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District Professional

Development Plan for

2014-2015

Pleasantville Public Schools Office of Curriculum and Instruction

801 Mill Road (3rd Floor)

Pleasantville, NJ 08232

Office of Curriculum and Instruction

801 Mill Road, 3rd

Floor • Pleasantville, NJ 08232

Phone (609) 383-6800 ext. 2529 • Fax: (609) 383-1902

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DISTRICT PROFESSIONAL DEVELOPMENT COMMITTEE

PROFILE AND SIGN-OFF SHEET

………………………………………………………………………………………………………

Please write all of your responses for the district professional development plan on the template. You will want to refer to the

guidance document for an explanation of each of the sections in the plan and for a list of helpful tools and resources in the

Collaborative Professional Learning in School and beyond tool kit.

SECTION DISTRICT PROFILE

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Name of District: Pleasantville Public Schools

District Code: 4180 County Code: 01

District Address: 801 Mill Road, Pleasantville, New Jersey 08232

County: Atlantic

District Factor Group: A

Chief School Administrator: Dr. Leonard Fitts, Superintendent Date submitted:

Type of District: (check one) Top of Form

□ K-5 □ K-6 x K-12 □ 7-12 □ 9-12 □Other (specify):

Please provide the following information:

List the names of the school buildings, grades, current student enrollment and number of

professional staff members (who hold instructional or educational services licenses:

Name of Building School code Grades Student enrollment Staff members

Decatur Avenue 100 3f-4f 413 42

South Main Street School 095 K-5 538 72

North Main Street School 085 K-5 384 70

Washington Avenue School 060 K-5 394 60

Leeds Avenue School 080 K-5 665 93

Middle School 055 6-8 745 100

High School 050 9-12 747 113

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A. Reflection 2013-2014

The 2013-2014 District’s Professional Development Plan was developed through

identified needs of teachers, student achievement data, and was linked to the

requirements of the CCSS, Professional Development Standards, and the

Professional Teaching Standards.

The researched based professional development activities provided teachers with a

variety of structures and opportunities to target their needs, and to enhance student

performance. Professional development was aligned with the results the district

desired for our students. Focus for professional development was also determined

after a review of Title I School Improvement Plans, Unit Benchmark data, and NJ

ASK, and HSPA data. Professional development focused on teachers’ instructional

needs, derived from CCSS, teacher evaluation data, and the use of common

assessment data to measure student progress toward mastery of standards.

Targeted focus was on the SGO process, Danielson implementation, differentiation

of instruction. Activities provided were rigorous, job embedded, on-going,

sustainable, student centered, and data driven. A deliberate shift was made to focus

2014-2015

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more attention on student work. By analyzing student work, teachers were able to

identify factors that contribute to student successes or failures. This, in turn,

assisted teachers in choosing appropriate instructional strategies and resources to

enhance learning.

Job embedded Professional development was integrated into each day as teachers

collaborated to plan, teach, assess and analyze data about student performance

during Professional Learning Community meetings. Professional Development in

content-specific pedagogy aligned to the CCSS was provided to assist teachers in

selecting instructional strategies that will produce effective instruction.

Areas of Professional Development that have been provided include:

Using data to determine learning targets-Achieve 3000, Imagine Learning

Compass Learning/Odyssey

Opportunity to view Webinars

Opportunity to view Educational Videos

Reflecting on Assessment Data to improve student achievement (DOE)

Meeting the challenges of a changing Education Landscape (ETTC)

Danielson Training

Preparing for PARCC

Implementing the Model Curriculum and Administration of Unit

Benchmarks

Integrating Technology into Instruction to Enhance Learning

SIOP Training for Mainstream Teachers (Sheltered English)

Co-Teaching in the Inclusion Classroom

ELL scaffolds and strategies

ELA Practices and Strategies (ETTC)

Reading & Writing Informational Text

Understanding and Applying Text Complexity

Effective Professional Learning Communities

Easy IEP/Spec. Ed Teachers to use

The positive aspects of previous professional development opportunities that the

district will retain include:

The use of research based programs

Include professional days in school calendar

Job embedded professional development

Professional development aligned to content specific pedagogy to CCSS

Participating in out-of-district workshop as well as series of after school training

sponsored by the district and collegial study groups will be replicated, evaluated

and monitored in the 2014-15 school year. These professional development

opportunities will afford staff the opportunity to gain skills that can be turn-keyed

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with the district during faculty meetings, department meetings, and grade level

meetings. The district will also continue to utilize content-specific consultants and

the expertise of personnel within the district to provide training. This process will

ensure that the district and school goals will be achieved.

In addition to statewide assessments student achievement is monitored through a

variety of formative assessments including Unit Benchmarks. Student reports’

from Achieve 3000, Imagine Learning, and Scholastic gave immediate student

feedback. Teachers have also been trained to develop unit plans based on learning

outcomes as identified in the model curriculum. As teachers utilize assessment

data, they made connections, and responded to trends in student learning. The

monitoring of assessment information enabled teachers to target instruction to

students’ strengths and weaknesses. Data teams in each building coordinated

activities that assisted teachers to analyze, and evaluate student data in order to

drive instruction.

Through the implementation of Professional Learning Communities (PLCs) in

each building, there was ongoing communication between administration, and

teachers as they continued working toward their shared goals of increasing student

achievement. On-going evaluations, and monitoring of teaching strategies, and

student achievement occurred. At the conclusion of every professional

development activity, participants completed an evaluation form which indicated

the effectiveness, and pertinence of each workshop. Feedback was evaluated, and

analyzed for the purpose of making relevant changes to the Professional

development programs.

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1. Schools in the Pleasantville Public School System agree that student

achievement is reached when all students successfully demonstrate

proficiency and, advance proficiency levels in meeting Common Core State

Standards. The commonality of definition of student achievement are:

Student Growth

Developing lifelong learners

Preparing students for 21st Century Learning and College & Career

Readiness

The Local Professional Development Committee (LPDC), supports this

definition of student achievement by organizing and prioritizing professional

development opportunities according to each school’s definition of student

achievement. All professional development relates to the goal of student

achievement as defined in each school. This included an emphasis on the

CCSS, Model Curriculum, Unit Assessments, Benchmark Assessments, data

analysis, best practice, curriculum alignment, PARCC, and technology to

enhance instruction. An extensive focus in providing students with rigorous

learning activities/assignments using data to target specific learning needs.

2. The district committee includes members from each school. Representatives

from the committee act as the liaison between district professional

development committee and school’s professional development committee.

The LPDC seeks feedback from staff in updating the professional

development plan, review and improve offerings, and adjust to the different

needs of staff. Teachers completed a professional development reflection

which indicated the following area(s) of need:

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Area(s) of need: Targeting instruction to meet the needs of all students and align instruction to the

CCSS

PARCC Preparation

Use of data for differentiating instruction

Using technology to enhance learning outcome

Co-Teaching

The LPDC sought input from Title I, Teachers Surveys, School Wide Plans,

District Teacher Evaluation Committee (DEAC) ScIP Committee

Data Teams in each building will evaluate test data from NJ ASK, and

HSPA to analyze special populations and subgroups. In addition to state

mandated assessments, all teachers will utilize data for monitoring student

progress toward the Common Core Standards. This information was brought

together to create professional development plans that are aligned with the

CCSS. The district committee aligned goals and needs of the district.

3. The Professional Development Plan used the following key data to provide

evidence of adult learning needs based on student needs. Student data from

Achieve 3000, Imagine Learning, Scholastic, Unit Benchmark Assessments,

walkthroughs, NJ ASK and HSPA Analysis, School Report Cards, Formal

Teacher Evaluations (Teachscape Data) Informal feedback- SLC minutes

and PLC minutes, technology surveys and student surveys. Data from

previous plans and activities obtained from both formal and informal

assessment(s) were analyzed. Faculty has the opportunity to articulate on a

variety of topics and also reflect on professional development programs and

activities during regular staff and grade level meetings.

4. The final analysis of the needs assessments show the district priorities to be:

Teachscape & Danielson Framework

Literature in the Content Area

Collaboration through Co-Teaching

Differentiated Instruction

Aligning instruction to meet the CCSS

Professional Learning Communities

Use of Technology in the classroom

Data analysis

Student Retention (graduation rates)

ELL/SE- sub-groups

PARCC Readiness

In summary, the needs assessment process will continue to follow the cycle

of (1) collecting and analyzing data, (2) report data to staff, (3) use data to

identify priority needs, (4) set SMART goals, (5) use instructional strategies

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to improve student achievement (6) monitor the implementation of best

practices, and continue to measure student progress through district and state

assessments results.

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1. The district professional development goals align with the district priorities goals and the

systematic goals of the district due to the common emphasis on student achievement.

Through a process of evaluation and analysis the district ensures that all professional

development is aligned to student achievement priorized needs remain a focus of PLC

work and professional development opportunities. The district’s established student

learning goal is that all students will meet Annual Progress Targets.

2. The professional development goals for the 2014-2015 include:

a. All staff will be trained in designing rigorous assessments.

b. All teachers will participate in effective PLC as identified in student growth

c. All staff will be trained on developing quality student growth objectives (SGO)

d. All staff will be trained in PARCC Preparedness

e. All staff will develop and implement unit and lesson plans that include technology

to maximize student engagement and learning

f. All staff will develop and implement lessons and assessments aligned to the

CCSS.

g. All staff will be trained in analazing and effectively using student data to identify

students in need of remediation and intervention

h. Train teachers to focus and sustain research-based best practices in designated

content areas

i. Train teachers to incorporate higher order questioning and discussing techniques.

j. All K-2 staff will be trained on Dyslexia(mandatory)

k. Train teachers to maximize co-teaching framework

l. All staff will receive professional development training in Edconnect

m. Train mainstream teachers in SIOP model to instruct ELL learners

n. All teachers will receive professional development training in instructional

strategies for reading and writing across the content area

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o. Align instruction to changes in NJ Math Model Curriculum and effective

strategies to reach Common Core Math Standards

p. All Middle & High School instructional staff will be trained in essential strategies

for achieving excellence using Core Six Framework

q. Selected staff from the high school and middle school to be trained in PBSIS

system.

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1. Professional development structures and processes will include the use of PLC,

webinars, department meetings, block meetings, on-line training, professional

development days, workshop training, and attendance at out-of-district workshops.

The district has partnered with the ETTC, RAC 7, NJEA, and Richard Stockton

College to provide professional development opportunities. The structure of

professional time will shift from larger presentations to small group workshops. This

shift will offer more individualized help to teachers, during regular, grade level, and

content meetings.

As part of our district initiatives and goals, teachers are invited to participate in

workshops designed to help them develop lessons that infuse technology, and meet

the demands of the CCSS. The district coaches in ELA, math, technology, ELL, and

special education will provide sustained support for the implementation of best

practices as well as facilitate departmental, grade level, and content meetings. These

meetings will engage teachers in dialogue that strengthen pedogogy, and revolve

around best practices. In addition teachers have access to on-line professional

development through Teachscape, the Teaching Learning Channel, and Powersource.

2. The district’s professional development focus will be on the implementation of the

CCSS. Special attention will be placed on developing teachers understanding and

knowledge of collecting and using data for decision making. Using common

benchmark assessment in all graded and analyzing their results to differentiate

teaching will continue to be a focus.

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The new teacher evaluation model will offer additional opportunities to provide

feedback to teachers that will help guide individual professional development

teachers to target specific areas of need. Attention will be given to the development

of essential questions and enduring understandings as well as 21st Century Skills

i.e. critical thinking and problem solving, communication and collaboration, media

and technology.

3. The district will support schools by providing opportunities for teachers to observe

research-based best practices in other classrooms and observe Model lessons provided

by District Coaches. In addition support, will be provided for teachers who are

interested in forming study groups and providing related professional development.

Teachers are encouraged to develop their own Professional Improvement Plan which

encourages teacher growth based on needs and interests.

The district supports the diversity of school professional development goals by

providing opportunities for teachers to attend workshops outside of the district.

Teachers within a building are further supported and encouraged to articulate at grade

level meetings, department meetings, and district wide in-services. Afterschool and

summer workshops are offered through the Office of Curriculum & Instruction.

4. The district addresses professional learning gaps not addressed in schools by

providing opportunities for teachers to communicate their learning needs, and to

reflect on their own best practices. As needs become apparent, teachers may choose

to attend workshops that will fill the professional learning gaps. Teachscape offers

online professional development webinars, and resources. Funding is provided for

registration, and travel for out of district training. In addition, teacher’s in the district

participate in collegial study group learning, which is teacher driven and based on

needs and interests. Such groups bridge the gap often not addressed through district

and building professional development.

5. Productive team structures are in place with the RAC 7 through collaboration with

administration, district coaches, and teachers. Furthermore PLC’s are being

supported by teacher leaders, and members of the ScIp and DEAC. All

administrators play an integral role in the school-based professional development

committees.

6. The district plan will be distributed to principals, members of the school based

professional development committee, and members of the local professional

development committee. The plan is also available in all buildings and made

accessible to all stakeholders online. Representative from each of these groups will

have opportunities to share the plan with stakeholders through various committee

meetings, department meetings, grade level meetings, faculty meetings, and Parent

Advisory Committee meetings.

7. The 2014-2015 Professional Development Plan was created to focus on strengths and

weaknesses of student-centered learning and to promote progress in all academic

areas. Professional development opportunities were developed to forge a connection

between teacher learning and student achievement. As in previous years, we

reviewed and evaluated recommendations of building and district assessment

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committees. Based on this information, professional development opportunities were

implemented to targeted areas of need, particularly to promote student achievement.

In addition to the district-wide professional development that is offered, teachers

engaged in peer study groups, mandatory district in-service workshops aligned with

needs of the teachers as reflected on assessment inventories), faculty, grade level

and/or departmental meetings, and out-of-district workshops.

In an effort to correlate the connection between instruction and student learning,

teachers collaborate in PLCs in order to analyze and evaluate date generated from

student work, and ultimately utilize research based strategies to design lesson plans

that address student needs.

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Time is built into each school’s schedule to allow time for teachers to meet for professional

development in PLCs, staff meetings, common planning time and grade level meetings.

Coaching, modeling, and mentoring are provided through District Coaches. Four (4)

professional development days and four (4) half days are included in the district’s calendar. A

district-staff development budget affords teacher the opportunity to attend conferences as well as

bring consultants to the district. Expertise that has been identified internally to support

professional learning includes District Coaches, turn-key trainers, and RAC7 Specialists.

Walkthroughs and Data Chats are conducted at each building during the school day to identify

implementation of curriculum and/or district initiatives.

After-school and summer workshops will provide additional training as well as opportunities for

staff to engage in collegial study groups. Staff will be given opportunities to attend workshops

and conferences provided by NJDOE, NJEA, and ETTC.

In addition to opportunities listed above, several buildings are establishing professional

development libraries including titles such as: Core Six: Essential Strategies for Achieving the

Common Core, Understanding by Design, Integrating Differentiated Instruction. These resources

are utilized during PLC’s, grade level, block, and staff meetings. Through a tuition

reimbursement program, teachers pursue graduate work in areas relevant to the learning process,

and are given opportunities to share their expertise through a variety of meetings and district

wide articulation.

District leadership will continue to support staff collaboration through Professional Learning

Communities. District Coaches meet to gather input, and responses to ongoing professional

development initiatives. Faculty meetings allow for collaboration, and professional learning.

Opportunity for ongoing communication, and for staff to articulate needs is also provided during

staff and grade level meetings. Curriculum and Instruction developed monthly target goals based

on needs identified.

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1. Teachers will continue to learn best practices and analyze data to differentiate instruction

to meet the needs of all students. Data from Ed-Connect will also be utilized. Use of

technology will be infused in all content areas. Increased rigor will be added to

instruction and assessments.

Evidence that the staff has learned these new skills will be monitored through teacher

collaborative feedback, observations, walkthroughs and evaluations.

2. A variety of formative and summative assessments will be analyzed to determine how

teacher knowledge, skills and behavior impact student learning. Example of student data

that will be collected include: State assessments, Unit Benchmark results, teacher made

test and quizzes, Unit performance tasks, reports for on-line software programs i.e.

Achieve 3000, Compass Learning, Scholastic Read 180/Systems 44, Imagine Learning,

and GradPoint.

3. The following additional data will be collected to support the program evaluation

process: workshop summary evaluation, PLC Feedback Surveys, Professional

Development Surveys, and lesson plans.

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4. Job embedded collaboration will continue to be encouraged by providing opportunities

for PLC’s, department meetings, led District Coaches’ grade level, and team meetings,

and vertical and horizontal articulation meetings. PLC minutes and agendas as well as

walkthrough summaries will continue to provide evidence of job embedded collaboration

and articulation. Faculty will work collaboratively to:

Analyze and interpret data, develop action plans based upon data analysis range

of rigor, online, etc.

Participate in the development of common assessments

Review existing instruments and assessment data to match purpose of that

assessment (diagnostic, screening, progress, monitoring, summative) and to

determine its match to the CCSS

Develop instructional plans that clearly address best instructional practices and

learning goals for students

Discuss and reflect on teaching practices in relationship to student achievement

5. To ensure that professional development is focused on school and district improvement

data and feedback will be collected from the following sources:

Survey to get feedback on district professional development offerings

Questionnaires to faculty, administrators, and parents

PLC minutes & agendas

Workshop evaluations and summaries

Student assessment results

Evidence of software usage-reports

Lesson plans

Utilize electronic surveys to effectively analyze professional development sessions.

Curriculum & Instruction will analyze the data to determine future professional

development sessions. Results will be shared through administrative and staff meetings.

This analysis will be studied by various stakeholders (faculty, administrators, central

office, parent groups) for the purpose of interpretation. Findings will be shared with lay

stakeholders through summary reports, and oral presentations.

The evaluation of the districts professional development programs will provide

information to determine whether programs are effective as well as how to strengthen the

programs to increase its effectiveness.

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1. Reflection: Key elements of previous professional development that will be leveraged in

the new plan will include:

A variety of traditional and non-traditional professional development

opportunities to its faculty and staff which focuses on research-based, learner

centered best practices aimed at enhancing instruction and increasing student

achievement

Continued use of PLC to support instruction and assessment

Job-embedded and collaborative learning groups to foster ongoing professional

development led by district coaches.

Building and district level professional development opportunities will continue

to be offered based upon the needs assessment of both the school and district

committee. Examples of these opportunities include: A Framework for

Teaching, preparing for the PARCC, understanding the CCSS, using technology

to enhance and extend learning, scaffolding learning for ELL and special

education students, understanding and using data to improve student learning.

2. Needs Assessment

Student achievement is defined as making progress in meeting the proficiency or advance

proficiency level as identified in the CCSS, as evidence in state wide testing (HSPA/NJ

ASK/PARCC) and portfolios. In addition, factors such as student taking responsibility for

learning through goal setting the ability to apply new skills to new situations as well as

the development of self confidence in their academic ability and ability to self-regulate

their behaviors.

Aside from state wide testing student achievement will be measured through computer-

based assistance programs i.e. (Compass Learning, Imagine Learning, Scholastic

Reading, edConnnect, Renaissance Math, and Achieve 3000).