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DIOCESE OF PATERSON
1
Positive Aspects
The professional development plan addresses the goal of the Diocese of Paterson for staff
formation and development to foster a spirit of learning, cooperation, and achievement among
teachers and administrators in order to advance student learning and achievement. In-service
evaluations and student assessments enable the Local Professional Development Committee
(LPDC) and School Professional Development Committees (SPDCs) to ascertain professional
development needs and to recommend programs/practices in order to address them.
All schools have established Professional Learning Communities. There is an increase
in collaboration among staffs (including support staffs). Teachers meet frequently on
grade/subject level within their buildings as well as with teachers in area schools. Teachers
continue to become more proficient in analyzing test scores to determine needs. This proficiency
has resulted in enhanced student learning and improved test scores which indicate adequate
yearly progress (AYP). Schools use federal, state and grant funding to provide high-quality
presenters and coaches in literacy, math, and science.
Schools have become creative in providing common planning time. In addition, the
Sussex County Academy of Catholic Schools which is comprised of 5 schools has developed
common mid-term and final exams for their middle school students.
As a result of the AdvancED Accreditation process, an internal review of each school
conducted by all principals holds the school accountable to the AdvancED standards. An
additional outcome of the process was to establish goals one of which is to enhance our
professional development strategies.
Challenges One factor that is a challenge in providing professional development is our financial limitations. Although there are some district-wide PLCs, time to meet continues to present a challenge.
Relationship of Professional Development on Teaching Practices and Student Learning
Annual reviews of student progress have helped schools know the impact of professional
development on student learning. SPDCs acknowledge the significant influence teachers have
DIOCESE OF PATERSON
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on student learning and the importance of ongoing, sustained and job-embedded PD.
Documentation that indicates that PD has improved teaching practices and student learning
include:
Feedback from teachers that targeted specific areas of need
o Based on test analysis 3-year longitudinal growth
Learning Experiences
o Year-long plans and unit plans
Teacher observations and evaluations
Alignment to Diocese and School Priorities, Key Initiatives, and Programs
Each school has aligned their PD plans to:
NJCCCS and Diocesan Goals
AdvancED accreditation
The School’s Building Goal
Using student assessments, teacher evaluations and previous professional development
participation, teachers and principals continually reflect on their professional needs. Through
their Professional Development Plans (PDP) and Professional Growth Plans (PGP), teachers and
principals design professional learning programs which are ongoing, sustained and classroom-
centered that demonstrate continued growth and improvement. Preparation of novice teachers
and resident principals continues to be enhanced through the diocesan mentoring program and
the training of mentors through the Leader to Leader Program. Professional learning
communities are the framework for professional development at the local level. The AdvancED
process has been a vehicle to improve the principals’ collaborative relationships.
DIOCESE OF PATERSON
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Student achievement is defined as attaining and retaining confidence, motivation, and an
eager desire to become independent thinkers and life-long learners infused with Catholic values.
Additional commonalities in definitions among schools in the diocese include:
Acquisition of knowledge and skills;
Ability to accomplish new tasks;
Capability of achieving excellence according to their ability;
Motivation to be contributing citizens of a global society with compassion for the needy.
The professional development needs of the schools in the diocese are gathered from
several sources:
Scores on standardized tests administered to students continue to be analyzed to identify
strengths and weaknesses in each building.
Alignment of the curriculum with the CCCS is defined through dialogue, planning with
the diocesan curriculum committees, and meetings with subject-area coordinators.
Feedback gathered from PLCs
Additionally, input on the overall professional development needs of the diocese
continues to be sought from all stakeholders: administrators, the Schools Office, teachers through
the Faculty Advisory Council, parent representatives, and community representatives.
Furthermore, all principals were polled with regard to needed curriculum revisions.
Surveys
Individual school surveys were utilized by teachers, administrators, students, and parent
representatives. Surveys were differentiated according to the stakeholders.
o Schools use online surveys
Elementary and secondary school principals were surveyed regarding participation in
DIOCESE OF PATERSON
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Academy-sponsored workshops and in-services, as well as additional workshops
provided on and off site.
The Catholic Schools Office continues to survey parents who transfer their children
without a change of residence.
Focus Group Sessions were and continue to be employed to obtain the communities’
perceptions/expectations of the educational programs offered.
Needs
The following common needs emerged from the school plans, surveys and poll:
Curriculum revisions
o Math, Literacy and Reading
Differentiated instruction
Needs of special population
Technology integration
Formative and summative assessments
Test analysis
Curriculum mapping
Collaborative planning time
Science
Vertical articulation
Higher level thinking skills
Funding
DIOCESE OF PATERSON
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The Diocesan Professional Development Committee believes that certified, competent,
capable, and caring teachers must shape the educational environment in which the students
participate in order to provide the best education possible. This life-long process focuses on
acquiring knowledge, refining skills, developing strategies, and implementing practices that are
in keeping with the teachers’ PDPs and contribute to effective student learning.
Student Learning Goals
Realize their God-given potential
Develop a love of learning and be lifelong learners
Be creative, think critically, and communicate effectively
Learn through an interdisciplinary approach
Develop into productive, responsible citizens
Be prepared for success in school, in the workplace, and in their personal lives
Demonstrate intellectual, artistic, practical, and physical achievements
Work well independently and as part of a team.
Student Achievement
The objective assessment of student achievement is accomplished through the use of the
Terra Nova and COOP standardized tests. Our focus is on student growth towards proficiency as
demonstrated by matched year to year comparison of student performance using the Normal
Curve Equivalent (NCE) as a growth indicator, and the Performance Level as an indicator of
attainment of proficiency.
Performance Indicators:
1. Seventy-five percent of the student population will demonstrate a minimum of one
year of academic growth as evidenced by longitudinal comparison of matched Normal Curve
Equivalent (NCE) scores.
2. Ten percent of the students at each grade level will show an increase of at least one
Performance Level.
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Diocesan Professional Development Goals
Every child is entitled to competent, caring, and qualified teachers. To this end, the
Catholic Schools Office has embraced Professional Learning Communities (PLCs) as the
framework in which professional development activities are sustained, ongoing and job-
embedded.
Performance Indicators:
1. Schools will hire certified teachers
2. Each school will maintain a PLC designed to affect teaching practices that impact
student learning and achievement.
3. Each school will prepare and submit a professional development plan to be approved
at the diocesan level.
4. In line with state requirements, teachers will maintain a minimum average of twenty
PD hours per year.
Alignment of Student Learning Goals and Professional Development Goals
Our schools’ goals call for the improvement of math, science, and literacy skills for all
students.
o 20 of our schools have partnered with Steven’s Institute in a STEM initiative.
o Each school is required to prepare a building goal focused on the upcoming
curriculum revisions in Math, Literacy and Reading.
o Enhancement of differentiated instruction teaching strategies will enable
teachers to meet individual learning needs.
School teams will collaboratively analyze their professional practices with focus on
improving student learning.
o This goal will be attained through the use of examining student progress,
analyzing student work, determining effective and ineffective strategies, and
using authentic assessments.
o This goal will be measured through positive student outcomes.
School teams will accept that change is a necessary process in order to effectuate positive
results.
o This goal will be measured through each team’s continued evaluation of their own
processes.
Our goals are directly derived from student learning needs; therefore when our students
have met their goals, school goals have also been met. When it is determined that students’
learning needs have changed, our goal is to provide a systematic process in which change to our
professional practice can be effectuated.
DIOCESE OF PATERSON
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Structures and Processes
Professional development structures consist of both small and large teams (PLCs) within
school buildings, as well as within academies and areas. Teachers work both vertically and
horizontally with an eye toward assuring collaboration and program continuity. Teams are
supported in observing the practices of other school team members and they are increasing
partnerships with other schools. These meetings are followed by constructive feedback. Other
structures include:
Book studies are used in several schools where teachers focus on specific areas in need of
attention.
Schools continue relationships with colleges in providing programs such as literacy
coaching and technology infusion. For example, schools have partnered with Kean
University’s National Writing Project, Fairleigh Dickinson University’s Institute for the
Enhancement of Teaching Math and Science, Rutgers University’s Literacy Coaching,
Stevens Institute’s STEM, and William Paterson’s PD Schools
Schools are members of the counties’ Education Technology Teaching Consortium
(ETTCs).
Several schools use online course protocols such as Moodle, Brain Pop, and Discovery
Education which facilitate teacher interaction and communication on specific topics that
address their students’ needs.
Individual teachers continue learning through post graduate work.
Local public school districts offer PD opportunities to our schools.
The diocese offers PD related to test analysis. Professional development days will
continue within Academies and areas which offer time to focus on regional goals.
DIOCESE OF PATERSON
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A committee has been formed through the AdvancED accreditation process to
implement and monitor its goal for on-going, job embedded, sustained professional
development throughout the diocese.
The diocesan technology coordinator provides assistance to teachers to become proficient
in understanding test data.
Faculty meetings are focused on student/teacher needs rather than the dissemination of
information.
NING is a web-based forum where teachers are able to share best practices and
network with their peers.
Key CCCS Areas
Schools in the diocese focus on specific areas of weaknesses as indicated on standardized
tests in the areas of math, science and literacy.
In addition, each school focus on other curriculum areas specific to their school needs.
Diocesan Support
The diocese is comprised of three counties, Morris, Passaic and Sussex. Within the
counties are consortia, independent schools, and academies. LPDC reviews the 38
school plans. Information gleaned from these plans is shared with all
administrators.
Principals meet monthly through AdvancEd and obtain support from one another.
Information is shared and passed to local content coordinators who share it with teachers
and aides. Reciprocity of sharing is the norm.
Addressing Gaps
Opportunities for professional development are provided through NING, Study
Island, and STEM.
All schools must develop and submit a school wide building goal as well as
individual teacher goals which will result in a bonus when satisfactorily completed.
The restructuring of the diocese has shared leadership with the individual schools,
consortia and academies for meeting the professional development needs within
those groups.
Development of Productive Team Structures
Schools provide structured time for regularly scheduled PLC meetings focused on
improving teaching practices that enhance student learning.
Communication
Principal meetings are the forum for the local schools to understand that the diocesan
plan integrates the commonalities of individual school plans.
The LPDC coordinator will present the plan to the superintendent and to the diocesan
Education Council.
The plan is posted on the diocesan website for all stakeholders.
Connections
Professional development opportunities are aligned with student learning goals which are
determined by the analysis of empirical data.
DIOCESE OF PATERSON
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Time Allocations and Supporting Resources
Diocesan-wide support
o Academies, consortia, and independent schools host professional day(s)
o Monthly administrators’ meetings
o Academies, consortia, and independent PLCs for specific grade levels and subject
areas
o Teachers’ and principals’ orientation
On-site
o Weekly department meetings on the high school level
o Several schools have extended faculty meetings; others meet weekly before
school begins.
o Several schools participate in peer observations
o Several schools have monthly meetings that are subject oriented
o Schools build time into the schedules to allow PLCs to meet
o Title I, Title II, IDEA and school budget
o Grants as they become available
o Individual school foundations help to defray PD costs at several schools.
o Summer technical training programs are offered at schools
o Discounted tuition is offered to all Catholic school teachers from Catholic
colleges and universities
o Teachers take advantage of the courses offered by each county’s ETTC
o STEM and Study Island training
Leadership Support
School leaders network and connect with community leaders and other professionals who
can offer their expertise which supports professional development needs within schools.
DIOCESE OF PATERSON
10
Leadership provides release time for teachers to visit other classes, to meet and plan in
collaboration with other teachers within buildings and within areas.
Ultimately, this plan will keep the schools focused on the New Jersey Professional
Standards for Teachers and School Leaders, Standards for Professional Development of
Teachers, the 8 Key Elements of High Quality Professional Development for Teachers, and the
Diocesan Mentoring Program, as well as our own goals for enhancing student learning. On-site
evaluations are taken after each professional development offering. The evaluations are
tabulated into a database and examined for effectiveness. Future professional development
opportunities are considered based on the results of the surveys. Based on the school
building goal and teacher goals the SPDC seeks input for professional development
opportunities.
Professional Development Standards that have been created for teachers are probably the
most effective criterion on which to base success. These standards reflect a commitment to
life-long learning by providing a framework on which teachers can base their development
opportunities. The evaluation process for each standard is listed as follows:
Standard Assessment
1. Enhances knowledge of subject content Transcripts, portfolios, textbook reviews,
publications
2. Improves understanding of the
academic, social, emotional, and
physical needs of each learner and
ensures that educators utilize
appropriate teaching skills to enable students to meet or exceed their
Terra Nova, lesson plans, observations,
stakeholder surveys
DIOCESE OF PATERSON
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potential
3. Reflects best available interpretation of
relevant knowledge, including empirical
research and consensus of professional
opinion in teaching, learning, and
leadership
Teacher journals, logs, minutes, article and
workshop reviews, work on curriculum planning
4. Encourages educators to develop a
variety of classroom-based assessment
skills
Portfolios including formative and summative
assessments, authentic assessments, and
differentiated assessments
5. Provides for integrating new learning
into the curriculum and the classroom
Lesson plans, observations, portfolios, journals
6. Is based on knowledge of adult learning
and development
Positive interactions, increased motivation
7. Is periodically assessed to show its
impact on teaching practice and/or
student learning
Annual review, peer review
8. Results from clear coherent, strategic
planning that is embraced and
supported by the district’s governing
body and by all levels of the school
system
Annual school review by superintendent
9. Develop a school culture that fosters
continuous improvement and that
challenges traditional roles and
relationships among educators
Teacher logs, meeting minutes, teacher surveys
10. Is supported by the intellectual and
financial commitment which enables the
achievement of professional
development plans
Designated job-embedded time for collaboration,
commitment from the administration/Diocese for
teachers to attend workshops
11. Is supported by sufficient time during
working hours to engage in collegial
consultation and learning and to support
professional development
Designated job-embedded time for collaboration
12. Empowers educators to work effectively
with parent and community partners
Parent/teacher surveys, Diocesan workshops
DIOCESE OF PATERSON
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1. Reflection
The professional development plan addresses the goal of the Diocese of Paterson for staff
formation and development to foster a spirit of learning, cooperation, and achievement among
teachers and administrators in order to advance student learning and achievement. In-service
evaluations and student assessments enable the Local Professional Development Committee
(LPDC) and School Professional Development Committees (SPDCs) to ascertain professional
development needs and to recommend programs/practices in order to address them.
All schools have established Professional Learning Communities. There is an increase
in collaboration among staffs (including support staffs). Teachers meet frequently on
grade/subject level within their buildings as well as with teachers in area schools. Teachers
continue to become more proficient in analyzing test scores to determine needs. This proficiency
has resulted in enhanced student learning and improved test scores which indicate adequate
yearly progress (AYP). Schools use federal, state and grant funding to provide high-quality
presenters and coaches in literacy, math, and science.
Schools have become creative in providing common planning time. In addition, the
Sussex County Academy of Catholic Schools which is comprised of 5 schools has developed
common mid-term and final exams for their middle school students.
As a result of the AdvancED Accreditation process, an internal review of each school
conducted by all principals holds the school accountable to the AdvancED standards. An
additional outcome of the process was to establish goals, one of which is to enhance our
professional development strategies.
Annual reviews of student progress have helped schools know the impact of professional
development on student learning. SPDCs acknowledge the significant influence teachers have
on student learning and the importance of ongoing, sustained and job-embedded PD.
Documentation that indicates that PD has improved teaching practices and student learning
include:
DIOCESE OF PATERSON
13
Feedback from teachers that targeted specific areas of need
o Based on test analysis 3-year longitudinal growth
Learning Experiences
o Year-long plans and unit plans
Teacher observations and evaluations
2. Needs Assessment
Student achievement is defined as assessment meeting potential and students attaining
and retaining confidence, motivation, and an eager desire to become independent thinkers and
life long learners infused with Catholic values.
Additional commonalities among schools in the diocese include:
Acquisition of knowledge and skills
The ability to accomplish a task students were previously unable to do
Every student is capable of achieving excellence according to his/her ability
Contributing citizens of a global society with compassion for the needy and move to
action
The following common needs emerged from the school plans, surveys and poll:
Curriculum revisions
o Math, Literacy and Reading
Differentiated instruction
Needs of special population
Technology integration
Formative and summative assessments
Test analysis
Curriculum mapping
Collaborative planning time
Science
Vertical articulation
Higher level thinking skills
Funding
DIOCESE OF PATERSON
14
3. Professional Development Goals:
The Diocesan Professional Development Committee believes that certified, competent,
capable, and caring teachers must shape the educational environment in which the students
participate in order to provide the best education possible. This lifelong process focuses on
acquiring knowledge, refining skills, developing strategies, and implementing practices that are
in keeping with the teacher’s PDP and contribute to effective student learning.
Student Learning Goals:
Realize their God-given potential
Develop a love of learning and be lifelong learners
Be creative, think critically, and communicate effectively
Learn through an interdisciplinary approach
Develop into productive, responsible citizens
Be prepared for success in school, in the workplace, and in their personal lives
Demonstrate intellectual, artistic, practical, and physical achievements
Work well independently and as part of a team
Performance Indicators:
Schools will hire certified teachers
Each school will maintain a PLC designed to affect teaching practices that impact student
learning and achievement.
Each school will prepare and submit a professional development plan to be approved at
the diocesan level.
In line with state requirements, teachers will maintain a minimum average of twenty PD
hours per year.
.
4. Professional Development Opportunities:
. Professional development structures consist of both small and large teams (PLCs) within school
buildings, as well as within academies and areas. Teachers work both vertically and
horizontally with an eye toward assuring collaboration and program continuity. Teams are
supported in observing the practices of other school team members and they are increasing
partnerships with other schools. These meetings are followed by constructive feedback. Other
structures include:
Book studies are used in several schools where teachers focus on specific areas in need of
attention.
Schools continue relationships with colleges in providing programs such as literacy
coaching and technology infusion. For example, schools have partnered with Kean
University’s National Writing Project, Fairleigh Dickinson University’s Institute for the
Enhancement of Teaching Math and Science, Rutgers University’s Literacy Coaching,
Stevens Institute’s STEM, and William Paterson’s PD Schools
Schools are members of the counties’ Education Technology Teaching Consortium
(ETTCs).
DIOCESE OF PATERSON
15
Several schools use online course protocols such as Moodle, Brain Pop, and Discovery
Education which facilitate teacher interaction and communication on specific topics that
address their students’ needs.
Individual teachers continue learning through post graduate work.
Local public school districts offer PD opportunities to our schools.
The diocese offers PD related to test analysis. Professional development days will
continue within Academies and areas which offer time to focus on regional goals.
A committee has been formed through the AdvancED accreditation process to
implement and monitor its goal for on-going, job embedded, sustained professional
development throughout the diocese.
The diocesan technology coordinator provides assistance to teachers in become proficient
in understanding test data.
Faculty meetings are focused on student/teacher needs rather than the dissemination of
information.
NING is a web-based forum where teachers are able to share best practices and
network with their peers.
5. Professional Development Resources
Time Allocations and Supporting Resources
Diocesan-wide support
o Academies, consortia, and independent schools host professional day(s)
o Monthly administrators’ meetings
o Academies, consortia, and independent PLCs for specific grade levels and subject
areas
o Teachers’ and principals’ orientation
On-site
o Weekly department meetings on the high school level
o Several schools have extended faculty meetings; others meet weekly before
school begins.
o Several schools participate in peer observations
o Several schools have monthly meetings that are subject oriented
o Schools build time into the schedules to allow PLCs to meet
o Title I, Title II, IDEA and school budget
o Grants as they become available
o Individual school foundations help to defray PD costs at several schools.
o Summer technical training programs are offered at schools
o Discounted tuition is offered to all Catholic school teachers from Catholic
colleges and universities
o Teachers take advantage of the courses offered by each county’s ETTC
o STEM and Study Island training
Leadership Support
School leaders network and connect with community leaders and other professionals who
can offer their expertise which supports professional development needs within schools.
DIOCESE OF PATERSON
16
Leadership provides release time for teachers to visit other classes, to meet and plan in
collaboration with other teachers within buildings and within areas.
Evaluation:
Ultimately, this plan will keep the schools focused on the New Jersey Professional
Standards for Teachers and School Leaders, Standards for Professional Development of
Teachers, the 8 Key Elements of High Quality Professional Development for Teachers, and the
Diocesan Mentoring Program, as well as our own goals for enhancing student learning. On-site
evaluations are taken after each professional development offering. The surveys are tabulated
into a database and examined for effectiveness. Future professional development
opportunities are considered based on the results of the surveys. Based on the school
building goal and teacher goals the SPDC seeks input for professional development
opportunities.
Professional Development Standards that have been created for teachers are probably the
most effective criterion on which to base success. These standards reflect a commitment to
life-long learning by providing a framework on which teachers can base their development
opportunities. The evaluation for each standard includes but is not limited to portfolios,
Terra Nova results, lesson plans, observations, teacher logs, minutes, journals, peer
reviews, internal reviews and parent/teacher surveys.
