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The professional development opportunities addressed the needs of staff and enhanced
student learning. Professional development was a collaborative effort focused on increased
teacher pedagogy and varied instructional strategies and techniques. Student learning was
enhanced through delivery of rigorous and relevant curriculum aligned with the New Jersey Core
Curriculum Content Standards.
This year’s plan will provide professional development experiences enabling teachers to
effectively collect and use student performance data to inform instruction. Staff will regularly reexamine the types of data used in the needs assessment to search for strengths, weaknesses, needs
and trends. Professional development opportunities will seek to provide teachers with increased
knowledge in content areas aligned with the current NJCCCS. Research based best practices will
be shared via faculty meetings, grade level meetings, and common planning periods. Opportunities
for staff to engage in collegial discussion circles on current educational trends for improving
student achievement will be provided by the building level administration, department supervisors,
and the Professional Development Committee (PDC). Job-embedded opportunities will include
adherence to the District Mentoring Plan, team/common planning time, visitation days, and selfreflection.
There was an ongoing emphasis on the data analysis during the forty-five minute staff
meetings that were held twice a month. West Avenue School utilized the Schmoker model as
outlines in the text “Results Now” by Mike Schmoker as a means of uncovering instructional needs
and areas of strengths. Ongoing collaborative planning occurred between the teachers and coaches
during planning times, extended department meetings. There were opportunities in which teachers
were allowed to meet and examine student work, particularly writing samples and their adherence
to state writing rubric. Teachers learned and applied “best practices” that was applicable to their
student body. If our goal is to get different results, we have to change the process that created the
results. Merely looking at student achievement measures focuses teachers only on the results; it
does not give them information or strategies that will enable them to get different results. Teachers
were encouraged to analyze and disaggregate many factors and variables in an effort to understand
the results they were getting based upon standardized assessments. Teachers looked at
demographics, perceptions, and school processes. Analysis of demographics, perceptions, students
learning, and school processes provide a powerful picture that will help us understand the school’s
impact on student achievement. When used together, these measures give schools the information
they need to improve teaching and learning to get positive results. The school professional
development team, the SLC and curriculum teams provide on-going feed-back and input into
teacher and building goals.
Professional development that should be retained or replicated include: district and
school-wide in-service, novice teacher training, teacher mentoring, curriculum writing, data
analysis, DOE changes and updates. West Avenue School will continue to offer professional
development opportunities in the following areas: NJ ASK analysis, and Regie Routman’s
Writing Residence, and Classroom Management. Additional professional development practices
that will continue is training in the core language arts literacy and mathematics programs. The
above-noted professional development opportunities were frequent and varied and had a positive
impact on staff and students.
Professional development evaluations and feedback evaluation forms serve as
documentation of the relevance of such professional development. Teacher evaluations
document the improvement in teacher practices. Teachers are evaluated on the essential nine
instructional strategies that are most likely to improve student achievement across all content
areas. These strategies are explained in Robert Marzano’s Classroom Instruction That Works.
NJ ASK scores are analyzed for improvement in proficiency levels in LAL and Math in grades 3
through 8.
Some of the challenges faced in the past in providing professional development have
been: time constraints, financial constraints, and making sure all appropriate teachers are
trained in the necessary areas. These challenges will be addressed by utilizing district and
school level personnel to provide professional development and by making sure that the
professional development is pertinent to school based needs based upon data analysis,
teacher evaluations and teacher surveys.
Teacher needs and student learning were addressed through the following opportunities:
 Examine the New Jersey Core Curriculum Content Standards and The
Standards Clarification Project to determine instructional areas of focus
 Analyze Robert Marzano’s research-based work on effective instruction with
an emphasis on summarizing, note taking, comparing and contrasting and
similarities and differences, and setting objective and providing feedback
 Work collaboratively with the Principal, and District level personnel, to
strengthen classroom instruction reflecting the curriculum
 Mentor new teachers
 Continuation of the Schmoker data driven meetings to implement and
enhance strategies in Mathematics and Language Arts Literacy
 Examine data from Fountas and Pinnell, NJ ASK, and selected student work
 Provided on-going opportunities for collaboration for bilingual and ESL
teachers
 Provided on-going opportunities for collaboration for special needs teachers
 Continue Regie Routman in Residence for grades 7 & 8
West Avenue School maintains a Professional Development Plan (PDP) for all staff
with the primary focus being on improving student learning and achievement. The school
measures student achievement by how well students master NJCCCS and perform on the
NJASK assessments. It is our belief that professional development should be continuous and
job embedded, involving follow-up and support to further enhance learning. It should also
include support from sources external to the school that can provide necessary resources
and new perspectives.
West Avenue School’s definition of student achievement is the development of
the total student in all areas of growth including: academic, physical, social, and
emotional. A successful student is an independent thinker who has the ability to acquire
the skills necessary to take responsibility for his or her own learning and will one day use
the skills to compete in a global society. All students shall meet the Core Curriculum
Content Standards and make positive contributions to the community. A successful
student is a student who has had real world exposure, is able to model good manner, good
citizenship and good character. Professional development should be continuous and ongoing,
involving follow-up and support for future learning. The commonalities identified between
the schools’ definitions of student achievement are the importance of developing
students’ academic, social, and emotional needs. Students’ mastery of the NJCCCS and
performance on state assessments are the schools’ primary measures of student
achievement The school’s belief is that teachers should be involved in the identification of
what they need to learn and in the development of the learning experiences in which they
will be involved.
West Avenue Elementary school will conduct surveys after professional
development offerings and at multiple times throughout the year to garner feedback from
the staff. After reviewing the findings of the surveys the school wide professional
development team will determine if modifications need to be made to the existing plan.
Faculty input for this answer was acquired from an October staff meeting. Evidence
of professional learning needs of staff are identified through teacher surveys, grade
level and team meeting documentation logs, and teacher evaluation procedures.
School-based performance data will be utilized by the school committee to drive
our efforts to advance subgroups (Special Education, LEP) to proficiency on the NJ ASK
2011. Administrators and district personnel will monitor classroom activities,
appropriate application, and student progress through observation and collection of
student data. Student data included: student report cards, assessment data, attendance
and disciplinary records. Teachers are given professional development opportunities to
identify deficiencies and to develop appropriate instructional strategies to improve
concepts in LAL and Math.
In addition to the traditional methods of professional development, West Avenue
Elementary School will be restructuring some of the frameworks within the building to
provide teachers with alternative opportunities for professional development. Currently
grade level teams are provided with a minimum of one, with as many as five common
preparatory periods a week. In an effort to maximize the efficiency of the time period, the
administration will provide more structure for these common periods. Faculty meetings will
continue to be used as an information dissemination tool and data analysis (Smoker), but an
effort will be made to constructively use the time to incorporate work sessions, research,
and article reviews in an attempt to provide the teachers with additional opportunities to
grow as professionals.
Professional development goals align with our school goals as follows: Teachers of math
will use the strategies and activities from the Sheltered Instruction Model for English Language
Learners and will apply them to Math lesson for Limited English Proficiency and Special
Education students. Teachers of LAL will continue to use small group instruction, Guided
Reading strategies, Marzano’s strategies (Classroom Instruction that Works), and the Sheltered
Instruction Model to increase proficiency levels for the Limited English Proficiency, Special
Education, and General Education students. Teachers will outline these strategies in their
lessons, as well as in their daily instruction.
West Avenue School professional development goals:
 Improving literacy through robust and rigorous vocabulary, guided reading and
small group instruction, genre writing, text analysis, self-selected texts for reading
and writing, increase in Fountas and Pinnell Levels, benchmark tests, READ 180
Lexile levels, and Learnia and formative and summative assessments
 Extending knowledge of number sense, numerical operations, estimation, problem
solving, and patterns and algebra through the continued use of Every Day Math,
Pre-Algebra and Algebra, FASTT Math, Study Island, Learnia, and formative and
summative assessments
 Provide ongoing training and PD on successful instructional strategies for LAL and
Math that are both inquiry based and student-centered and are aligned with
NJCCCS
 To analyze state test scores to determine areas of deficiency, and develop
appropriate instructional strategies to improve such identified areas.
 To continue to provide opportunities for grade level meetings to facilitate vertical
and horizontal articulation among elementary and middle school staff.
 To monitor the effect of increased rigor through formal and informal observations.
 To have all students reading at grade level text.
 To make certain that all teachers clarify their lesson objectives and create
assessments based on these goals.
 To train teacher on timely and appropriate feedback.
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To engage staff in extended, meaningful professional development activities driven by
the NJCCCS that target the New Jersey Professional Standards for Teachers, and
provide opportunities for teachers to increase their content knowledge in an effort to
improve student achievement.
To increase the number of job-embedded opportunities for colleagues to collaborate,
interact, analyze and construct learning strategies aligned with current educational
theories and practices.
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To assist all staff members in realizing the importance of self-assessment and continual
development and refinement of their professional skills.
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To provide for all staff members professional development opportunities with the
district that correlate with district goals and objectives for improving student
performance and achievement that are lead by trained district personnel whenever
feasible.
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To assist the growth of new teachers through the development, implementation, and
evaluation of the District Mentoring Plan.
School’s Professional Development Needs
Language Arts
Current Language Arts Literacy data from state assessments and other benchmark
data revealed that West Avenue students are in need of remediation in these areas:
analyzing text, working with text, making text connections, writing through genres,
writing at a proficient/advanced proficient level, and using comprehension
strategies.
 Measured: Formative and summative assessments, Read 180,
standardized tests, report card grades. Provide opportunities for
frequent, deliberate reflections and articulation (Being a Writer, Writing
Residence, guided reading shared reading)
 Attainable: In-service professional development on content knowledge
and pedagogy, grade-level meetings, lesson modeling and co-teaching by
the literacy coach, articulation and collaboration sessions
 Specific: providing teachers the experiences that deepen content
knowledge, understanding and application of literacy best practices,
differentiating instruction so that scaffolded learning and independent
learning will occur; continue to provide opportunities for collaborative
examinations and analyses of student work
 Results Based: ongoing assessments (state, district, and teacher), unit
assessments, published writing pieces, Learnia results, Fountas and
Pinnell, and NJASK results, which will lead to an increase in student
achievement.
Mathematics
To date the current mathematical data from the NJ ASK for grades 3 – 8 indicate
that the students at West Avenue School are in need of remediation in the areas of
Number and Numerical Operations, Patterns and Algebra and Problem Solving.
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Measured: Formative and summative assessments, standardized tests,
report card grades. Students will be given frequent opportunities to
reflect upon and articulate what they need to know and demonstrate an
understanding of the lessons introduced and/developed.
Attainable: In-service professional development on content knowledge
and pedagogy, grade-level meetings, lesson modeling and co-teaching by
the math coach, articulation and collaboration sessions
Specific: providing teachers the experiences that deepen their content
knowledge, understanding and application of math best practices based
upon research, differentiating instruction so that various learning styles
are addressed and learning and independent learning will occur; continue
to provide opportunities for collaborative examinations and analyses of
student work. including student work on open-ended response items
using higher order thinking
Results Based: ongoing assessments (state, district, and teacher
observations), unit assessments, open ended responses, Learnia results,
and NJASK results, which will lead to an increase in student achievement
The professional development goals align with the school goals because the professional
development plan incorporates standards for improving student achievement while at the same
time offers teachers the responsibility of taking part in their own professional learning. This
professional development will be a focus throughout the 2011-2012 academic years.
Professional development goals aid in the accomplishment of school goals.
Administrators and curriculum personnel are all involved in assessing the professional
development needs of teachers. It can be offered in the form of vertical and horizontal
articulation, grade level team collaboration, demonstration and co-teach lessons, and informal
workshops. The key NJ Core Curriculum Content Standard areas on which the school will focus
their professional development are mainly LAL and Math. Science training will occur as the
need arises throughout the school year.
Professional development opportunities will be provided in the form of “In-house”
workshops where staff members share their expertise with colleagues. During the school day, staff
members can arrange a visitation to a colleague’s classroom to observe a “best practice” lesson or
participate in a co-teaching experience. Scheduling is arranged to allow grade level, common prep
periods during which time is dedicated to reflecting on techniques and sharing strategies, and
development of common lesson plans generally lead by the functionally strongest individual. Grade
level teams continually strengthen and enhance the capability of individual team members. Time
will be provided in faculty meetings for teachers to share key elements of instruction, successful or
not, that they have observed or experienced. A library of motivational DVDs and online workshops
will be utilized when appropriate to support professional development goals. Ongoing
professional development within the school will be focused upon researched-based best
practices and is directly connected to student learning goals.
Professional development drives student learning. Teachers will have an
opportunity to collaborate and examine student work in team meetings and vertical and
horizontal articulation sessions. Teachers will also have an opportunity to observe
colleagues who have exemplified best practices at West Avenue School. There is a direct
correlation between the district’s professional development plan and student learning goals.
The decision made to focus the 2010 – 2011 Professional Development Plan on increased
student achievement in mathematics and language arts and to close the achievement gap for all
students was based on a thorough analysis of student achievement results, and on the schools’
comprehensive needs assessment data. Furthermore, the district’s professional development
activities are grounded in scientifically based research and aligned with the New Jersey Core
Curriculum Content Standards. Teachers are chosen for professional development activities
based on their need. The professional development plan is communicated to staff members at
orientation and staff in-services.
Professional development opportunities are offered throughout the school year in a
variety of ways. Collaborative school teams exist for teachers of LAL, Math and Science.
During these workshop sessions grade level and subject area concerns are discussed.
Additionally, this allows time for teachers to disaggregate data and analyze student work
while sharing best practices. Demonstration lessons by exemplary teachers are provided
when a need has been established. New or novice teachers are provided a mentor. This
partnership allows for the new teacher to become acquainted with the common practices of
the school and district.
Common planning times are built into the master schedule to allow for maximum
planning and preparation time for all grade level teachers. Common planning time allows
for teams to meet in unison with the coaches and the administrative team so that all are
offered equal time and receive consistent feedback. Data Driven meetings are held by the
principal in an effort to share incoming and existing data that reveals the progress of the
school. A majority of the ongoing professional development within the school will be
focused upon researched-based best practices. Teachers may collaborate during the
summer months and use professional days to attend workshops.
Central office staff will support the professional development plan in several ways.
Central office will disseminate research and resources about professional development to
school professional development committees. Additionally, central office will support
professional development by conducting a district-wide staff professional learning day and
fund as many professional development activities as possible during.
Engaging stakeholders in the process of establishing collaborative professional learning
communities is important. Therefore, school leadership will seek input from stakeholders
regarding professional learning communities through the completion of needs assessment
surveys and discussions during faculty, grade level meetings, and School Leadership Council
meetings.
Job-embedded professional development will occur at West Avenue School during biweekly grade level meetings, and monthly vertical and horizontal articulation meetings. During
these grade level meetings teachers will analyze student work, benchmark assessments, building
level and district level assessments, share ideas, engage in professional dialogue, share common
strategies, and make any needed modifications to instructional practices to enhance student
learning. Professional development will be conducted by school building instructional leaders,
such as coaches and building administrators. School level administrators, district curriculum
personnel, and exemplary teachers will extend the teachers’ knowledge and pedagogical
skills by providing demonstration lessons, professional conferencing, peer coaching, and
content specific research-based instructional strategies to improve student achievement in
specific content areas.
Our school Professional Development Plan is supported by our district and the school
administrators actively and consistently demonstrate in both words and actions a commitment to
the plan. Common time for collaboration and planning in the teachers’ schedules will be
allocated and necessary funds for the purchase for materials and resources to support instruction
and on-going Professional Development will be provided.
We should see teachers demonstrating new skills during administrative walk throughs
and teacher observations. Assessment data will be reviewed on an ongoing basis and NJ ASK
proficiency levels should increase. Surveys based on teacher need are already conducted and
examined. During the current school year surveys were distributed to 47 staff members, 44
staff members returned the surveys. Ideas for new professional topics are generated
whenever professional development is offered. Transforming the use of time during
common planning time, faculty meetings and professional development days could be
considered for holding focus groups to get teacher input on needed professional learning.
The key elements of previous professional development leveraged in the new plan are
research based best practices from Robert Marzano’s “Instructional Strategies That Work.” The
professional development opportunities address the needs of staff and enhance student
learning. Professional development will continue to be a collaborative effort focused on
increased teacher pedagogy and varied instructional strategies and techniques. Teachers
collaborated and analyzed student work (writing samples and unit tests) and applied instructional
strategies to improve student learning. Teachers also learned how to use Advanced organizer
instructional strategies to enhance student classroom performance. Teachers analyzed student
Math Benchmark and Assessment data and applied strategies to improve student learning.
Teachers also learned collaboration techniques to enhance cross curriculum instruction and share
best practices to improve student achievement. Teachers learned how to improve using literacy
circles and student reading skills. Teachers also learned how to set LAL classroom objectives and
provide feedback to students to enhance student performance. Student learning will be enhanced
through delivery of rigorous and relevant curriculum aligned with the NJCCCS.
2. West Avenue School’s definition of student achievement is: All students must meet the core
curriculum content standards and make positive contributions to the community. Key findings
from the needs assessment are: Teachers need to inform students of the goals of a lesson.
Teachers need to assess students based upon the goals of the lesson.
3. Professional development goals connected to the student learning goals for West Avenue
School are:
 Provide ongoing training and PD on successful instructional strategies for LAL and
Math that are both inquiry based and student-centered and are aligned with
NJCCCS
 To analyze state test scores to determine areas of deficiency, and develop
appropriate instructional strategies to improve such identified areas.
 To monitor the effect of increased rigor through formal and informal observations.
 To have all students reading at grade level text.
 To make certain that all teachers clarify their lesson objectives and create
assessments based on these goals.
 To train teacher on timely and appropriate feedback.
4. Processes and structure the school will use to provide professional learning opportunities are:
Common planning times are built into the master schedule to allow for maximum planning and
preparation time for all grade level teachers. Job-embedded professional development will occur
during bi-weekly grade level meetings, and horizontal and vertical articulation meetings.
5. Resources that will ensure professional learning is ongoing are: Ongoing professional
development within the school which will be focused upon researched-based best practices and
Data Analysis and Collaboration,
6. Goals for evaluation of professional development in future years are as follows: We should
see teachers demonstrating new skills during administrative walk-throughs and classroom
observations. Assessment data will be reviewed on an ongoing basis and NJ ASK proficiency
levels should increase for all students.