
Curri cu lu m M ap
Review /Revi si on
T eams
In st ru ct ion al St rat egies for
T arget P op u lat io ns :
Ins t ru ct i on al Best Pract i ces
(A CE.& H igh Yield
St rat egies), D ifferen t iat io n,
SIO P (Sh el t ered Ins t ru ct i on
O bs ervat io n P rot o co ls ),
Comp l iance for IDE A & 50 4
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
PRINCIPLE #2 – ENSURING ACHIEVEMENT FOR ALL STUDENTS:
SYSTEMS FOR PREVENTION & INTERVENTION
GUIDING PRINCIPLE #2:
 Effective schools provide a progression of opportunities for struggling students and an
effective plan for all students includes components of both prevention and intervention.
PROCESS:
 The District has one overriding process in place to promote the guiding principle. This
process is a commitment to a rigorous and relevant curriculum that is aligned with New
Mexico State Standards and is embedded with technology applications.
 The process is then differentiated into Core Programs, Interventions above the Core and
Other Curricular and Extracurricular programs.
SYSTEMS
 The District focuses on two basic systems to implement the processes:
– Those systems to implement the Core Programs and Interventions
– Those systems to implement the other Curricular & Extracurricular Programs
STRATEGIES
 Multiple strategies make up these systems, including but not limited to:
– Numeracy & Literacy Interventions (Read 180, Destinations, etc.)
– Numeracy & Literacy Programs (Reading First, Literacy Framework, Investigations,
etc.)
– Service Learning
– Dual Language Programs
– Inclusion
– Multi-Sensory
PROFESSIONAL DEVELOPMENT SUPPORT
 The Professional Development that supports these strategies takes several forms and
contents:
– Core Content Knowledge
– Instructional Pedagogy
– Job-embedded Professional Development delivered by Staff Development Specialists
and Professional Development Teachers
– Targeted assistance for teachers of special populations
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Principle #3 – Collaborative Teaming Focused on Teaching & Learning
Principle #3 Collaborative Teaming
focused on Te aching &
Learning
Culture of Professiona l
Collaboration for
Relationships
Administrative Le adership
Teams (School & Distric t
Leve l)
Professiona l Developme nt
Ce nter Re source s
Teac her Leaders
Syste ms:
Syste ms:
•Sch oo l-b as ed E PSS, P AC, SA C, LA T ,
SAT
•D is t rict -bas ed EP SS, SPIRiT , BA C,
BFA C, GA C, DA C,
M A C, SH AC, Prin cip al
PL C, Learni ng/T each in g/
Res earch Di vis io n T eam
•St aff Dev el op ment
Sp eci al is t s El ement ary Lit eracy /
N umeracy /Scien ce
•Seco nd ary Lit eracy
•M C2 N u meracy fo r
M id dl e & H igh
Sch oo ls
•SUM A K -8
•Beginn in g T eacher
Sup p ort
•SCIAD
S y ste ms :
•PL C T each er T eams
•D os s ier Sup p ort
•N BPT S
•Sch oo l-b as ed PD T each ers
•In t erv ent io ni st s
•A ES Facilit at o r
•M u lt i-s ens ory T each ers
•Bil ingu al & Sp ecial Edu cat i on
Lead T eachers
•Sch oo l-b as ed Ins t ruct io nal
T echn olo gy Facili t at o rs
D is t rict PL C T eams •Read 1 80
•Lan gu age A rt s
•Vis u al A rt s
•G ui dance & Co un seli ng
•Relat ed/A n ci llary Sup p ort St aff
•Beginn in g T eachers
•D os s ier Cand id at es
S trate gi e s :
•St aff Dev . Sp eci al is t s
p res ent t o D irect ors ,
Cabi net , L ead ers h ip T eams,
Sch oo l T eams
•Facili t at e D is t rict /Scho ol
PL C T eams
•T rain Sch oo lbas ed P DT s
•Pro vi de Li t eracy &
N umeracy A cro s s t he
Cu rriculu m T raini ng
S trate gi e s :
•Feedb ack Lo op
•O rgan iz at i on al
Ch art
•Co mmu nicat io n
Pro t oco ls
Peer Co ach ing
M o dels , H igh ly
Q uali fied T eacher
Sup p ort , Rigor,
Relevan ce &
En gagin g Pract ices
in t h e cl as s roo m
Professiona l
De velopment
with Embedded
Technology
Applications
PD Sessions
on PLC Norms
& Instructiona l
Best Practices
St ren gt heni ng Q uali t y
Sch oo ls : A CE, H igh
Yield St rat egies ,
Co nt in uo us
Imp ro vemen t , P lan/D o /
St ud y /A ct (PD SA )
K enn ed y Cen t er
Part n ers h ip
(Ch an ging
Ed ucat io n T h rou gh
t h e Art s )
Prepared by: Betsy A. Geery
S trate gi e s :
•T rain t he T rain er M od el
fo r Int erv en t io n &
In st ru ct ion al Sup p ort
•Li ai so ns b et ween
Sch oo l/D is t rict &
Co mmu nit y
•Imp ro ve Q uali t y
In st ru ct ion fo r
Co nt in uo us
Imp ro vemen t
Co llege Board PD , CEU s
fo r Relat ed /A ncil lary
Pro vi ders , N at 'l As s oc. of
Sch oo l N u rses T rain ing
(N A SN ), N ew M exi co
Sch oo l N u rses A s so c.
(N M SN A ) T rain ing, Nat 'l
Sch oo l H ealt h As s oc.
(N SH A ) T rain ing
Shelt ered In s t ruct io n
O bs ervat io n Prot o col
(SIOP ),
Parap ro fes s io nals t o
T each ers (Career Lad der),
T ESO L & Bil ingu al
En do rs ement T rai nin g
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
PRINCIPLE #3 – COLLABORATIVE TEAMING FOCUSED ON TEACHING &
LEARNING
GUIDING PRINCIPLE #3:
 Collaboration among colleagues is a means to an end: enhancing teaching and learning. To
accomplish this, team members work interdependently toward a common goal that is aligned
with the district’s/school’s vision and values.
PROCESS:
 The District is developing a culture of professional collaboration.
 The process is divided among all stakeholders: Administrative Leadership, Professional
Development Center Resources and Teacher Leaders.
SYSTEMS
 The District has in place numerous systems to implement the processes:
– District-based leadership committees with multiple levels of stakeholder participation
– Wide-based curriculum support from specialists
– School-based committees and teams, both homogeneous and heterogeneous
STRATEGIES
 Multiple strategies make up these systems, including but not limited to:
– Feedback loops
– Cross-level communication patterns
– Multi-level training protocols
– Continuous improvement cycles (Plan, Do, Study, Act)
PROFESSIONAL DEVELOPMENT SUPPORT
 The Professional Development that supports these strategies takes several forms and
contents:
– Peer Coaching
– Outside Consultants for specialized training (College Board [AP], Strengthening
Quality Schools [SQS], etc.)
– Specialized training for targeting special populations (Sheltered Instruction
Observation Protocol [SIOP], Inclusion, Multi-Sensory)
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Principle #4 – Using Data to Guide Decision Making for Continuous Improvement
Principle #4 - Using Data
to Guide Decision Making
and Continuous
Improvement
Evaluation & Assessment
of Student Progress for
Results
Meaningful & Authentic
Assessment
S yste ms:
•STARS
S yste ms:
•NM SBA
•Pivot Tables
Data-driven Instruction for
Results
Program Assessment
through PDSA Cycle for
Student Outcomes
Timely & Effective Data
Analysis
S yste ms:
•Formatives
S yste ms:
•AAR Provided
Data
S yste ms:
•EPSS
S yste ms:
•PLC's
S trate gie s:
•Triangulation of Data
•Use of Curriculum M aps
•PLC Focus on Student
Achievement
•Site-based Instructional
Leadership
•Execute Data Driven
Instructional Interventions
•Data Targeted Resources
•Evaluation of Strategies &
Programs 3x p er Year (EPSS
Review Cycle
S trate gie s:
•Effective use of STARS
•Effective Analysis of NM SBA
Data
•Effective Analysis of Formative
Data
•Effective use of P ivot Tables
•Effective use of AAR Provided
Data
•Plot Progress
M anip ulation/
Disaggregation &
Identification of
Data Sources for
Instructional
Leadership Support
S yste ms:
•Diagnostic
Needs
Assessment
Professional
Develop ment with
Embedded Technology
Applications
Strategic
Planning for
Continuous
Improvement
Incremental
STARS Training,
Pivot Table
Training
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
PRINCIPLE #4 – USING DATA TO GUIDE DECISION MAKING FOR
CONTINUOUS IMPROVEMENT
GUIDING PRINCIPLE #4:
 A school’s ability to make improvement plans is directly tied to the quality of its data.
Without clear, quantifiable information about the school’s current status, leaders will find it
very difficult to create focused improvement plans. Data from diverse sources guides each
step of planning and implementing initiatives for academic improvement.
PROCESS:
 The District has two basic process areas
– Evaluation & Assessment of Student Progress
– Data-driven instruction for results using the Plan, Do, Study, Act Cycle
SYSTEMS
 The District has in place numerous systems to collect and analyze multiple data sources
– STARS
– NMSBA
– Formative Assessments (DiBELS, DRA, MAP)
– Quantitative and Qualitative
– Comprehensive Needs Assessments
– EPSS
STRATEGIES
 Multiple strategies make up these systems, including but not limited to:
– Analysis of data
– Disaggregation of data
– Triangulation of data
– Longitudinal cohort data
– Growth data
PROFESSIONAL DEVELOPMENT SUPPORT
 The Professional Development that supports these strategies takes several forms and
contents:
– Identifying data sources
– Manipulation and disaggregation of data
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Principle #5 – Gaining Active Engagement from Family & Community
Principle #5 - Gaining
Active Enga geme nt from
Family & Community
Parent & Community
Involvement for Enhance d
Student Achie veme nt
Campus & Distric t Le vel
Community
Communic ation
Parent - Sc hool Compact
S ys te ms :
•Parent O u t reach
•Sch oo l A dv is ory
Cou ncil (SA C)
•Parent T eacher
O rgan izat io ns (P T O)
•A ut is m Sup p ort G ro up
•Parent Bo os t er
O rgan izat io ns
•Parent s & A dv ocat es
of Gi ft ed Ed ucat io n
(PA G E)
•M igrant P rogram
S ys te ms :
•D is t rict A dv is ory Cou ncil (DA C)
•D is t rict & Sch oo l Web si t es
•Commun it y / Bus in es s Part n ers h ip s
•LCPS Fo un dat io n
•T ruan cy T ask Fo rce
•CT E A d vis o ry Co mmit t ee
•Po licy A d vis o ry Co un ci l (PA C)
•D oñ a An a A rt s Cou ncil
•Las Cruces Sy mp ho ny As s ociat io n
•M esi lla Valley Con cert Ban d
•WSM R T rans it io n T eam
•Sch oo l H eal t h A d vis o ry Co un ci l (SHA C)
•D is t rict N ut rit i on A dv is ory Cou ncil
•Federal T i t le Pro gram O rient at io n/
Con s ult at io n M eet in gs
•T ech no lo gy M anagement T eam
Scien ce A d vis o rs Program (SCIA D )
S trate gi e s:
•Regu larly Sched uled
M eet i ngs
•Sch oo l N ews let t ers /
Bul let ins
•Sch oo l Web Pages
•D is t rict Web Pages
•T each er Ease
•D is t rict Bul let ins /F ly ers
S trate gi e s:
•Web Page, At t en dance
Pro ces s & Pro ced ure
Commun icat ion Pl an w /
D is t rict A t t orn ey
•Q ualit y of Ed Su rvey
•Sch oo l G rou p P erfo rman ces
•St at e o f t he D is t rict Rep o rt
Pro fes s io nal
D ev elop men t w it h
Embed ded T ech no logy
A p p li cat io ns
Parent s Reach in g Ou t (PRO ),
M ales Enco uraging N iñ os
(M EN s ), 2 1s t Cent u ry
Commun it y Learn in g Cen t er
G ran t s , Lo ve & L ogic fo r
Parent s , H ealt h Ins t it u t e for
Parent s (U CLA )
Prepared by: Betsy A. Geery
N ut rit i on Ed ucat ion at M at h/
Scien ce N igh t s for Seco nd ary
Sch oo ls & at H ealt h Fairs fo r
Element ary Scho ols , Week ly
Col umn on Sch oo l H eal t h i n
"Su n N ew s" & p eri od ical ly i n
"Healt h y " M agaz ine, Foo d
Fu nd rai ser T rain in g
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
PRINCIPLE #5 – GAINING ACTIVE ENGAGEMENT FROM FAMILY &
COMMUNITY
GUIDING PRINCIPLE #5:
 Schools that have become true professional learning communities have addressed the
school/community gap and closed it by employing three key principles for positive family
relationships:
– Building mutual understanding and empathy
– Creating effective involvement of family and community
– Reaching out to family and community
PROCESS:
 The District has two basic process areas
– Parent-School compacts
– District and school to community communication protocols
SYSTEMS
 The District has in place numerous systems to actively engage parents and community
– Parent outreach in the form of clubs and organizations
– District and school governance committees with parent and community membership
STRATEGIES
 Multiple strategies make up these systems, including but not limited to:
– Regular and sustained communication
– Web-based interactions
– Community group interactions
PROFESSIONAL DEVELOPMENT SUPPORT
 The Professional Development that supports these strategies deals primarily with helping all
stakeholders in reaching out and connecting.
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
Principle #6 – Building Sustainable Leadership Capacity
Principle #6 - Building
Sustaina ble Leade rship
Ca pacity
Effective & Efficient Leade rship for
Enha nced Stude nt Achieve ment
Administrator Acade my
(To Be Determined)
Aspiring Administrator
Ac ademy
S y ste ms :
T o Be D etermin ed
S trate gie s :
• Co nference M emb ersh ip /
A ttend an ce A s so c. Career & T ech Ed (A CT E)
N at ion al St aff Dev elop ment Cou ncil
(N SD C)
A s so c for Su p ervis io n & Curricu lum
D evelo p men t (A SCD )
N at 'l As s oc. of Seco nd ary Sch oo l
Pri ncip als (N A SSP)
N at ion al A s so c. o f Elementary Scho ol
p ri ncip als (N A ESP)
Sou thern New M exico Regio nal
Ed ucatio n Co op erat iv e (SN M REC)
N at 'l M idd le Sch oo l A s s oc. (N M SA)
M ilitary Ch ild Ed ucators Co alitio n
(M CEC)
Co alitio n o f Sch oo l A d minis trat ors
(CSA)
N ew M exico Sch oo l Bo ard s A ss o c.
(N M SBA )
•Pri ncip al PLCs
Q uality Leaders hip
T rain ing - (Dale
Carnegie, 3 60 0
Leaders hip , Cru cial
Co nv ers at io ns ,
Breakth rou gh
Co ach ing)
Pro fess io nal
D evelo p men t w ith
Emb ed ded T ech no lo gy
A p p lication s
A s ses s ing E fficacy of
In stru ct ion al Pract ices
to p ro mo te Best
Pract ices
(O bs ervat io ns &
Walk -t hro ugh s)
Prepared by: Betsy A. Geery
S y ste ms :
N M SU /CeBIEL
Partn ers h ip
Stra teg ies:
Un iv ersi ty P artn ersh ip fo r
Ad v an ced Deg rees
O ngo ing
Pro fess io nal
Learning
Co mmu nities
T rain ing, "F ailure is
N O T an O p tion "
Bo ok s tud y
Q uality In stru ct ion al
Leaders hip T rain ing ("Leadin g the
Learning" &
"Ins tru ction for All")
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 1: INSTRUCTIONAL CONTINUOUS IMPROVEMENT FRAMEWORK
PRINCIPLE #6 – BUILDING SUSTAINABLE LEADERSHIP CAPACITY
GUIDING PRINCIPLE #6:
 Leadership, capacity, and sustainability emphasize the importance of continually developing
the human resources of the school community so that success lasts well beyond the initial
implementation of school improvement efforts and that there is a steadfast depth of
commitment to change.
PROCESS:
 The District has two basic process areas in place and planned to promote the guiding
principle:
– Administrator academies
– Aspiring administrator academy for teacher leaders
SYSTEMS
 The District is working on putting systems in place to implement the processes
– The administrators are meeting in Professional Learning Communities
– The District has partnered with NMSU to further the education of teacher leaders in
the CeBIEL project. A program to enroll and support teacher leaders in the Masters’
Degree Educational Administration program at NMSU.
STRATEGIES
 Through participation in multiple state and national associations, the district administration
and teacher leaders are given opportunities to enhance their leadership skills
PROFESSIONAL DEVELOPMENT SUPPORT
 The Professional Development that supports these strategies takes several forms:
– Promoting best practices of leadership
– Bringing in national consultants in leadership
– Promoting district-wide leadership book studies
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PART 2: PROFESSIONAL DEVELOPMENT STANDARDS
OVERVIEW
 This lays out the rationale and requirements for high-quality professional development.
 It explains the alignment of the Professional Development District Plan with the District
Educational Plan for Student Success, the National Staff Development Council Standards and
the guiding principles of the book Failure is NOT an Option.
PROTOCOLS
 These are the common training protocols that have been established to help coordinate,
monitor and assess the district’s professional development for efficacy and impact on student
learning and achievement.
PROFESSIONAL DEVELOPMENT STANDARDS
 The LCPS Professional Development Standards are broken into three categories and each
category of standards is aligned with the applicable Guiding Principle of Professional
Learning Communities:
– Context Standards (why we do professional development)
o Principle #1 – Common Mission, Vision, Values and Goals
o Principle #6 – Building sustainable leadership capacity
– Process Standards (how we do professional development)
o Principle #3 – Collaborative teaming focused on teaching and learning
o Principle #4 – Using data to guide decision making and continuous
improvement
– Content Standards (what we do as professional development)
o Principle #2 – Ensuring Achievement for all students: systems for prevention
and intervention
o Principle #5 – Gaining active engagement from family and community
 The standards are set up in table format
 Each category of standards shows the National Staff Development Council Standard and the
Las Cruces Public Schools Standard, then the Professional Development Activities
applicable for those standards.
 The Professional Development District Plan serves as the model for all professional
development in the district, no matter the sponsoring school, department or division.
Prepared by: Betsy A. Geery
Revised: 8/30/10
LAS CRUCES PUBLIC SCHOOLS
DIVISION OF LEARNING, TEACHING & RESEARCH
PROFESSIONAL DEVELOPMENT CENTER
PROFESSIONAL DEVELOPMENT STANDARDS
Overview:
High-quality professional development is defined by several interactive factors. It implies rich research-based practice content that is specifically
chosen to deepen and broaden the knowledge and skills of teachers, principals, administrators, paraprofessionals, and other key education staff.
High-quality professional development should be based on substantive, well-defined objectives. High-quality professional development requires
structure, reflecting well thought-out delivery; efficient use of time; varied and effective styles of pedagogy; discourse and application; and the use of
formative and summative assessment to promote understanding. High-quality professional development demands the guidance of experienced
educators and other professionals who have thorough and up-to-date understanding of the content themselves and who can fully engage the
participants in the desired learning. The professional development of the Las Cruces Public Schools will be aligned with the Educational Plan for
Student Success (EPSS), the National Staff Development Council (NSDC) Professional Development Standards, the New Mexico PED Professional
Development Framework and the guiding principles of the book “Failure is NOT an Option” (FINO) to guarantee the highest student achievement.
Protocols:
1. All Professional Development, whether school or district initiated, will use the PD Notification Form. This form will be routed through the appropriate
Department/School Control Agent and then the Director of Elementary or Secondary Education. After those approvals have been received, the form must
be submitted electronically to the PDC Coordinator at least two weeks before the training.
2. At least one week before the scheduled training, a preliminary agenda will be submitted electronically to the PDC Coordinator using the Standard Agenda
Form. This agenda will be posted on the PDC website.
3. All Professional Development, no matter where delivered, will:
 Be highly engaging for all participants
 Model instructional/facilitation Best Practices
 Be aligned with EPSS Goals and Strategies
 Use the Standard Reflection Form for groups of 25 or more (this can be modified for smaller groups)
 Be part of an on-going Professional Development Plan
4. Within two weeks after the training, the following documentation will be submitted electronically to the PDC Coordinator.
 Final Agenda
 Reflection Summary Form
 Sign-in Sheet(s)
5. All requests for PD support from Title II funds must use the “Title II Request for Purchase Order for Professional Development” form. This form will be
routed through the appropriate Department/School Control Agent and then the Director of Elementary or Secondary Education. After these approvals have
been received, the form must be submitted electronically to the PDC Coordinator at least one month before the materials/registrations are required in order
to give adequate review and ordering time. These requests will be approved on a first come, first served basis as funding is available. When this form is
approved, a signed copy will be returned to the originator. When this signed copy is returned, the on-line sub code form must be completed.
Prepared by: Betsy Geery
Page 20 of 25
Revised: 8/30/10
CONTEXT STANDARDS
Failure is NOT an Option PRINCIPLE #1 – Common Mission, Vision, Values, and Goals
Failure is NOT an Option PRINCIPLE #6 – Building sustainable Leadership Capacity
NSDC STANDARD
(NMPED PD Framework)
1. LEARNING
COMMUNITIES - organizes
adults into learning
communities whose goals are
aligned with those of the
school and district.
LCPS STANDARD(s)
PROFESSIONAL DEVELOPMENT ACTIVITIES
1.1 Acknowledges professional development as essential to the school
improvement process
1.2 Aligns individual learning goals with the school and district strategic
plan and goals for continuous support for educator learning
1.3 Is based on the district’s curriculum maps and NMSBA
1.4 Designed to nurture and support each beginning and veteran teacher’s
needs
1.5 Recognizes the LCPS professional learning community culture

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
Professional Learning Community implementation training
Failure is NOT an Option book study
Beginning Teacher Induction program
2. LEADERSHIP - requires
skillful school and district
leaders who guide continuous
instructional improvement.
2.1 Promotes teacher participation in leadership development experiences
and roles that guide continuous instructional improvement
2.2 Supports goal-driven programs contributing to continuous
instructional improvement

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Dale Carnegie leadership training
Crucial Conversations training
Breakthrough Coaching training
Failure is NOT an Option book study
Walk-through training
Best instructional practices – “Leading the Learning” &
“Instruction for All”
SQS “Continuous Classroom Improvement” training
Coaching & mentoring training
Administrator & aspiring administrator academies
Teacher dossier training
High Schools That Work
Professional Development Center (PDC) staff development
specialists (SDS) job-embedded training on campuses
Professional Development Teacher (PDT) job-embedded
training on campuses
Technology integration training
PDC & PDT facilitation/instructional coaching training
Operations & Human Resources compliance and support
personnel training
3. RESOURCES - requires
resources to support adult
learning and collaboration.
Prepared by: Betsy Geery
3.1 Provides adequate time for learning and offers job-embedded time for
educators to engage in continuous improvement
3.2 Allocates budgetary resources to support all components of the
identified district instructional initiatives
3.3 Allows beginning teachers release time for adequate learning of
district initiatives to support student success
3.4 Provides sustained technology-based professional development to
create systemic use of technology resources for further research,
exploration and learning
3.5 Models and reflects the best available research and practice in
teaching, learning and leadership
Page 21 of 25
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

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Revised: 8/30/10
PROCESS STANDARDS
Failure is NOT an Option PRINCIPLE #3 – Collaborative Teaming Focused on Teaching and Learning
Failure is NOT an Option PRINCIPLE # 4– Using Data to Guide Decision Making and Continuous Improvement
NSDC STANDARD (NMPED
PD Framework)
LCPS STANDARD(s)
PROFESSIONAL DEVELOPMENT ACTIVITIES
4. DATA-DRIVEN - uses
disaggregated student data
to determine adult
learning priorities,
monitor progress, and
help sustain continuous
improvement.
4.1 Analyzes relevant student data to improve school and classroom strategies
4.2 Disaggregates student data to identify student improvement goals
4.3 Promotes the use of multiple sources of data and assessments to improve instruction


5. EVALUATION - uses
multiple sources of
information to guide
improvement and
demonstrate its impact.
5.1 Contains an evaluation process to determine future adjustments based on district
assessments
5.2 Is reviewed for high quality and evaluated after completion to determine if intended
results were achieved
5.3 Contains an evaluation process for monitoring implementation effectiveness and
impact on improved student achievement
6. RESEARCH-BASED –
prepares educators to
apply research to decision
making.
6.1 Is structured on scientifically based research demonstrated to improve student
academic achievement or substantially increase the knowledge and teaching skills of
teachers
7. DESIGNS &
STRATEGIES – uses
learning strategies
appropriate to the
intended goal.
7.1 Employs multiple contexts to be appropriate for the adult learner
7.2 Is sponsored by school divisions, colleges, universities, organizations, association or
other entities experienced in providing professional development activities to teachers
and administrators
7.3 Delivered by individuals who have demonstrated qualifications and credentials in the
focus area of the PD
7.4 Uses a variety of embedded technology resources
7.5 Is sustained, intensive and classroom focused to have a positive and lasting impact on
classroom instruction and teachers’ performance in the classroom
7.6 Models instructional best practices that minimize loss of instructional time in the
classroom
7.7 Utilizes alternative methods of delivery: job-embedded study groups, action research,
ToT, cadres, creative scheduling, on-line, summer/after school
7.8 Supports existing district best practices and/or introduces new best
Page 22 of 25
Prepared by: Betsy Geery
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










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


Plan/Do/Study/Act cycle training
Manipulation/Disaggregation & identification of
multiple data sources
Strategic planning for continuous improvement
Incremental STARS training
Pivot table training
SUMA/NMSU partnership training
Data Driven Decisions (D3) training
ACCESS and ELD2 training
Building authentic assessments
Using rubrics for analysis
Assessing school-site needs
District-wide survey of professional development
needs
PD reflection form analysis
College Board PD
CEUs for related/ancillary providers
SQS ACE & High Yield Strategies
Best instructional practices
Differentiated instructional practices for
designated high-need populations
Kennedy Center Partnership (Changing Education
Through the Arts)
Peer coaching models of staff development
Collective inquiry
National Staff Development Council/Association
for Supervision & Curriculum Development
conferences
National core subject area conferences
National Core Standards
Revised: 8/30/10
8. LEARNING - applies
knowledge about human
learning and change.
9. COLLABORATION
SKILLS - provides
educators with the
knowledge and skills to
collaborate.
Prepared by: Betsy Geery
instructional/leadership practices
8.1 Considers the current district learning environment and needs
8.2 Makes learning relevant, valuable and engaging for adult learners

Cooperative Learning Structures for student
engagement
9.1 Involves all members of the school community
9.2 Provides a support system that engages all educators with sustained instruction


PLC facilitation/implementation training
PLC rubric use training
Page 23 of 25
Revised: 8/30/10
CONTENT STANDARDS
Failure is NOT an Option PRINCIPLE #2 – Ensuring Achievement for All Students: Systems for Prevention and Intervention
Failure is NOT an Option PRINCIPLE #5 – Gaining Active Engagement From Family and Community
NSDC STANDARD
(NMPED PD Framework)
LCPS STANDARD(s)
PROFESSIONAL DEVELOPMENT ACTIVITY
10. EQUITY - prepares educators
to understand and appreciate all
students, create safe, orderly, and
supportive learning environments,
and hold high expectations for
their academic achievement.
10.1 Supports the success of all learners through differentiated
instructional strategies including
- children with special needs
- children with limited English proficiency
- gifted students and
- at-risk students
10.2 Supports the district initiative of inclusion
10.3 Supports the district initiatives of second language acquisition

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Sheltered Instruction Observation Protocol (SIOP) training
TESOL & Bilingual endorsement training
NM ELD Standards training
Inclusion Strategies
AES facilitator training
Interventionists training
Dual Credit & Advanced Placement credit course training
Educational assistants training
Dyslexia
11. QUALITY TEACHING deepens educators’ content
knowledge, provides them with
research-based instructional
strategies to assist students in
meeting rigorous academic
standards, and prepares them to
use various types of classroom
assessments appropriately.
11.1 Improves and increases teachers’ knowledge of academic subjects
to meet highly qualified standards as required by law
11.2 Provides training for teachers in technology and technology
applications to be effectively used in the classroom to improve
teaching and learning in all academic subjects
11.3 Focused on student-centered learning
11.4 Supports rigor in content areas through the implementation of
curriculum maps and NMSBA
11.5 Addresses teacher needs to develop and analyze assessment tools
11.6 Focuses on student engagement strategies, higher-ordered
questioning strategies and cooperative learning
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Content knowledge training
Curriculum map review/revision teaming
Effective questioning strategies
Classroom management
Beginning Teacher Induction Program
Read 180/System 44/Destinations/Navigator/Voyager/
OdysseyWare Strategies
Literacy/Numeracy strategies training
Multi-Sensory strategies training
Investigations training
Developmental Assets training
Multisensory training
12. FAMILY
INVOLVEMENT - provides
educators with knowledge and
skills to involve families and
other stakeholders
appropriately.
12.1 Provides opportunities for teachers to develop and demonstrate
oral and written communication skills to build positive
partnerships with parents and community members to
communicate expectations for student mastery of content
standards and success on national, state and local assessments
12.2 Fosters teachers' understanding and respect for varying cultural
backgrounds of students, families and community and how the
diversity and richness of these cultural backgrounds can serve as
foundations for student learning
12.3 Includes opportunities for teachers to master the use of technology
to strengthen partnerships with families and the community
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Parents Reaching Out (PRO)
Teacher Ease
21st Century Community Learning Center Grants training
Nutrition and health training
Prepared by: Betsy Geery
Page 24 of 25
Revised: 8/30/10
Prepared by: Betsy Geery
Page 25 of 25
Revised: 8/30/10