Revere Public Schools Professional Development Plan
2009-2010
A.
Refresher course for all principals and directors in Research for Better Teaching’s Observing and Analyzing Teaching .
B.
Training for all administrators in calibration (inter-rater reliability) training.
C.
Continued raining for all principals, directors, assistant principals and vice-principals in the creation and writing of improvement plans and enhanced goals plans for unsatisfactory and barely satisfactory teachers.
D.
Continued training for all principals and directors in supervision and evaluation of teachers.
E.
Training for all newly appointed administrators in “Observing and Analyzing Teaching”.
F.
Continued training in understanding of the “ No Child Left Behind Act ”.
G.
Continued training in the PIMS process, calculating AYP and improvement target goals.
H.
Continued technology training in using TestWiz to analyze MCAS and other data analysis tools.
I.
Training for administrators in DESE’s new Data Warehouse system.
J.
Continued training to assist teachers in the development of high quality professional development plans.
K.
Continued training in documentation of incidents of harassment, violence and infractions of the discipline code.
A.
New teacher orientation program offering training and understanding of district policies, classroom management, effective parentteacher communication, and differentiated instruction.
B.
Professional development in Research for Better Teaching’s Studying Skillful Teaching
C.
Maximizing Technology for new and interested teachers.
D.
National Board support group for interested candidates.
E.
Mentor training for National Board candidates
A.
Provide content literacy training for math teachers in grades 6-12
B.
Provide opportunities for professional development and common planning incorporating the use of instructional technology, particularly the RM Mathematics program and SmartBoard technology.
C.
Provide support for implementation of the EnVision Mathematics program.
D.
Provide training for AP and Pre-AP math teachers.
E.
Provided support for the Fostering Mathematical Success for English Language Learners program at Garfield Middle School.
F.
Provide support for the Improving Math Learning for Students with Disabilities program at Rumney Marsh Academy and Susan B.
Anthony.
G.
Continued training in using data from MCAS and Quarterly Assessments to inform instruction.
H.
Continue LASW to inform instruction.
I.
Continued training in the implementation of Standards Based Instruction with specific emphasis on 1) multiple grouping strategies and 2) the use of probing questions.
J.
Continue to share best practices and model lessons.
K.
Provide opportunities for teachers to evaluate and enhance their own practice through collaboration with the Math Coach.
L.
Provide professional development targeted at teacher identified needs through Math Leadership Teams.
M.
Continue to provide professional development in coaching strategies and effective instruction for math coaches via weekly meetings.
N.
Continue professional development opportunities to implement differentiated instructional strategies to address the multiple learning levels and learning styles of students.
O.
Sustain the Academic Youth Development program during the school year with teacher support and meeting time.
P.
Implement quarterly assessments for FST.
Q.
Redesign FST curriculum to increase student engagement and topical relevance.
R.
Begin to reflect on departmental policies and practices in preparation for NEASC review.
A.
Continue training in standards based education to drive instruction
B.
Develop concrete, unifying vision statement for the department
C.
Continue to share “best practices”
D.
Develop curriculum resources from piloted Scott-Foresman series
E.
Develop standards based pre and post tests
F.
Provide training in economics
G.
Continue to provide content literacy training for humanities grades 6-12
H.
Develop concrete, unifying vision statement for the department
I.
Continue to share “best practices”
1

Revere Public Schools Professional Development Plan
2009-2010
J.
Emphasize the use of primary source documents in creating student-centered classrooms
K.
Develop review packets and MCAS modules to prepare students for grade 10 US History MCAS
L.
Continue use and refinement of common assessments to inform instruction and evaluate curriculum
M.
Provide AP training for AP and Pre-AP ELA teachers
N.
Continue training and practice in using data from MCAS and common assessments to inform instruction
O.
Continue LASW to inform instruction, especially in the area of teaching writing
P.
Provide training in the incorporation of digital media technology in the classroom, including SmartBoards
Q.
Continue training in the use of standards to drive instruction
R.
Improve and refine History Fair, especially in the communication of data with parents and school leaders
S.
Promote the creation of student documentaries as submissions to the History Fair
A.
Continue to provide content literacy training for humanities grades 6-12
B.
Revise common assessments grades 6-12
C.
Familiarize staff with EPP process
D.
Develop concrete, unifying vision statement for the department
E.
Continue to share “best practices” in both ELA and history
F.
Implement “Pass on Portfolios” beginning in grade 6 in all ELA classes
G.
Continue use of common assessments to inform instruction and evaluate curriculum
H.
Provide AP training for AP and Pre-AP ELA teachers
I.
Implementation pre-AP section of English 10 at RHS
J.
Revamp comprehensive curriculum map for ELA grades 6-12, possibly aligning it with history sequence to promote interdisciplinary collaboration
K.
Continue training and practice in using data from MCAS and common assessments to inform instruction
L.
Continue LASW to inform instruction, especially in the area of teaching writing
M.
Provide training in the incorporation of digital media technology in the classroom, including SmartBoards
N.
Continue training in the use of standards to drive instruction
A.
Replace our outdated elementary science text series as our primary curriculum resource.
B.
Provide opportunities for professional development and common planning incorporating the use of instructional technology, particularly LCD Projectors and SmartBoard technology.
C.
Provide opportunities to analyze and utilize the data from our quarterly benchmark tests
D.
Continue our focus on the middle school science fair as a method to promote the instruction of inquiry skills
E.
Provide content literacy training for all science teachers
F.
Revise elementary “big ideas” to coordinate with the Bay State Reading Initiative
G.
Help teachers revise grading policies utilizing the work of Guskey and Marzano
H.
Continue opportunities and professional development opportunities to implement differentiated instructional strategies to address the multiple learning levels and learning styles of students.
I.
Expand pre AP training for middle school science teachers
J.
Provide opportunities for professional development and common planning incorporating the use of instructional technology, particularly LCD Projectors and SmartBoard technology.
K.
Continue benchmarking high school Chemistry and Physics curricula
L.
Continue working on EPA lab safety protocol
M.
Provide content literacy training for all science teachers
N.
Use quarterly assessment science data to identify strengths, weaknesses, and to inform instruction in Biology and Chemistry
O.
Pilot and revise quarterly assessments for Chemistry
P.
Create quarterly assessments for Physics
Q.
Continue professional development opportunities to implement differentiated instructional strategies to address the multiple learning levels and learning styles of students.
R.
Continued training in the implementation of Standards Based Instruction with specific emphasis on 1) multiple grouping strategies and 2) the use of probing questions
S.
Provide training for AP and Pre-AP science teachers
T.
Provide time for teachers to reflect and revise the Science Strategies curriculum
U.
Provide Access training for Biology teachers so that ELL students are instructed by content certified teachers
V.
Begin to reflect on departmental policies and practices in preparation for NEASC review.
2

Revere Public Schools Professional Development Plan
2009-2010
A.
Continue training of school staff of full use of PowerTeacher and PowerTeacher Gradebook
B.
Continue videoconferences for grades 4-8
C.
Continue growth in TV/Media studio at Rumney Marsh School
D.
Equip all computer labs and library labs with SMART Sync
E.
Continue to develop shared folders for elementary and middle school per grade level/subject
F.
Equip a GMS lab with Adobe Photoshop software and provide middle school exposure to Photoshop
G.
Provide opportunities for professional development incorporating technology hardware and software
H.
Continue to share “best practices” in developing technology lessons incorporating the academic curriculum of grades 1-8
I.
Provide staff with information and literature about grants and grant writing for technology within public schools
A.
Complete the digital media lab and VHS lab at RHS and train teachers for implementation of resources.
B.
Increase use of video conferencing at the high school level.
C.
Strengthen JAVA programming at RHS.
D.
Provide teachers with access to free teacher web sites such as SchoolNotes to replace paid sites such as TeacherWeb.
E.
Provide professional development in the design and upkeep of individual teacher web pages.
F.
Continue improvement of channel 10 TV station to digital equipment.
G.
Continue to move toward goal of SmartBoards and LCD Projectors in every classroom. Support teachers with training.
H.
Purchase and train academic technology teachers in the use of SymchronEyes software
I.
Continued training in the implementation of Standards Based Instruction in all academic technology courses with specific emphasis on 1) multiple grouping strategies and 2) the use of probing questions.
J.
Provide content literacy training for all academic technology teachers
K.
Continue professional development opportunities to implement differentiated instructional strategies to address the multiple learning levels and learning styles of students.
L.
Provide professional development opportunities for all teachers to increase the effective use of instructional technology.
M.
Increase the number of discipline-based COWs and train teachers to use them.
N.
Begin to reflect on departmental policies and practices in preparation for NEASC review.
A.
Health/Prevention Education Staff – a.
Further develop and refine health education curriculum; b.
Offer training in relevant comprehensive health education topics including nutrition, substance abuse, violence prevention, social and emotional health, reproductive health, and stress management c.
Collaboration between health and physical education teachers to develop a wellness approach via PD workshop
B.
School Nursing Staff – a.
Training provided by Mass General Hospital in a variety of school nursing topics, such as, cultural competence, dermatology, substance abuse, nutrition, physical assessment of the school age child, food allergies b.
Power School and Health Office training
C.
District-wide training offered in anti-harassment policy and other comprehensive health policies and initiatives
D.
District-wide training offered in implementing school-based emergency response procedures
A.
Provide resources for the counselors through Naviance training
B.
District-wide training in cyber bullying, texting and harassment
C.
District-wide training in grief counseling
D.
Provide resources and contacts for financial aid and admission partnerships
E.
Provide training and accessibility to career resources
F.
Ongoing support And training in Powerschool for counselors
A.
Develop assessment skills through observations and effective use of creative curriculum.net to identify the child’s developmental needs throughout the year and provide appropriate activities and interventions to meet these needs
B.
Update Early Childhood Classroom Portfolios
C.
Expand materials and methods of teaching literacy through BluePrint for Early Literacy.
D.
Integrate TeachSmart Learning System into the Early Childhood Curriculum using SMARTBoard Technology and the Teachsmart
Early Childhood Activity Bundle.
3

Revere Public Schools Professional Development Plan
2009-2010
A.
Continue to train district administrators on the English Language Learner Benchmarks and Outcomes, ELL regulations, and
the Sheltered (SEI) Walkthrough Protocol Tool.
B.
Continue to provide PD to all general education teachers in the four categories of training as outlined in the Commissioner’s
June 2004 Memo: MELA-O training, Second Language Acquisition, Sheltering Content, and Developing Reading and Writing
Skills for English Language Learners.
C.
Continue to provide PD to ELL Staff on enhancing instruction and assessment for English Language Learners.
D.
Continue to develop, revise and align ELD curriculum at the elementary, middle school and high school to the English Language
Learner Benchmarks and Outcomes for English Language Learners.
E.
Continue to provide PD for ELL teachers and district teachers in referencing and using the ELBPO in their daily lessons.
F.
Continue to provide PD on improving students’ proficiency in the four modalities of language learning.
G.
Continue to provide ELL staff with the opportunity to attend PD opportunities out of district (MATSOL) or sponsored by DESE.
H.
Continue to provide PD opportunities for ELL staff to attend department meetings and workshops with other disciplines.
I.
Continue to provide ELL staff with training in the new Scott Foresman Reading Series, High Point Series and Visions Series.
J.
Continue to provide content literacy training for all ELL staffing grades 6-12.
K.
Continue to provide ELL staff with the opportunity to re-train as MELA-O Trainers and/or MELA-O administrators.
L.
Continue to provide training to ELL staff on Differentiated Instruction.
M.
Continue to review and coordinate textbook review of an appropriate ESL textbook(s) for grades 1-12.
N.
Continue to provide training for all staff in ELL law, regulations, policy and procedure.
O.
Develop parent community involvement through PTA/Parent Information Center and/or ELL School Councils.
P.
Re-train PIC staff in student placement and registration.
Music
A.
SB Curriculum Development incorporating Mass. Frameworks and Discovery Listening Skills
B.
Music technology training and distance learning opportunities
C.
Focus on Student Literacy and Language Arts through listening and responding skills.
D.
Implementing effective practices for literacy development
E.
Integrating ‘Picturing America’ visuals into music curriculum.
F.
Expand instrumental instruction in each elementary school
G.
Standard Based lesson planning + updated benchmarks
H.
Technology training using smart board and interactive web sites
I.
Develop meaningful formative and summative assessments
Art
A.
Visual Thinking Skills-Picturing America program
B.
Curriculum Development incorporating Mass. Frameworks and Visual Thinking Skills
C.
Technology training using smart board and interactive web sites.
D.
Focus on Student Literacy Language Arts/Mathematics Integration-VTS
E.
Implement elementary, middle school, high school curriculum
F.
Professional development including media techniques-paper making, printmaking
G.
Standards based lesson planning + updated benchmarks
H.
Develop meaningful formative and summative assessments
Music
J.
Incorporate Mass Frameworks into SBE curriculum
K.
Provide music technology training and distance learning opportunities
L.
Improve student literacy and language arts skills through listening and responding to music.
M.
Technology training using smart board and interactive web sites
N.
Develop meaningful formative and summative assessments
O.
Explore ways of using digital technology to improve students’ listening and composing skills
Art
I.
Incorporate Mass Frameworks into SBE curriculum
J.
Provide technology training using smart board and interactive web sites.
K.
Focus on Student Literacy Language Arts/Mathematics Integration
L.
Implement viable and coherent high school curriculum
M.
Provide meaningful, job-embedded professional development based on teacher needs
N.
Develop meaningful formative and summative assessments
O.
Implement effective practices for literacy development
4

Revere Public Schools Professional Development Plan
2009-2010
P.
Explore ways of using digital technology to improve students’ visual art skills
A.
Continue to provide Professional Development for enhancing instruction/assessment in the foreign language classroom for all learners.
B.
Continue to provide Professional Development on using technology to enhance instruction in the foreign language classroom.
C.
Continue to provide PD opportunities for foreign language teachers to attend the MAFLA Conference, Northeast Conference and the
ACTFL Conference.
D.
Continue to provide PD training on improving students’ proficiency in the four modalities of language learning.
E.
Continue to provide content literacy training for foreign language teachers.
F.
Continue to provide training in differentiating instruction for all learners.
G.
Continue to develop a foreign language curriculum for grades K-8.
H.
Continue to provide opportunities that acknowledge students’ success in foreign language studies.
I.
Continue to revise AP curriculum for Spanish during 2009-2010.
J.
Investigate additional foreign language course offerings for the 2009-2010 school year.
K.
Develop curriculum and establish benchmarks aligned with a new Spanish textbook series for grades 6-12 for 2009-2010.
L.
Improve and refine foreign language week and FL award ceremonies.
A.
Utilize the Three Tier Model to provide appropriate instruction and time allotments in reading for all children
B.
Expand Bay State Reading Professional Development and Coaching to the McKinley, Garfield, and Paul Revere Schools
C.
Partnering with the Special Needs Department to provide Response to Intervention Training for all schools
D.
Looking at reading assessment tools and utilizing the Revised Reading Record Cards to report scores
E.
Train staff to administer DIBELS and GRADE throughout the system
F.
Administer GRADE and DIBELS testing to assess and progress monitor at risk students
G.
Expand data meetings to all elementary schools to assess and prescribe intervention for at risk students in reading
H.
Analyzing data and implementing an individualized intervention programs to move students up the Three Tier Model
I.
Continue QAR training in all grades
J.
Using visuals and technology to expand students’ background knowledge and vocabulary.
A.
Emphasize wellness courses for high school physical education department
B.
Create standards-based benchmarks for PE
C.
Continue focus of Physical fitness for grades K – 12
D.
Continue working on a system wide Physical fitness test for grades 3 – 12
E.
Continue implementing life sports for grades 5 through 12
F.
Continued evaluation of the PE program for Middle School and adjust to the needs of the school and grade
G.
Continue to provide training for integrating special needs students into the PE classes
H.
Provide opportunities to the staff to receive more training in Adaptive PE
I.
Develop a collaboration between health and PE teachers
J.
Develop a wellness approach
.
A.
Continue training all staff in Special Education law, regulation, policy and procedures.
B.
Re-institute the Leadership Team initiative with a focus of completing the Special Education Policy and Procedure Manual and the goal of making the manual available on the district’s website.
C.
Develop an action plan to move the district toward a more inclusive model of Special Education service delivery.
D.
Provide workshops and training to general and special education staff involved in the inclusion-co-teaching model of service delivery at the elementary school level.
E.
Provide specific professional development in areas of need as identified by Special and General Education staff: student mental health issues, behavior management, language difference vs. language disorder, etc.
F.
Provide continued training to appropriate staff regarding 504 Accommodation Plans.
G.
Provide additional training to the district’s Building Based Support Teams, with a focus on the state and federal mandates involving
RTI.
H.
Provide training for elementary general and special education staff in the area of tiered instruction and Response to Intervention.
I.
Provide training to general and special education staff in the teaching of specific, brain-based strategies for learning.
5

Revere Public Schools Professional Development Plan
2009-2010
The focus of the Beachmont School is aligned with the three goals of the district: Standards- Based Education, Mathematics, and Technology.
We will continue to strengthen our partnership with the Bay State Reading Institute and implement the goals of our school improvement plan by offering teachers professional development in the following areas.
A.
Support the use of SMART board technology to provide differentiated learning opportunities for all students
B.
Support professional development geared toward enhancing SMARTboard lessons
C.
Promote the use of Discovery Education streaming
D.
Augment the instruction of mathematics through technology, use of manipulatives, and visual tools with support from Math Coach and the EnVision math program
E.
Continue to use quarterly math data to identify strengths, weaknesses, and inform instruction to improve MCAS Math scores
F.
Continue opportunities for teachers to attend professional development facilitated by BSRI
G.
Continue grade level team meetings to analyze DIBELS, GRADE, MAZE test data as well as progress monitoring data with reading coach and principal
H.
Continue to use such data to drive instruction and implement best practices
I.
Follow the BSRI 3-Tier model of research based interventions to move all students to Benchmark
J.
Support teacher use of instructional planning sheets for BSRI common planning
K.
Continue to provide instruction and support on QAR, Reciprocal Teaching, Mega Words, Two Column Notes reading strategies to improve MCAS results
L.
Provide opportunities for sharing best instructional practices at faculty meetings
M.
Continue to align all SBE instruction to the Massachusetts Curriculum Frameworks
N.
Continue opportunities for teachers to visit class to class and school to school to observe model instruction and/or co-teach.
O.
Utilize both the math and reading coaches to co-plan, co-teach, model, interpret and parallel instruction with student test data and teacher observations
P.
Provide leadership opportunities for teachers: School Improvement Council, School Leadership Team, Math Leadership Team,
National Board, TTT
Objective:
To sustain and improve student achievement relative to classroom performance. To ensure that all students are reading on grade level by the end of third grade and reduce retention rates at all grade levels and move students into the proficient and advanced levels of MCAS and maintain AYP for the aggregate and all sub-groups in reading/ELA and mathematics. Improved student achievement is contingent upon a belief system that all children can succeed and a staff replete with a repertoire of effective pedagogical skills and instructional strategies enhanced by technology.
A. Literacy/Mathematics/Science/Social Studies:

Continued implementation of Bay State Reading Institute (BSRI) ~ K - 5

Thematic science and social studies approach

Envisions math program
B. Integrated Technology:

Averkeys

Smart Boards

Virtual Learning Lab (VLL)

Lexia

Study Island ~ MCAS prep

Brain POP

Read Naturally
C. Instructional Strategies :

RBT/UT ~ Parameters of the Skillful Teacher

Standards-Based Education/Differentiated Instruction

Launch Explore Summarize {LES sequence} o *Activate learning – state objectives/essential questions o
*Explore/Facilitate learning o *Summarize
6

Revere Public Schools Professional Development Plan
2009-2010

ESSENTIAL TEN ~ SLANT

DIBELS/GRADE/MCAS analaysis for progress monitoring and intervention

MCAS alternate assessments ~ portfolio preparation for .4 SLG sped students
A.
Review SIP and Professional Development Plan

Program alignment to Massachusetts DOE Frameworks, correlated to MCAS performance/scores, and integrated across all disciplines within core curriculum

Promote opportunities and support in understanding SBE and Differentiated Instruction strategies to expand performance of lesson planning, instruction and assessment

Continue to analyze MCAS test data in order to improve student performance

Provide opportunities for grade-level and vertical teaming at Principal meetings and CPT in order that staff can work together planning, assessing and making effective changes based on data analysis

Expand teacher knowledge in the use of SmartBoard, PowerPoint, instructional websites and other technology tools for use in the classroom to incorporate more technology based instruction

Develop a new teacher induction/support group C.U.B.S.
( C oaching for U nderstanding of B eginning S taff)
B.
Continue Lincoln Math Focus

Embrace, expand and integrate the Math Coach Program supporting all mathematics instruction

Continue development and support of the new enVision Math program
C.
Strengthen the Lincoln School-Wide Title I Reading program

Maintain and support development in the following: inclusion models for reading instruction, flexible student grouping, content support services, student assessment and additional writing support/instruction
D.
Continue development and support of Scott Foresman Reading Street series including the My Sidewalks program for lower performing students
E.
Explore and develop writing in all content areas for all grade levels
 Incorporate Writers’ Workshop and John Collins Writing practices
F.
Continue to provide Lexia Administrator training for teachers in K-3
G.
Provide accommodations for ELL students in order to optimize their potential for success

Continue to analyze Massachusetts English Proficiency Assessment (MEPA) to assess English language skills and immersion

Promote additional teacher training on educating English Language Learners in all four categories
H.
Upgrade Technology and Technology Training

Encourage utilization of the Pearson Successnet

Encourage teachers to utilize the Distant Learning Center at Lincoln

Encourage the use of Teacher Web as a communication tool for school/home connection

Provide support of PowerSchool technology
The focus of the McKinley School is aligned with the district goals: Standards- Based Education, and Technology.
We will continue to strengthen our partnership with Generations Inc. and begin our new partnership with the Bay State Reading Institute and implement the goals of our school improvement plan by offering teachers professional development in the following areas.
A.
Continue to align all SBE instruction to the Massachusetts Curriculum Frameworks
B.
Continue providing professional development opportunities in differentiated instructional learning, Strategies with English
Language Learners, and behavior management to address our diverse populations learning styles and support our new “model” classroom inclusion (Special Education and ELL students)
C.
Improve instruction of mathematics through technology, use of manipulatives, and visual tools with support from Math Coach and the EnVision math program
D.
Continue to use quarterly math data to identify strengths, weaknesses, and inform instruction to improve MCAS Math scores
E.
Continue opportunities for teachers to attend professional development facilitated by BSRI
F.
Continue grade level team meetings to analyze DIBELS, GRADE, MAZE test data as well as progress monitoring data with reading coach and principal
G.
Continue to use such data to drive instruction and implement best practices to improve student achievement
H.
Follow the BSRI 3-Tier model of research based interventions to move all students to Benchmark, expand our Literacy support for all grades
I.
Support teacher with weekly common planning sessions to provide opportunities to
J.
Continue to provide instruction and support on QAR, Reciprocal Teaching, Two Column Notes reading strategies to improve
MCAS results
K.
Provide opportunities for additional training in John Collins Writing and continue with our initiative to write in all content areas
7

Revere Public Schools Professional Development Plan
2009-2010
L.
Provide opportunities for sharing best instructional practices at monthly faculty meetings and empower teachers to become leaders
M.
Continue opportunities for teachers to visit other classes and to visit other schools to observe best practices
N.
Utilize both the math and reading coaches to co-plan, co-teach, model, interpret and parallel instruction with student test data and teacher observations, develop common assessments and rubrics, Look at student work samples
O.
Support the use of SMART board technology to provide differentiated learning opportunities for all students
P.
Provide leadership opportunities for teachers: School Improvement Council, School Leadership Team, Math Leadership Team,
National Board, TTT, common planning sessions, curriculum work
Q.
Support professional development which supports continual use of SMARTboard lessons
R. Promote the use of Technology- Discovery Education, Waterford & SuccessMaker Programs, Study Island
Paul Revere Elementary School Focus
The focus of the Paul Revere Elementary School is aligned with the goals of the district: Standards-Based
Education/Differentiated Instruction, Mathematics, Literacy, and Technology. We will implement the Bay State Reading
Institute instructional model. We will work on the planning stages of implementation of our Readiness initiative and the goals of our school improvement plan by offering teachers professional development in the following areas.
A.
Establish a working panel made of faculty, members from the Board of Education, parents and community members to plan and strategize programs and practices that will be essential to achieving the framework of a “Readiness
School”
B.
Encourage teamwork based practices whenever applicable
C.
Continue professional development in Standards-Based classrooms using a checklist - template of the standards focusing on instruction aligned to the Massachusetts Curriculum Framework
D.
Continue to analyze MCAS data in order to improve student learning for all students using methods from the “Data
Coach’s Guide”
E.
Continue to use essential “Data” (MCAS testing, quarterlies, Dibbles, district exams, and assessments) that are formal and informal to drive instruction
F.
Enhance MCAS testing as a diagnostic tool for Grades 3,4, & 5
G.
Continue school based initiatives and professional development to improve formative and summative assessments
H.
Promote opportunities and support understanding and using Differentiated Instruction
I.
Support and implement Bay State Reading Institute using the 3 –Tier model to insure all student success with ELA
Benchmarks and assessments
J.
Continue opportunities for teachers to attend professional development facilitated by BSRI
K.
Support Reading Coach and integrate BSRI with Scott Foresman Reading Street series
L.
Expand writing process across the curriculum for grades 1 – 5 using John Collins Writing practices
M.
Support and provide effective Common Planning time
N.
Integrate math manipulative, Envision math program, visuals and classroom teachers in conjunction with math coach to improve math scores
O.
Foster an environment to improve technology across the faculty and student body. To maximize the effective use of smart boards, expand the role of the computer teacher using assignment tools from both math and ELA programs
P.
Professional development with Aerospace Education Specialists (AESP) from NASA Goddard Space Flight making math /science connections.
Q.
Continue Lexia for grades K-3 - Continue Study Island for grades 3 – 5
R.
Encourage and improve professional development for staff with the inclusion model for special education
S.
Foster and improve parental involvement
The focus of the Whelan School is aligned with the goals of the district: Standards-Based Education/Differentiated
Instruction, Technology, Mathematics, and Literacy. We will continue with the implementation of our Expanded Learning
Time initiative and put into action the goals of our school improvement plan by offering teachers professional development in the following areas.
A.
Continue establishing standards-based classrooms with instruction aligned to the Massachusetts Curriculum
Frameworks.
8

Revere Public Schools Professional Development Plan
2009-2010
B.
Continue professional development opportunities to implement differentiated instructional strategies to address the multiple learning levels and learning styles of students.
C.
Continue to provide opportunities for teacher training in strategies for ELL students.
D.
Provide teachers with opportunities to enhance personal knowledge and skills in mathematics.
E.
Enhance the instruction of mathematics through training in technology, manipulatives, and visual tools, with support from the Math Coach and the EnVision Math program.
F.
Provide training and opportunities for teachers to access technology (SMART board, Study Island, Lexia,
PowerPoint, Distance Learning, Test Wiz)
G.
Continue to develop initiatives to support writing in all content areas.
H.
Support opportunities to connect the Arts to content areas (Expanded Learning Time program, Curriculum
Plus)
I.
Continue school based initiatives and professional development to improve student performance on MCAS and Standardized tests.
J.
Continue to provide leadership opportunities for teachers in grade levels, vertical teams, and school collaborative groups (Instructional Leadership Team, Expanded learning Time Committee, Common
Planning Time Meetings, Math Leadership Team, Literacy Leadership Team, School Improvement Council,
“Just Us” Group, TTT, and National Board)
K.
Provide professional development for the effective use of Common Planning Time.
L.
Provide opportunities for teachers to share best practices, discuss, evaluate, and create assessments tools/scoring rubrics for student work.
M.
Provide opportunities for teachers to research materials, look at student work (LASW), develop curriculum, and assess student work during common planning time.
N.
Continue data analysis teams to identify strengths and weaknesses, inform instruction, and to develop action plans for curriculum and students at risk.
O.
Create opportunities for teachers to observe and co-teach with other teachers.
P.
Provide opportunities for teachers to be trained in classroom management strategies and physical restraint.
Q.
Provide professional development for staff in the Inclusion Model of Special Education.
R.
Continue to refine and implement all aspects of the Expanded Learning Time program.
The GMS professional development plan for 09-10 is a work in progress and will be further defined and refined in September 2009 as a school community. In June of 2009, the teachers were asked what they needed with regard to professional development. The following represents the main focus that our PD sessions will take this year.
A.
To continue to implement our ELT vision of meeting the needs of the whole child
B.
To further develop our professional learning communities with specificity to our daily common planning time to build relationships, foster collegiality, and improve teaching and learning
C.
To further implement our school wide instructional focus ~ to develop the students’ application and higher order thinking skills
D.
To have internal TTT workshops {these include, but are not limited to}

Technology integration across the curriculum {Smart board use and Senteo use}

Student centered learning {work stations}

ELL {assessment, accommodations}

Powerschool {grade book}

Developing HOTS into instructional practice

Behavior management and student motivation

Data analysis to inform instruction

Lesson presentations

Curriculum fairs to share best practices across the curriculum
E. To conduct book club(s)/ professional reading sessions on current educational issues that relate to GMS staff and student needs
F. To further our professional development partnership with Salem State College by hosting guest speakers that relate to our school wide professional development focus and needs {A-D above}
9

Revere Public Schools Professional Development Plan
2009-2010
A.
Use data analysis of 08-09 MCAS results to identify areas in need of improvement and to develop strategies to address those areas and to identify areas of strength to build on.
B.
Continue establishing standards-based classrooms with instruction linked to the Massachusetts Curriculum Frameworks.
C.
Continue opportunities and professional development opportunities to implement differentiated instructional strategies in the classrooms.
D.
Expand teacher knowledge in the use of SmartBoard, PowerPoint, TeacherWeb, PowerSchool, GradeBook, Distance Learning Lab, websites, software, and other technology tools for use in the classroom.
E.
Maintain position and expand role of Literacy Coach to inform and improve instruction by incorporating reading strategies for students across the curriculum.
F.
Provide literacy coaching for teachers of all disciplines to improve student achievement.
G.
Provide training for teachers in specific Bay State Reading strategies incoming students have mastered and successfully use to foster support and continued use of those strategies by students.
H.
Utilize math and literacy coaches to model, co-plan, and co-teach lessons; provide strategies and resources for lesson planning;
LASW to inform instruction.
I.
Provide training for teachers in strategies for instruction with Pre-AP and advanced-level students.
J.
Provide training for teachers in strategies for instruction with identified at-risk students.
K.
Provide training for teachers in strategies for instruction with special needs students in general education and mainstream classes.
L.
Continue to provide training for appropriate staff in MCAS-Alt portfolios.
M.
Continue to provide Vertical Teaming Common Planning time to increase professional collaboration between/among teachers.
N.
Maintain and encourage participation in Math Leadership Team to inform and improve instruction in mathematics.
O.
Maintain and encourage participation in SPED Leadership Team to inform and improve instruction to special needs students and increase collaboration among special needs and general education teachers.
P.
Maintain and encourage participation in RMA Leadership Team to address identified needs of the RMA community.
Q.
Establish and encourage participation in the Academic Leadership Team to inform and improve instruction across the curriculum.
R.
Provide further leadership opportunities in the school for teachers: Sharing “best practices”, TTT’s, National Board, MS Club
Advisors, etc.
S.
Create opportunities for teachers to observe and analyze their teaching, observe, co-teach and analyze their teaching with other teachers and coaches.
A.
Enhance Math instruction with Andrew Chen professional development for all Math teachers.
B.
With new full time Math Coach expand role of Math Leadership Team to examine data and provide more direct feedback to Math teachers.
C.
Continue to utilize / analyze data (MCAS, quarterlies, common assessments…) to drive instruction and implement safety nets.
D.
Expand collaboration of Math and ELA staff members by redistributing grade level and strategies classes across all ELA and Math teachers. Utilize staff meetings, common planning and common prep time to focus on data connecting strategies and grade level classes to improve instruction.
E.
Provide training and facilitation during staff meeting for revision of SBA schedule. New scheduling opportunities will provide smaller class sizes but cross-grade level teaching and other challenges for staff members to face.
F.
Examine SPED service delivery to shift from grade level Math and ELA classes to Strategies Math and ELA classes. With smaller class sizes and more direct communication between content teacher and SPED teacher to improve SPED student performance.
G.
Continue technology training for fully allocated staff and increase in instruction technology (LCD/DVD/Smartboard/Easyteach
Math).
H.
Expand school identity to include promotion of newly identified school mascot (Freedom), school colors and SBA PRIDE celebrations to include SBA auction and assemblies.
I.
Continue development of school based Leadership Team, School Improvement Council along with development of organized PTO.
J.
Develop comprehensive School-Wide Title 1 School improvement Plan.
K.
Staff / Principal led staff development utilizing RBT, SBE, Differentiated Instruction and Harry Wong based concepts.
L.
Continue ELL based training for all staff to ensure ELL population receives appropriate and professional instruction
M.
Continue to explore Expanded Learning time grant opportunities, create committee and submit initial proposal to ESE.
N.
Move initial parent partnership organization from PTA to PTO.
10

Revere Public Schools Professional Development Plan
2009-2010
O.
Develop comprehensive academic support, retention prevention, and individual mentoring programs to address the needs of students who are identified as at risk.
P.
Expand opportunities for extra curricular activities in the arts to include band and drama.
Q.
Explore partnerships for after school programs to service SBA students and their families.
R.
Create opportunities for common planning both at grade level and content areas to enhance professional collaboration and communication.
The belief in gradual unending improvement by doing little things better and setting and achieving high standards for all stakeholders
A.
Focus professional development time to support the work of ‘Accreditation Teams.’
B.
Continue to explore aspects of ‘College Readiness Skills’ as outlined in Governors Plan.
C.
Begin to explore ‘Advisor/Advisee Program
D.
Continue to work with ‘At Risk’ students who were part of ‘Freshman Mentoring” Program.
E.
Begin to focus professional development in the area of ‘Cultural Capital.’
F.
Continue establishing standards-based classrooms with instruction linked to the Massachusetts DOE Frameworks.
G.
Continue opportunities and professional development opportunities to implement differentiated instructional strategies to address the multiple learning levels and learning styles of students.
H.
Continue to provide opportunities for teacher training in strategies for ELL students.
I.
Continue to provide opportunities for first year teachers to meet bi-monthly. (RHS 101)
J.
Continue to create opportunities for teachers to be trained in classroom management strategies and physical restraint.
K.
Instruction will focus on moving students from “Needs Improvement” to “Proficient” MCAS levels.
L.
Instruction will focus on increasing student passing rate on MCAS Re-Tests.
M.
Instruction will focus on increasing students passing rate on Advanced Placement Exams and SAT Tests.
N.
Continue to work towards the expansion of Advance Placement Courses at Revere High School through the AP Grant
O.
Continued training in the areas of alternative MCAS assessment tools.
P.
Examine and modify the “At Risk Summer Program” for students transitioning from middle to high school.
Q.
Create opportunities for teachers to observe and co-teach with other teachers.
R.
Provide monthly meeting time for School Improvement Team to meet and discuss school wide issues.
S.
Create “Small Learning Communities” for teachers to discuss current issues facing our profession.
T.
To provide teachers with a technological medium of disseminating information to all members of the RHS community through the use of teacher-created websites.
U.
Link professional development opportunities to district goals.
V.
Align teacher/administrative professional development to SIP document.
W.
RHS Administration will work toward greater inter-rater reliability with regards to evaluations.
A.
Training for teachers in Advisor/Advisee Program.
B.
Continue with the development of Math objectives thru the Math Team/Coach.
C.
Continue with the developments of the Advisor/advisee program and its connection to student successes.
D.
Utilize the developed assessments in ELA and mathematics to improve student learning.
E.
Improve the present policies for students with “POOR” attendance.
F.
Develop a new Math course for ninth (9 th ) graders to bring mathematics exposure to 90 minutes and improve MCAS scores
G.
Create a classroom system of discipline based on the concept of Tiering (students at levels of discipline)
H.
Certify all staff in CPR, Restraint, and First aid techniques.
I.
Develop a policy for student conflict resolution—Student to Student and Student to Teacher.
J.
Help Teachers in developing a “Standards Based Classroom” thru the SBE liaison.
K.
Develop Differentiated Instruction in the classroom.
L.
Promote the use of technology in the classroom, i.e. the use of SmartBoards in classroom instruction.
M.
Continue with the Wednesday Common Plans in the curriculum areas.
N.
Develop new electives in the field of Computer Technology.
O.
Develop a program for student credit recovery to improve graduation rate with the use of Plato software.
P.
Continue to embed Larry Bells “12 POWERFUL WORDS”
Q.
Improve on the Course of Studies and the Student selection of courses.
R.
Improve on the Application process for entry to SeaCoast.
S.
A continued focus on improvement of ELA, Math and Science MCAS scores.
T.
Develop a program for age appreciates RPS students to be come successful in High School.
11