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LCAP Update, Feedback, & Input Vision 2020 - Quality Indicator 5:
Professional Learning For All
December 9, 2014
2
Agenda
Aligning Professional Learning Professional Learning 2013-14 Professional Learning 2014-15
Cultural Proficiency Professional Learning
3
LCAP Input – Think about…
1. What is Working? (…and should be continued...)
2. What is Needed?(…including improvements or change…)
3. What are the Priorities?(Based on what’s Working and Needed – note the priorities - the most important next steps…)
..we will come back to these questions for your Feedback & Input
PROFESSIONAL DEVELOPMENT FOR ALLDestination:
Schools hold professional learning among their top priorities for the school community. They recognize that universal high expectations for all students require ambitious and continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective professional learning to expand educators’ knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on substantive results for themselves, their colleagues, and their students. Schools artfully combine deep understanding and cultural responsiveness to the communities they serve. Schools hold high expectations with support for adult learning by providing multiple structures for professional development in order to achieve school goals. They embed professional learning into the organization’s vision by communicating that it is a core function for improvement and by establishing and maintaining a public and persistent focus on educator professional learning.
5
Professional Learning Alignment
Professional Learning 2013-14: Leadership and Learning provided Area Superintendent and
Principal Professional Learning. Departments offered a variety of PD options that were not
centrally aligned.
Professional Learning 2014-15: Instructional Cabinet develops a year long focus. Principal Institutes are aligned to four learning cycles. All schools are provided additional professional learning time
(PLC). Common Core Support Teachers are working within schools. Departments align PD to connect with the four learning cycles.
6
Certificated5,008
Classified1,500
Management354
Other276
Employees Enrolled in PD through ERO7,138 Total in 2013-14
7
Type of PD offered through ERO21,707 Registrations in 2013-14
Curr/Inst/PD6,474
Policies/Pro-cedures2,635
Technical Training12,968
Type of PD offered through ERO21,707 Registrations in 2013-14
8
2013-14
Elementary Instruction
Human Resources
Teacher Preparation
Family Life/Sex Education
AVID
Leadership Development
GATE
VAPA
CCTE
Non-District Employees
Early Childhood/Primary
Cultural Proficiencey
School Counselor PD
Language Acquisition
Special Education
0 500 1000 1500 2000 2500 3000 3500
33
34
41
53
60
99
197
214
263
290
311
337
673
987
2882
Curriculum/Instruction-Focused PD
Number of Course Enrollments
Cour
se C
ateg
ory
9
2013-14
Human Resources
General Education
Early Childhood/Primary
School Police Services
Crisis Response
PeopleSoft Procedural
Special Education
Budget and Finance
Language Acquisition
0 200 400 600 800 1000 1200 1400
34
50
52
58
153
351
363
419
1155
Policy/Procedure/Other PD
Number of Course Enrollments
Cour
se C
ateg
ory
10
2013-14
Other
SISPUG
Counseling
Special Ed.
EXCEED
i21
PowerSchool
0 1000 2000 3000 4000 5000 6000 7000
22
33
116
176
370
5750
6501
Technical PD
Number of Course Enrollments
Cour
se C
ateg
ory
The Focus of Our WorkLearning Cycles
How do we develop students who take an active stance in their own learning and become actively
literate, contributing members of society who make a positive difference in the world?
Cycle 1Aug. 15 – Nov. 12
How do we develop an academic, social
and physical environment worthy
of our children?
Cycle 2Nov. 13 – Feb. 5
How do we create classrooms that are
alive with collaborative
conversations?
Cycle 3Feb. 6 – April 15
How do we create the learning
conditions that maximize the
potential that lies within the
variability of all learners?
Cycle 4April 16 – June 24
How do we develop students who take an active stance in their own learning and the learning of
others?
12
L a n g u a g e A r t s 9 7 6 T e a c h e r s
M a t h e m a ti c s9 9 7 T e a c h e r s
S c i e n c e 3 2 7 T e a c h e r s
S o c i a l S t u d i e s1 4 4 T e a c h e r s
786
659
182
171
215
125
126
19
22
20
18
101
2014-15 Cycle 1 Teacher Professional Learning
Secondary Summer PD
Department Chairs
Secondary
Elementary
Subject Area
Num
ber o
f Tea
cher
s
13
School Administrators Classified Administrators
179
250
42
2014-15 CYCLE 1 MANAGEMENT PROFESSIONAL LEARNING
Principal Vice Principal
14
Cultural Proficiency – Building a Common Vision of Equity and Cultural ProficiencyBackground: Vision 2020 Indicator: Supportive Environments that Value
Diversity in the Service of Students. LCAP Action: Provide cultural proficiency training that
recognizes personal and discriminatory practices. Harvard Study: Recommended an “external” partnership.
Action: Partner with the National Equity Partners (NEP) to
provide Cultural Proficiency Professional Learning for: Teachers: Focus on Beginning Teachers Principals: All Principals School Teams: Teaching with a Cultural Eye Institute, Select
schools Central Office: Leadership and Board of Education
15
LCAP Feedback & Input
Related to this LCAP Update
1. What is Working? (…and should be continued...)
2. What is Needed?(…including improvements or change…)
3. What are the Priorities?(Based on what’s Working and Needed – note
the priorities - the most important next steps…)
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