PCS Professional Development Plan - WNYRIC

Page 1 of 39

Pioneer Central School District Professional Development Plan

BEDS Code: 04350106000

Superintendent: Ben Halsey

Address: P.O. Box 579 County line Road Yorkshire, New York 14173

Phone Number: 716-492-9304

Fax Number: 716-492-9360 E-Mail: [email protected]

Plan is effective: September 1, 2000

Updated – August 2016

PCS Professional Development Plan

Page 2 of 39

Table of Contents

District Team……………………………………………………………………………………………. 3 Professional Development Planning Team………………………………………………………... 4 Curriculum Council Membership……………………………………………………………………. 5 Professional Development Opportunities…………………………………………………………. 5 Needs/Data Analysis for Professional Development Planning………………………………… 8 Professional Development Needs Assessment Sources……………………………………….. 8 Professional Development Implementation Plan………………………………………………… 9 Professional Development Goals…………………………………………………………………… 10 Strategic Plan Strategies Identified to Reach Professional Development Goals…………… 12 Current District and Building Initiatives……………………………………………………………. 13 Statement of Assurances………………………………………………………………………………14 Appendix A – Pioneer Teacher Center Key Activities………………………………………………16 B – Teacher Coordination with BOCES and other Educational Institutions…….... 17 C – Teacher Center Collaborative Efforts……………………………………………..... 18 D – Teacher Center Resources and Work Plan Matrix………………………….......... 19 E – Teacher Center Evaluation Process………………………………………………… 26 F – Teacher Center Program Evaluation Abstract…………………………………….. 28 G – Teacher Center Tools for Evaluation……………………………………………….. 30 H – Pioneer Work Plan……………………………………………………………………… 31 I – Pioneer Professional Development Learning Model…………………………….. 35 J – Pioneer CTLE Vendor Master List……………………………………………………. 36 K – Pioneer District Initiatives Venn Diagram………………………………………….. 38


Page 3 of 39

District Team:

District and building administrators/personnel: 11

Teachers: 1

Support staff: 1

Community College Representative: 1

NAME RESPONSIBILITY STAKEHOLDER

GROUP OTHER TEAM MEMBERSHIP

Ben Halsey Superintendent Administration

Nick Silvaroli Assistant

Superintendent Administration

Melissa Prorok Middle School

Principal Administration

Deb DiNoto Community College

Representative

Genesee Community

College

Ann Pajak Associate Director of

Special Education Administration

Jennifer Eckel Data Entry Control

Clerk Support Staff

Kirk Winters PFA Union President PFA/Teacher

Michael Lucow Special Education

Director Administration

Tiffany Giannicchi Delevan Elementary


Mellisa Devitt Arcade Elementary


Michael Irizarry Director of Curriculum

and Instruction Administration Curriculum Council

Robert Morgan Director of Instructional

Technology and Computer Operations

Administration Curriculum Council

Jeannene Wagner District Administrator Administration Curriculum Council

Jim Graczyk Director of Health,

Physical Education & Athletics

Administration


Page 4 of 39

Description of Professional Development Planning Team : Administrators and the Curriculum Council. There are four school buildings within the district.

NAME RESPONSIBILITY STAKEHOLDER

GROUP OTHER TEAM MEMBERSHIP

Ben Halsey Superintendent Administration

Nick Silvaroli Assistant Superintendent Administration

Melissa Prorok Middle School Principal Administration

Deb DiNoto Community College

Representative

Genesee Community

College

Ann Pajak Associate Director of Special

Education Administration

Jennifer Eckel Data Entry Control Clerk Support Staff District Data Team

Kirk Winters PFA Union President PFA/Teacher

Michael Lucow Special Education Director Administration

Tiffany Giannicchi Delevan Elementary


Mellisa Devitt Arcade Elementary Principal Administration

Michael Irizarry Director of Curriculum and

Instruction Administration Curriculum Council

Robert Morgan Director of Instructional

Technology and Computer Operations

Administration Curriculum Council

Jeannene Wagner District Administrator Administration Curriculum Council

Jim Graczyk Director of Health, Physical

Education & Athletics Administration

Pam Waterman Elementary Teacher Teacher Curriculum Council

Sarah Parker Elementary Teacher Teacher Curriculum Council

Rose Wagner Elementary Teacher Teacher Curriculum Council

Cheri Ludwick Elementary Teacher Teacher Curriculum Council

Barbara Smith Elementary Teacher Teacher Curriculum Council

Heidi Salzman Special Education Teacher Curriculum Council

Amy Shephard Health 9-12 Teacher Curriculum Council

Christina Treichler Math 7-12 Teacher Curriculum Council

Ken Flasza Business Teacher Teacher Curriculum Council

Pat Hoffman High School Special

Education Teacher

Mark Dziob Teacher 7-12 Teacher Curriculum Council

Kathryn Snyder High School Special

Education Teacher

Curriculum Council Department Chair

Maura Birdd Social Studies 7-12 Teacher Curriculum Council

Lynn Hazen Special Education Teacher Curriculum Council

Brenda McKenzie Spanish Teacher Teacher Curriculum Council

Kim Higgins Music Teacher Teacher Curriculum Council

Amy Shephard Physical Education Teacher Curriculum Council


Page 5 of 39

Professional Development Team /Curriculum Council

At Pioneer, the professional development team consists largely of members of our Curriculum Council. The Curriculum Council (CC) is concerned with the “details” of the PDP for the district. It consists of representatives of the curriculum areas in all four buildings. This committee designs the professional development plan for the district. Their responsibility is to inform and be informed by their stakeholder group members AND their building team and during the summer to guide staff development planning and decision making based on research of best practices regarding district initiatives and the Strategic Plan. The CC regularly collects evaluation information on all staff development opportunities.

Professional Development Opportunities

1) In order to receive salary increases, as stated in the contract between the Pioneer Faculty

Association (PFA) and the district, the professional staff members must complete 30 clock hours of professional development, a three credit graduate course, or pursue Internet based studies equivalent in seat time and rigor. The Pioneer Faculty Association contract creates a structure for staff development that is supported and encouraged by the district. The 30 hour courses are offered throughout the year, during summer break, and during the school year on weekdays, after school, and weekends. Courses are available through the Pioneer Teacher Center, other Teacher Centers in the area, internet online courses, or college course work. All courses must meet district requirements. The district uses the high quality professional development standard established by the state in Title IX. In addition, teachers have the option to work on curriculum as described by the district for up to 16 days per summer. Another option for teachers is to write a two day individual curriculum project which then is presented for approval by the Teacher Center In-Service Policy Board. [See Appendix A – Teacher Center Key Ideas]

2) The Plan shall ensure that all teaching assistants and long term substitutes are provided an

opportunity to participate in staff development to increase their capacity in district initiatives identified in the PDP Plan. Teaching assistants and long term substitutes may also attend district instructional workshops, stipend classes, and superintendent days. Long term substitutes are also part of Pioneer’s induction/mentoring program. This program provides additional staff development for three years as a non-tenured employee, as well as, three days of new teacher orientation prior to the start of the school year.

3) All administration participates in a Leadership Academy throughout the school year. The

Leadership Academy creates a Professional Learning Community model that focuses on creating a deeper understanding of the vision and mission of the district while aligning to NYS expectations and mandates for all students. This academy meets for about 12 hours over the course of the year to create shared knowledge of the staff development expectations as outlined in the Strategic Plan.

4) The Professional Development Models for Pioneer Central School are structured to support

the philosophy of Professional Learning Communities. Research states that professional


Page 6 of 39

growth and school improvement occur when teachers collaborate with a focus on improving instructional practice (Dufour, Baker, Blankstein, Fullan). This model provides opportunities for small communities to engage in structured, sustained, and supported discussions to investigate the relationship between practice and student performance.

i. Pioneer Central School has also developed a model based on the work of the

National Council of Staff Development and will be reviewed to ensure alignment to Every Student Succeeds Act (ESSA) as a guide to offering high quality staff development opportunities.

ii. The attached table represents the learning models of professional development.

[See Appendix H – Learning Models]

5) In addition, the district conducts two (2) superintendent’s days per year and 24 additional

hours of building level training and collaboration scheduled before and after school days, for a total of 36 hours of professional development that is held during the school year. The focus is determined by the Curriculum Council and administration so that critical district projects based on state mandates and on district needs can be accomplished. All staff development must meet the standards as stated in the following Pioneer Model for Staff Development. [See Appendix H – Learning Models]

6) An evaluation plan completed in collaboration with the district Teacher Center is three-fold.

The first level is an evaluation of the effectiveness of the overall Teacher Center program; second, a measure of the impact of the workshop on teacher practice and student performance; and third, an evaluation of the presenter and topic. For ease of manipulation of data, most evaluations are completed using Survey Monkey or Google, web based survey programs. The chart following this page depicts this process. [See Appendix G – Teacher Center Tools for Evaluation]

7) Pioneer Central School’s Induction Program goal is to train, support, equip, and retain effective

teachers to ensure student achievement by providing: a New Staff Orientation before the school year begins, a Mentoring Program, including a three year plan for all new teachers, New Teacher Workshops, with direct correlation to district initiatives and needs of the new teachers, roundtable discussions, where concerns are voiced and collaboratively worked out.

a. The New Staff Orientation is held for all new Pioneer staff including new BOCES teachers. Over a three day period, new staff will become acquainted with the Pioneer School District. The three days are filled with valuable information from the Business Office, ITS (Information Technology Services, PFA (Pioneer Faculty Association - union), and the Teacher Center. Time is also spent learning about district initiatives. [See Appendix K – Pioneer Initiatives].

b. The Mentoring Plan’s goal is to provide the best instructional and learning environment

for students by ensuring the success and ongoing growth of our teachers by improving teacher performance and effectiveness, increasing teacher retention, promoting the personal and professional well-being of each new staff member, and transmitting the culture of the district to all new staff. All 1st year teachers will have a trained one-on-one mentor to help with support and growth. All 2nd and 3rd year teachers will be mentored by tenured teachers. All levels will participate in New Teacher Workshops, roundtable


Page 7 of 39

discussions, and informal observations by their mentor(s). Each level must commit to a supportive mentor-mentee relationship.

c. New Teacher Workshops are held during the school day for 1st, 2nd, and 3rd year

teachers. 1st year teachers attend four full day workshops while 2nd and 3rd year teachers attend three full day optional workshops. Each workshop addresses topics that inform the mentees of district and building initiatives and technology training to meet the needs of the new teachers. The workshops are sequential relating to the teachers’ needs. Topics included at all levels (1st, 2nd, and 3rd year) are reflective teaching, What Works in Schools, Supportive Learning Environment and Professional Learning Communities. 1st year teachers work mainly throughout the year with “Thoughtful Education” while the 2nd and 3rd year teachers work with “Thoughtful Education, Capturing Kids Hearts, Mindset, and Differentiated Instruction.

d. The roundtable discussions goal is to provide new teachers with opportunities to engage in professional dialogue with their colleagues in an environment where issues and concerns can be discussed confidentially, to see issues from multiple perspectives, to share their successes and failures, raise questions, and concerns, and provide “similar” colleagues with much-needed social and emotional support, and to work collaboratively to define, understand, and begin to address pedagogical, curricular, interpersonal and political concerns.

8) All teachers and professional staff who work with students that have disabilities are provided

the same staff development opportunities as regular education teachers and professional staff to meet the requirements of their assignment. All staff members attend district instructional workshops, stipend classes, and superintendent days. These staff members also participate in any training, scoring, and evaluation of the NYS assessments and local assessments throughout the year, as well as any curriculum work done by the district. Long term substitutes having students with disabilities are also part of Pioneer’s induction/mentoring program.

9) All professional development will provide teachers opportunities to align the written curriculum,

the district assessments, and the instruction to NYS performance indicators and Common Core learning standards. Teachers will be given training in assessment management software to support the evaluation of student achievement to master those standards. Professional development provided on superintendent days and workshops during the school year and the summer work will be organized to provide teachers across the district time to work together in both horizontal and vertical teams to align the curriculum, assessments and instruction.


Page 8 of 39

Needs/Data Analysis for Professional Development Planning

The planning for the courses offered is based on the yearly needs assessment, the Strategic Plan, State assessment results and teachers’ and administrators’ professional needs. At the completion of each course an evaluation of the course and the presenter is done. After the teacher has applied the concepts from the course to their own teaching or job responsibilities, a reflection session is held to discuss their results from the applied course work. The teacher center administers annual needs assessment surveys of the professional and support staff to guide development of course offerings. The district uses a software product called Survey Monkey and Google. They are web based programs for administering surveys on any topic. Following all staff development days the district conducts a district wide survey on the effectiveness of the staff development and collects information on teacher requests for further staff development.

Student data from the Western New York Regional Information Center, Data Warehouse, and a district assessment management system are used to analyze student needs and professional development to support teacher capacity in those areas. Student progress is reviewed on a yearly basis for long term growth and improvement. The eDoctrina program will allow us to query teacher evaluations to identify areas for future staff development based on their APPR evaluations. PDP Premier will allow us to query all staff development taken in the district, by teacher, or by course to determine the level of participation in District offered staff development. The information from PDP Premier and eDoctrina can be combined to link teacher evaluation information and staff development course work together with student achievement.

Professional Development Needs Assessment Sources

1) School Report Card 2) BEDS Data 3) Student Attendance Rates 4) Graduation and drop-out rates 5) Special Education Data 6) Performance data disaggregated by ethnicity, gender, SES, and other special needs 7) Teacher Center Needs Assessment 8) Teacher Center Six Month Evaluation 9) Teacher Center Course and Presenter Evaluation 10) Staff Development Surveys (Survey Monkey and/or Google) 11) Data Warehouse NYS Assessment Data 12) Benchmark – Local Student Data (eDoctrina) 13) Curriculum Council Recommendations/Surveys 14) Regents & NYSED Exam Results

Needs Assessment Sources (copies to be supplied upon request)

District Resources

Fiscal Resources: General Budget of Curriculum and Instruction BOCES Cosers (Effective Schools)


Page 9 of 39

Title IIA – Staff Development

Staff Resources: One-on-One Mentors for new teachers Distance Learning Lab Opportunities Technology Integration

Providers:

Teacher Center Presenters ASCD On line courses Regional Teacher Centers BOCES staff development staff University of Buffalo On-line Academy CE Credit PBIS-on-line (WNED) Dignity for All Students Act (DASA) via CA BOCES

Community Resources: Genesee Community College (GCC) Erie Community College (ECC) Jamestown Community College (JCC)

Professional Development Implementation Plan

1) Professional Development in the Pioneer Central School District is focused on meeting the

goals in our Strategic Plan. 2) Every year the professional development plan shall be adopted by the BOE at a public

meeting. Each year the BOE shall evaluate the effectiveness of the plan by monitoring the yearly achievement goals identified in the Strategic plan.

3) Each year the superintendent of the PCS will certify to the commissioner that the requirements to have a professional development plan for the succeeding school year have been met and that the PCS has complied with the professional development plan applicable to the current year.


Page 10 of 39

Professional Development Goals In the Pioneer Central School District, the Board of Education has adopted district-wide goals for the 2016 – 2017 school year. These goals represent an overarching framework for the development of the District’s Initiatives [See Appendix K – Pioneer District Initiatives Venn Diagram] and subsequent goals for professional development.

PIONEER CENTRAL SCHOOL DISTRICT GOALS

2016-2017

1. Academic Excellence and Student Achievement: To provide an exceptional learning environment that engages, challenges, and supports all students so they may reach their potential in all post-secondary opportunities.

Targets:

a. Increase student academic proficiency using grade level benchmarks and state assessments data.

b. Create a differentiated professional development plan for grade levels and content

areas.

c. Develop a comprehensive district wide “Poverty and Learning Plan”

2. Fiscal Responsibility and Infrastructure: To present a fiscally responsible budget that

allows the district to sustain mandated and desired programs, services, and facilities over the long term.

Targets:

a. Articulate and reinforce the philosophy of the district. b. Develop and present a fiscally responsible budget to the community supporting the

district philosophy.

c. Review special education and technology programming and costs to analyze for efficiencies.


Page 11 of 39

3. Governance and Communication: To engage in a focused and transparent governance

process that is a model of informed communication and decision making.

Targets:

a. Create a mechanism to gather feedback to aid in decision making and holding people accountable for supporting decisions.

b. Reinforce chain of command protocol to allow ideas, solutions and resolutions to be

accomplished at the appropriate level.

c. Share district information with transparency and open communication to the community through multiple outlets.


Page 12 of 39

Strategies identified in the Strategic Plan to reach the aforementioned 3 goals:

1a. Redesign current staff evaluation systems to reflect changes in APPR 3012d changes. 1b. Focus the district evaluation culture on high quality, evidence-based observation and

continuous improvement. 2a. Align all course curriculums to the NYS Common Core Standards and document

curriculum maps in eDoctrina 2b. Develop, implement and share classroom lesson plans that are designed to promote

student engagement and active learning using research-based strategies and tools. 2c. Align district-wide interim assessments with the Common Core Standards. 3a. Develop district-wide, common interim assessments at least three times per year and

publish administration dates on district calendar (K-12) 3b. Analyze interim assessment results in data meetings between principals and teachers

within one week of assessment. 3c. Create teacher action plans and plan new lessons based on data analysis.

3d. Provide targeted interventions to students scoring below proficiency on district and NYSED assessments and monitor student learning progress using multiple forms of data

3e. Align intervention resources, programs and support services with the district Response to Intervention (RTI) plan.

3f. Use a Committee on Special Education Process to ensure that students with disabilities are educated in the least restrictive setting.

4a. Integrate new technologies to support the shifts in instruction as required by the Common

Core Standards and assess their effectiveness.

4b. Investigate and embrace technology innovations to help prepare students for career and

college readiness.

4c. Provide students with appropriate access to assistive technologies.

5a. Establish district, building and classroom protocols regarding learning and behavior

expectations in accordance with the Dignity for All Act.

5b. Create a variety of behavior and academic supports to address student needs. 6a. Prioritize health, wellness and safety needs at Health and Wellness committee meetings. 7a. Improve the transition for students between 4th-5th grade and 8th-9th grade. 7b. Provide opportunities for students to participate in career and college readiness activities

at all grade levels. 7c. Monitor the number of district graduates entering careers or going on to college or post-

secondary institutions. 8a. Create learning opportunities within the school setting that enable students to make

various contributions focused on citizenship. 9a. Evaluate the effectiveness of current communications, and explore new mediums to

promote student achievements. 9b. Explore mechanisms for 2-way communication regarding the budget and the public. 10a. Involve all teachers and staff in professional learning communities around district initiatives. 10b. Utilize professional learning communities to analyze instruction, examine student work

products, class engagement and student achievement. 11a. Keep the district policy manual current, in accordance to Federal and current NYSED

laws, regulations and reforms. 12a. Maintain an effective and collaborative budget process.


Page 13 of 39

Current District and Building Initiatives:

1) Thoughtful Education 2) Designing and implementing Common Benchmark Assessments 3) Common Unit Planning (Curriculum Mapping) 4) Shared Folders on District Cloud 5) Readers’/Writers’ Workshop 6) Assessments (Data Analysis) 7) Positive Behavioral Interventions and Supports (PBIS) 8) Literacy instruction K-12 (Modules & Lucy Calkins) 9) Next Generation Science Standards 10) Social Studies Framework 11) New Teacher Training 12) Capturing Kid’s Hearts 13) Center for Positive Solutions

While these are explicitly mentioned in the plan, this is not an exclusive list. [See Appendix K – Pioneer District Initiatives Venn Diagram]

Page 14 of 39

SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT PLAN STATEMENT OF ASSURANCES

School District: ____________________________ BEDS Code: _________________ The superintendent certifies to the Commissioner that:

(1) The planning, implementation and evaluation of the plan were conducted by a professional development team that included a majority of teachers and one or more administrator(s), curriculum specialist(s), parent(s), higher education representative(s), and others identified in the plan.

(2) The requirements of CR 100.2(dd) to have a professional development plan for the

succeeding school year have been meet. (3) The school district or BOCES has complied with the professional development plan

applicable to the current school year.

(4) The plan focuses on improving student performance and teacher practice as identified through data analysis;

(5) The plan describes professional development that:

is aligned with state content and student performance standards;

is aligned with New York State Professional Development Standards at: http://www.highered.nysed.gov/tcert/pdf/pdstds.pdf

is articulated within and across grade levels;

is continuous and sustained;

indicates how classroom instruction and teacher practice will be improved and assessed;

indicates how each teacher in the district will participate; and

reflects congruence between student and teacher needs and district goals and objectives.

(6) The plan describes how the effectiveness of the professional development will be

evaluated, and indicates how activities will be adjusted in response to that evaluation. (7) The plan complies with CR 100.2(dd) to:

describe and implement a mentoring program for new teachers;

provide holders of a professional certificate in the classroom teaching service or educational leadership service and holders of a Level III Teaching Assistant certificate complete 100 hours of Continuing Teacher and Leader Education (CTLE) during each five year registration period;

ensure that long-term substitute teachers participate in professional development activities,

state the average number of hours each teacher is expected to participate in professional in the school year(s) covered by the plan;

http://www.highered.nysed.gov/tcert/pdf/pdstds.pdf


Page 15 of 39

describe how all teachers will be provided professional development opportunities directly related to student learning needs as identified by multiple sources of data, including but not limited to school report cards;

provide staff with training in school violence prevention and intervention; and

provide professional development to all professional and supplementary school staff who work with students with disabilities.

(8) The plan has been reviewed and/or revised in accordance with the most current version of

100.2 (dd). (The latest version of CR 100.2(dd) can be found at: http://www.p12.nysed.gov/part100/pages/1002.html .)

(9) The plan or the annual update to the plan was adopted at a public meeting by the Board of

Education.

Adopted by the Board of Education on Date:

_____________________

Original Signature of President, Board of Education

_________________________________________

Print Name of Superintendent of Schools

_________________________________________ Original Signature of Superintendent of Schools

Date

http://www.p12.nysed.gov/part100/pages/1002.html


Page 16 of 39

Appendix A

Pioneer Teacher Center

2016 – 2017 PROPOSED KEY ACTIVITIES These are proposed 28 hour courses, with a two hour reflective session or coaching component included. These workshops were developed in collaboration with the Pioneer Teacher Center Policy Board, Pioneer Central School Curriculum Department and Administrative Team and support providers from Cattaraugus-Allegany BOCES.

THIRD YEAR NEW TEACHER COURSE: POSITIVE BEHAVIORAL INTERVENTION

STRATEGIES (PBIS)

BRINGING WORDS TO LIFE – BOOK STUDY

MARVIN MARSHALL BOOK STUDY – DISCIPLINE WITHOUT STRESS, PUNISHMENT,

REWARDS

RIGOROUS READING BOOK STUDY

MICROSOFT OFFICE 2013, OFFICE 365, ONE DRIVE, AND MICROSOFT ONE NOTE

INTEGRATING TECHNOLOGY USING CLOUD APPLICATIONS

SAFETY FIRST

SUMMER CAMP FOR THE BRAIN

DIFFERENTIATING INSTRUCTION

THOUGHTFUL EDUCATION FOR NEW TEACHERS

MATH RESOURCES, STRATEGIES, AND GAMES TO REINFORCE CCSS K-8

9 ESSENTIAL SKILLS FOR THE LOVE AND LOGIC CLASSROOM

AIS / RtI / iREADY TOOLS


Page 17 of 39

Appendix B

COORDINATION WITH BOCES, HIGHER EDUCATION INSTITUTIONS AND OTHER TEACHER CENTERS

The Pioneer Teacher Center has collaborations with BOCES, Higher Education Institutions and other Teacher Centers. Colleen Root, a BOCES staff specialist assigned to the Pioneer Central School District, is a member of the Center’s Policy Board. Her role is to provide the Policy Board with NYSED/CCLS updates. Ms. Root and the Director will continue to meet to maintain communication with the Policy Board. The BOCES staff specialist, Curriculum Director and Center Director will collaborate to identify strengths and weaknesses in the Center’s program offerings, using current evaluation tools and assess changes that need to be reported to the Policy Board. These meetings will be held on a flexible time table after workshops and evaluations have been completed to best meet the needs of the Center, BOCES and curriculum staff. The Pioneer Teacher Center is also in close contact with Tessa Levitt, a NBCT who works at our collaborating BOCES. Each year, NBCT Awareness sessions are offered and organized for staff. In collaboration with Pioneer Central Schools/Cattaraugus-Allegany BOCES, the following courses will be offered:

CAPTURING KIDS’ HEARTS

ELA K-4 Module Support

MS and HS ELA Support

K-12 COMMON CORE MATH INSTRUCTION

NEXT GENERATION SCIENCE STANDARDS – Becoming STEMinists

SOCIAL STUDIES FRAMEWORKS

Our Higher Education representative on the Policy Board, from Genesee Community College, is Dr. Deborah DiNoto. Dr. DiNoto provides insight into whether the key Center activities are assisting teachers in preparing their students to be college and career ready. The Pioneer Teacher Center is also closely involved with the FarWest Teacher Center network. The Center continues to be involved with other Centers in activities and in offering collaboratively planned courses that teachers from all districts are welcome to participate in. These programs are highlighted below.


Page 18 of 39

Appendix C

Teacher Center Collaborative Efforts We intend to maintain our dedicated Network collaborations to increase Teacher Center directors’

knowledge about current state initiatives and local professional learning needs. We will continue to work with our local BOCES and Higher Education Institutions in our region to determine the most efficient and effective uses of our resources and to increase the opportunities for professional development for all our educators from P-16.

Some specific areas of regional collaboration for 2016-17 include: Supplement BOCES professional development trainings at individual Centers and Districts based on

the needs identified through Center meetings with BOCES representatives.

Offer a regional online training developed, coordinated, and facilitated by Teacher Center Directors and

Higher Education representatives (cIcu) focused on the new edTPA requirements and their correlation

to APPR and NYS Teaching Standards.

Offer regional courses, funded by a grant from NYSUT, including Cognitive Coaching and Poverty

Simulation. Online book studies will also be offered, focusing on the books: Bringing Words to Life,

Breaking Night, Teaching to Capture and Inspire all Learners, Engaging Students with Poverty in Mind,

and Deciphering Complex Texts to Strengthen Learning.

In collaboration with Niagara University, we will host a Google Academy which includes a full day of PD

focused on Google Apps for Education and everything Google has to offer for the education

community.

Far West Network courses will be offered to pre-service teachers and higher education faculty to help

create a seamless transition from college to careers for future educators.

Utilize Erie 1 BOCES for network meetings and technology training.


Page 19 of 39

Appendix D

2016-17 Teacher Resource and Computer Training Center Work Plan Matrix

Focus Area

Scope of Activities (Identify Collaborative Efforts with BOCES, and/or Higher Education

Institutions)

Anticipated number of participant

s

Evaluation measures, tools

and/or strategies

Providing Professional Development in Content and Pedagogy

1. Professional development to enhance and deepen teacher ELA content knowledge aligned with the NYS P-12 Learning Standards

BRINGING WORDS TO LIFE – BOOK STUDY During this online book study on Isabel Beck’s book, Bringing Words to Life, the participants will learn strategies, activities and tools to enhance vocabulary instruction in any classroom environment. Participants will learn the rationale for robust vocabulary instruction and will identify criteria for choosing words to teach in their classrooms. RIGOROUS READING – BOOK STUDY During this online book study of Rigorous Reading, by Nancy Frey and Douglas Fisher, participants will learn strategies for selecting, modeling, questioning, scaffolding, close reading, conferring and assessing complex text. In collaboration with BOCES: 1. ELA K-4 Modules/Curriculum 2. ELA 5-12 Modules/Curriculum 3. Next Generation Science Standards – Becoming STEMinists 4. Social Studies Framework

20-25

10

10-15

Results from pre and post evaluations will indicate a perception of increased teacher knowledge, change in teacher practice and impact on student achievement. School inquiry teams/Building Learning Clubs (BLCs) analyze student data to measure student growth. Data from reflective sessions, coaching sessions, responses to focus group questions and workshop evaluations will be reviewed to determine impact on teachers and students.

2. Professional development to enhance and deepen teacher mathematics content knowledge aligned with the NYS P-12 Learning Standards

MATH RESOURCES, STRATEGIES, AND GAMES TO REINFORCE CCLS K-8 During this course participants will learn strategies, games, and activities that will enhance their teaching and student learning of the CCLS in mathematics. In collaboration with BOCES: K-12 COMMON CORE MATH INSTRUCTION

10-15

8-10

Results from pre and post evaluations will indicate a perception of increased teacher knowledge, change in teacher practice and impact on student achievement in mathematics. School inquiry teams/Building Learning Clubs (BLCs) analyze student data (classroom assessments/NYS Mathematics tests) to measure student growth.


Page 20 of 39


Focus Area


Institutions)


s


and/or strategies

The focus will be on the continued implementation of the Common Core Standards in the areas of curriculum design, instructional practices and common assessments. Each day will begin with a group discussion around specific indicators to successful implementation of the Common Core Standards (reflecting the 6 Shifts and the 8 Standards for Mathematical Practice). Multiple resource aligned to the Common Core Standards will be used.

Data from reflective sessions, coaching sessions, responses to focus group questions and workshop evaluations will be reviewed to determine impact on teachers and students.

3. Professional development in understanding and applying the NYS P-12 Learning Standards to instruction and ongoing assessment of student learning

4. Professional development and support for implementation of the State K-12 Social Studies Frameworks

5. Curriculum development/implementation aligned with the NYS P-12 Learning Standards (curriculum mapping, planning vertical and horizontal alignment, lesson plan development, etc)

6. Development and use of local assessments (including non-tested subjects) aligned to the NYS P-12 Learning Standards

7. Professional development/support for integrating technology into curriculum and instruction (including ThinkfinityNY, Intel, SAS, etc.) aligned to the NYS P-12 Learning Standards

MICROSOFT OFFICE 2013, OFFICE 365, ONEDRIVE, AND MICROSOFT ONENOTE Participants will gain experience with Microsoft Office 2013 which is the most recent version of Word, PowerPoint, Excel, Access, and Publisher, Office 365, OneDrive and Microsoft OneNote for use in the classroom and best practices for use with students. INTEGRATING TECHNOLOGY USING CLOUD APPLICATIONS This class will focus on using technology in the classroom to enhance student learning.

20-25

20-25

Results from pre and post evaluations will indicate a perception of increased teacher knowledge of technology, change in teacher practice and use of resources and impact on student achievement, motivation and use of technology programs and equipment. Data from reflective sessions, coaching sessions, responses to focus group questions and workshop evaluations will be reviewed to determine impact of technology instruction on teachers and students.


Page 21 of 39


Focus Area


Institutions)


s


and/or strategies

Participants will receive instruction in Smart Notebook, and Adobe Acrobat Pro and discover how to use these programs to enhance classroom instruction and assessment. Participants will explore iPads and discuss ways to utilize the Reflector program to display an iPad screen on the projector. Participants will be shown the lesson creation and delivery capabilities of the Nearpod app, which works on iPads and other types of tablets. Participants will also be presented with a variety of other digital tools and resources that can be used to align content to the Common Core State Standards and to help their students develop 21st Century Skills in the classroom.

8. Professional development/support for enhancing educators’ strategies/skills for adjusting instruction to meet the learning needs of all students (ELL, SWD, etc.)

SUMMER CAMP FOR THE BRAIN This course will provide educators with strategies to promote active learning for the brain. Numerous brain-based techniques will be demonstrated suitable for getting students out of their seats and engaged in lesson subject matter. Strategies promoting friendly competition and teamwork will be introduced. Class includes many "hands-on" activities and methods suitable for increasing student participation and enthusiasm without making students get out of their "comfort-zones." DIFFERENTIATING INSTRUCTION This online Moodle differentiated instruction course is designed to provide teachers with the professional resources to create a learning environment that will

20-25

15-20

Results from pre and post evaluations will indicate a perception of increased teacher knowledge, change in teacher practice and impact on student achievement. School inquiry teams/Building Learning Clubs (BLCs) analyze student data to measure student growth. Data from reflective sessions, coaching sessions, responses to focus group questions and workshop evaluations will be reviewed to determine impact on teachers and students.


Page 22 of 39


Focus Area


Institutions)


s


and/or strategies

maximize the potential for student success by using the strategies associated with differentiated instruction. Participants will meet the needs of all students with techniques to differentiate content, activities and pre and post-assessments using research-based instructional methods. Participants will create a differentiated instructional unit within their current curriculum. The unit will provide motivating, challenging, and meaningful experiences for students via differentiating instruction. AIS / RtI / iREADY TOOLS This course will provide participants information about an effective RTI process using a Tiered model. Research-based interventions and strategies will be taught during the course along with effective assessment practices to ensure students are in targeted intervention groups.

10-15

9. Other

Using Data to Inform District, Building and Classroom Instruction

10. Professional development/support for collecting/analyzing multiple data sources to inform instructional needs (Data Driven Instruction/School-Based Inquiry)

11. Professional development/support for collaboratively analyzing and discussing student work, learning, and assessments to inform instruction and practice (Data Driven Instruction/School-Based Inquiry)

12. Professional development/support for the use of technology to support Data Driven Instruction/School-Based Inquiry


Page 23 of 39


Focus Area


Institutions)


s


and/or strategies

13. Support school leadership teams in planning, implementing and assessing high quality professional development informed by student learning needs and other data (Data Driven Instruction/School-Based Inquiry)

14. Other

Developing Highly Effective Teachers

15. Support/facilitate stakeholder understanding and implementation of NYS Professional Development Standards, NYS Professional Teaching Standards, and/or Annual Professional Performance Review

16. Support/provide professional development aligned with teacher improvement needs as informed by the APPR process, Teacher Improvement Plans, etc.

17. Professional development/support for teacher leaders and teacher career ladders (including National Board Certification and other research-based leader development activities)

18. Professional development/support for mentors/coaches/peer reviewers

19. Support Institutions of Higher Education partnerships to promote enhanced teacher and leader pre-service preparation; provision of opportunities for immersion of pre-service candidates in schools; development of pre-service and in-service continuum models

20. Professional development/support for using technology to support the teacher evaluation system

21. Other

Planning and Goal-Setting - Developing and Sustaining Coherent Approaches for Continuous Improvement of Teaching and Learning

22. Support/facilitate goal-setting, planning, PD evaluation sessions and/or retreats (such as PDP, CEP, and CDEP development) ensuring alignment of those


Page 24 of 39


Focus Area


Institutions)


s


and/or strategies

plans/activities with achievement of the learning standards

PDP: district’s Professional Development Plan CEP: Comprehensive Education Plan (NYC) CDEP: Comprehensive District Education Plan

23. Professional development/support for using technology to support planning and goal-setting

24. Other

Optimizing Student Learning Environments

25. Professional development/support for the creation and maintenance of safe, secure, supportive and inclusive learning environments for all students

THIRD YEAR NEW TEACHER INDUCTION COURSE: POSITIVE BEHAVIORAL INTERVENTION STRATEGIES (PBIS) This course is designed to provide third year teachers with a proactive approach to establishing the behavioral supports and social culture needed for all students to help them achieve social and academic success. This course will expose participants to elements of Teaching with Love and Logic aimed at empowering teachers to manage various classroom dynamics. Online discussion will include information on Mindset and comparisons/applications to Thoughtful Education and Capturing Kids' Hearts. MARVIN MARSHALL BOOK STUDY - DISCIPLINE WITHOUT STRESS Participants will engage in learning around behavior management in the classroom. Participants will discuss topics addressed in the book Discipline without Stress, Punishments or Rewards by Marvin Marshall. The course will also connect student behavior, academics and poverty. Throughout the online course

9

15-20

Results from pre and post evaluations will indicate participants’ increased knowledge base, change in student behavior, motivation and discipline. Reflective session responses, focus group questions, coaching observations and post-workshop evaluations will be used to measure change in practice and behavior. Data from New Teacher Leader evaluations will indicate further professional development needs.


Page 25 of 39


Focus Area


Institutions)


s


and/or strategies

participants will apply and reflect on behavior strategies (learned in the book) to their classroom experiences. 9 ESSENTIAL SKILLS FOR THE LOVE AND LOGIC CLASSROOM This course follows the educator training program titled “9 Essential Skills for the Love and Logic Classroom®” developed by Jim Fay and Charles Fay, Ph.D. This program consists of nine separate modules, each of which teaches a different subset of skills. The Love and Logic® approach corresponds with the Becoming a Love and Logic Parent training offered through the Center for Positive Solutions. It also supports the district’s Capturing Kids Hearts and PBIS initiatives. SAFETY FIRST Physical Education teachers, health teachers, coaches and students will participate in training for CPR, LG, FA, concussion management and review/update pool safety plans. Additionally participants will have time to collaborate on a K-12 department discussion on curriculum review and PE Plan update

10-15 8-10

26. Other

Engaging Parents, Family and Community

27. Professional development/support to enhance the knowledge, skills, opportunities and collaborative strategies to engage and include parents, family and community members as active partners in children’s education

28. Other


Page 26 of 39

Appendix E

2016-2017 EVALUATION PROCESS Pioneer Teacher Center

The evaluation process of the Pioneer Teacher Center measures the impact of the workshops on change in teacher practice and increase in student achievement. For ease of manipulation of data, most evaluations are completed using Google Forms. Participants complete pre- and post-evaluation surveys, a reflective session narrative and respond to specific course focus questions to evaluate effectiveness of programs. The following chart highlights the evaluation process. Specific Program for 2016-2017 – Summer Camp for the Brain This course will provide educators with strategies to promote active learning for the brain. Numerous brain-based techniques will be demonstrated suitable for getting students out of their seats and engaged in lesson subject matter. Strategies promoting friendly competition and teamwork will be introduced. Class includes many "hands-on" activities and methods suitable for increasing student participation and enthusiasm without making students get out of their "comfort-zones." A two hour reflective session will be scheduled. The two hour reflective session or coaching will be needed to complete the workshop.

Plan to be used to measure the impact of Teacher Center program on teacher practices AND student performance:

Presenter and Workshop Pre- and Post-Evaluations These evaluations determine the level of participants’ knowledge before completing the course and then analyzes the sustained influence workshops and professional materials have had upon teachers’ teaching behaviors and ability to assess work. Criteria: ability to assess student work; success of implementation of program; highly skilled teacher goals

Annual Center Effectiveness Questionnaire (30 week marker) The questionnaire determines impact of coursework on teaching and student learning Criteria: support of professional growth; beneficial impact upon student achievement

Reflective Session Report Participants identify impact on teaching practice and student learning to share results with others. Criteria: impact on instructional strategies; change in student behavior

Feedback to Director and Policy Board Members Our constituents freely share information concerning the impact of skills and knowledge when informally interviewed by the above on a regular basis Criteria: perception of positive influence in classroom; spontaneous anecdotes

Coaching Reflective Log Participants identify impact of coaching experience on teaching practices and student achievement. Criteria: impact on teaching practices and student achievement


Page 27 of 39

Focus Group Questions (during reflective session) Participants’ responses reflect impact on teaching and student learning through guided questions that reflect objectives of course. Criteria: impact on performance; impact on student performance; Preparedness for CCLS, APPR, DDI

Policy Board Evaluation Review Policy Board members review all course evaluations. Evaluations are analyzed for trends and shared/discussed during Policy Board meetings. Criteria: impact on teaching practices and student behavior

BOCES Evaluation Review After the completion of workshops and evaluations, the BOCES representative, Curriculum Director and Center Director meet to discuss the Policy Board’s review comments and a sampling of the evaluations. These discussions will include both the strengths and weaknesses of both the workshops and the evaluation tools to be reported to the Policy Board for further action. Criteria: impact on teaching practices and student behavior


Page 28 of 39

Appendix F

Teacher Center Program Evaluation Abstract Title of Program: Using Technology in the Classroom, Smart Notebook, iPad, Office 2013, Belkin Stage, Reflector App and More Teacher Center Offering Program: Pioneer Teacher Center Target Audience: K-12 Classroom Teachers and SRPs, all disciplines Presenter: Giorgio LoBianco Method of Delivery: Face-to-face, classroom Frequency and Duration: July 1, 2, 3 and August 11, 2015 at 7 hours per session, a 2-hour

reflective session followed Program Overview: Eighteen educators and school-related professionals representing grades K-12 participated in this 30-hour workshop to increase knowledge and use of free technology resources and content available on the Internet. Participants explored digital tools and resources including Explain Everything, Edmodo, Socrative, Smart Notebook, Office 2013, the Belkin Stage and Reflector application for iPad. Participants were also introduced to the creative capabilities of Educreations and NearPod. Participants were given the opportunity to explore other iPad apps that would support their curriculum needs. After instruction and practice, students created a project utilizing one or more of the technology tools for use in their classrooms. Purpose:

1. At the conclusion of the course, 100% of participants will identify and plan the use of at least one new technology tool that supports curriculum in their classrooms.

2. During the course reflective session on 10/28/15, learners will document and share successful use of one or more technology tools within teacher’s curricular area.

Assessment Methodology for Goal #1 Demonstration of skills learned: On 10/28/15, participants of the course gathered for a reflective session where they were asked probing focus questions to demonstrate their proficiency of the implementation and application of newly learned technology tools. As a group, students completed Reflective Session Focus Questions and a required, independent Reflective Session Form documenting tools implemented and results. Assessment Methodology for Goal #2 Participant Post-Evaluation Questionnaire Following the reflective session, participants completed a required on questionnaire evaluating the workshop, presenter and use of newly learned technology tools.


Page 29 of 39

Results and Relevance: All eighteen participants reported finding success with implementation and use of newly learned technology tools. Of the 18 reflective session forms submitted, all educators provided examples of utilization of technology tools within the classroom that were meaningful and relevant for students. Most of the participants were more confident to research their own technology tools and use them in the classroom after becoming comfortable with the tools addressed during the course (QR Codes and applications, NewsELA, etc.) Thirteen out of eighteen participants reported that students were more engaged with the learning process when using the technology tools implemented (NewsELA, Padlet, NearPod, Smart Notebook and Microsoft applications). Middle School and High School teachers reported that their students were using the technology applications collaboratively and creatively, increasing their college and career-ready skills. Participants also noted a benefit from technology programs that allow for assessment with immediate feedback for both the teacher and students. They were excited to have the data needed to monitor and adjust lessons for reteaching or enrichment purposes “in the moment”. All of the participants indicated a need for further instruction, application and review of technology tools in the future. Based on the evaluations received, this course successfully introduced participants to technology resources that had immediate impacts on teacher practice and student engagement. Additional coursework will be beneficial and will be considered in future programming.


Page 30 of 39

Appendix G

Evaluation Tools for Teacher Center Staff Development Opportunities

Level of Evaluation

Assess the effectiveness of the overall Teacher Center program

Plan to be used to measure the impact of Teacher Center program on teacher practices

AND student performance

Evaluation Processes:

Pre evaluation (first session of workshop) determines the participants’ personal outcomes for the workshop

Annual Center Effectiveness Questionnaire (30 week marker) determines impact on teaching and student learning Criteria: continued use in classroom and perception of positive influence in classroom

6 month evaluation determines the current usage of knowledge and skills presented in workshop Criteria: continued use in classroom

6 month evaluation determines the impact on teaching and student learning Criteria: continued use in classroom and perception of positive influence in classroom

Annual Center Effectiveness Questionnaire (30 week marker) determines if Center’s mission is being fulfilled, what needs to be improved, and level of satisfaction or dissatisfaction Criteria: good to excellent report of satisfaction

Reflective session write up determines impact on teaching and student learning Criteria: perception of positive influence in classroom

Feedback to Directors and Policy Board Members Our District is small enough that the above receive feedback from our constituents (professional, paraprofessional and administration) on an informal and regular basis. Criteria: good to excellent report of satisfaction

Feedback to Directors and Policy Board Members Our constituents freely share information concerning the impact of skills and knowledge when informally interviewed by the above on a regular basis Criteria: perception of positive influence in classroom, spontaneous anecdotes

Presenter and workshop evaluation (at the end of the reflective session) determines what follow up instruction or workshops are needed. Criteria: request for follow up or support

Focus group questions (during reflective session) determine impact on teaching and student learning. Criteria: perception of positive influence in classroom, spontaneous anecdotes

Focus group questions (during reflective session) determine the Center’s greatest strengths and weaknesses and what new workshops and resource materials need to be offered. Criteria: request for follow up or support

Semi-annual meetings with mentors of first, second and third year teachers determine what sustained influence workshops and professional materials have had upon new teachers’ teaching behaviors. Criteria: spontaneous anecdotes, requests for additional workshops or materials.


Page 31 of 39

Appendix H

Pioneer Central School Work-Plan

Work-Plan Matrix

Focus Area

Scope of

Activities/Services

Anticipated # of

participants

Measures to be used to assess

impact on teacher practice and

student achievement

Providing Professional Development in Content and Pedagogy

1. Professional development to enhance and deepen teacher content knowledge (content-specific-pedagogy) aligned with the NYS P-12 CCLS

a. 30 hour workshops:

1. Physical Education/Health Education at Pioneer Central School

2. Unpacking the New

Science Standards

3. ELA Today – Grades 5-8 4. Teaching Math to the

Common Core

b. Professional Library c. Meetings with

superintendent d. Meetings with building

administrators e. Teacher Center Website

5-10

5-10

5-10

5-10

Staff

Director

Director

Staff

Results from pre, post and 6 month evaluations will indicate a perception of increased knowledge base, changes in practice and student achievement.

Data from Inquiry Teams will indicate changes in student achievement

Data from New Teacher Leader Evaluations will indicate changes in teacher practice and need for further training.

Self Study will use data from coaching sessions, focus group questions, and workshop evaluations to determine perceived impact on teacher practice and student achievement.


Page 32 of 39

2. Provide professional

development/support for integrating technology into curriculum and instruction (including ThinkfinityNY, Intel, SAS, etc.) aligned to the NYS P-12 CCLS

a. 30 hour workshop: 1. Technology –

Windows 7 & Office 2010

2. Using Technology in

the Classroom

3. Cloud and iPad b. Professional Library c. Meetings with

technology director d. Meetings with

superintendent e. Teacher Center

Website f. Technology Case

Study

20-30

20-25

5-10

Staff

Director

Director

Staff

20






Page 33 of 39

3. Provide professional

development/support for enhancing educators’ strategies/skills for adjusting instruction to meet student learning needs (differentiated instruction, RTI, formative assessment, etc.) as it supports the NYS P-12 CCLS and all students: ELL, SWD, etc.

a. 30 hour workshop: 1. Best Practices in

Guided Reading 2. Thoughtful Education

for New Teachers 3. Capturing Kids Hearts 4. Teacher as

Writer/Writer as Teacher K-8

5. Flipped Classroom

b. Professional library c. Postermaker and

classroom supplies (poster holders, grommet machine, self piercing grommets, etc.)

d. Other Center

resources (laminating, Binding machines, Ellison lettering machine and dies)

e. Teacher Center

Website

20-25

8-13

20-25

20-25

5-10

Staff

Staff

Staff

Staff






Page 34 of 39

Using Data to inform District, Building and Classroom Instruction

a. 30 hour workshop: 1. DDI & eDOC b. Professional Library c. Meetings with technology director d. Meetings with superintendent e. Teacher Center Website f. Farwest meetings

5 – 7

Staff

Director

Director

Staff

Director


Data from Inquiry Teams will indicate changes in student achievement.




Page 35 of 39

Appendix I

Professional Development Opportunities

Pioneer Central Schools Professional Development Learning Models

Professional Development Activity

Implementation When

Conferences Through participation in Local,

State, and National Conferences

School day

Partnerships with higher education

Can be workshop, professional development collaboration,

consultation or video-conference School day

Peer Collaboration Model Teachers supporting other teachers to implement new

instructional strategies

School Day and summer work

Inter-classroom visitations Inter-school visitations

Can be implemented by individuals or groups of staff members. It is a process of

learning through peer observation. Appropriate for improving skills or implementation of a new model

School day

Peer coaching Teachers coach each other in the classroom to improve their skills

School day

Mentoring See D for more

information

A trained colleague (mentor) works with a staff member

(mentee) to assist him/her in improving and acquiring skills.

School day and summer

Peer Review

Work presented by staff is critiqued by peers

School days 30 hour stipend

Individual two day project 16 day project

11 month employee Summer grant

In-service Training

Provided by the district to provide time for teachers to collaborate

among their grade level or department on state standards

and assessments.

School days 30 hour stipend

Individual two day project 16 day project

11 month employee Summer grant

School Violence Prevention Training

BOCES, NYSUT

Requirement for teachers and completed during

Superintended Days for two hours on a yearly

basis


Page 36 of 39

Appendix J

In accordance with New York State guidelines for CTLE requirements the list of vendors below will provide Professional Development Services for all personnel

in the district:

Teachers/Administrators from the Pioneer Central School District

Pioneer Teacher Center

Far West Teacher Center

Board of Cooperative Education Services (BOCES) (Catt/Alle, Erie 1, Orleans-Niagara, etc.)

National Staff Development Council (NSDC)

Solution Tree (PLC)

Access Mathematics

Niagara University

Niagara County Community College

D’Youville College

University at Buffalo

Buffalo State College

Canisius College

Orleans Niagara BOCES Teacher Center

Association Supervision Curriculum Development (ASCD)

Data Analysis Technical Assistance Group (DATAG)

New York Association School Business Officials (NYASBO)

Special Education Advisory Council (SEAC)

Council of Exceptional Children

New York State Council of School Superintendents (NYSCOSS)

New York State School Board Association (NYSBA)

National Association School Secondary Principals (NASSP)

New York State Council for Social Studies (NYSCSS)

Association Math Teachers New York State (AMTNYS)

Science Teacher Association New York State (STANYS)

ELA - State Group

American Education Research Association (AERA)

University Council Education Association (UCEA)

Western New York School Psychology Association (WNYSPA)

America Society Public Administration (ASPA)

Society of Health & Physical Education (SHAPE)

American Red Cross

School Administrator Association of New York State (SAANYS)

New York State United Teachers (NYSUT)

American Federation Teachers (AFT)

Pearson Education


Page 37 of 39

Scholastic Education

Teachers College Columbia University

New York State Computer & Technical Education (NYSCATE)

New York Library Association (NYLA)

Western New York Education Service Council (WNYESC)

Thoughtful Education

eInstruction

Microsoft

Dell

Kurzweil

Castle Learning

Eagle Systems Office Technology

Erie Community College (ECC)

Genessee Community College (GCC)

Jamestown Community College (JCC)

Aimsweb

Examgen

IXL

Quia

Spelling City

Reading A-Z

Schoology

Koike Aronson Inc.

Education Solutions (Sue Rothwell)

Amy VanDerwater

Flip Flippen Group Inc (Capturing Kids Hearts)

iReady

Greg Tang

Alfred College

Rochester Institute Technology (RIT)

Center of Positive Solutions

Power School

New Horizons

Susan Heltz (Co-Teacher Trainer)

International Society Technical Education (ISTE)

McGraw-Hill/Glencoe

Houghton-Mifflin Harcourt


Page 38 of 39

Appendix K


Page 39 of 39

Documents

PCS Professional Development Plan - WNYRIC