Ellen Semeniuk

Beth Wylie
Dustin Bradshaw
Valerie Walsh
Nov. 5, 2016
EDL 645-Richards

Staff Development Plan for Administrators

Regarding Best Practices in the Classroom

Part 1: Professional Growth Plan for District Administrators

The professional growth plan for the administrative team will focus on deepening an
understanding of teacher effectiveness and how to identify the qualities of an effective
classroom. Below is an action plan for the administrative team. The District Plan/Model will be
formed with similar objectives so that the educational team is working together to develop
professionally.

1. Form PLC with the administrative team that includes superintendent, principals, and
assistant principals.
1. Regular PLC meetings will occur every 2 weeks
2. The PLC team will perform teacher observations that are looking at specific
California Standards for the Teaching Profession (CSTP).
3. Observations will be performed by taking a running log of what they see occur in
the classroom.
4. During PLC meetings, administrators will share their observations and identify
examples of the CSTP that is currently be studied.
5. Administrators will use a tool such as E-Walk to perform observations. The tool
has the ability to create reports of what is observed.
6. The team will film a lesson every other month and perform the practice
observation as a team.
7. The team will become familiar with the CSTPs that are used to evaluate teachers
through the following resources.
1. Books such as Teach Like a Champion
2. Teacher tube and math talks videos
3. Uncommon Schools videos
4. Resources from the local induction program
b. Seek other local school administrators who will allow you to observe in their highly
effective teachers classrooms
c. All team members will attend a local training on how to perform teacher observation. If
local training is not available, the team will use the webinar format.
4. Encourage principals and assistant principals to take on an assigned teaching duty, such
as an elective.
Part 2: District Plan/Model

A. The team: The team create the district professional growth plan will consist of Head
Teacher, Special Education Teacher, Instructional Coach, Principals, Assistant Principals
and Superintendent.
B. Team Approach: Each member investigates and find examples of best practice of what
good teaching looks like. Team members will each take responsibility for the preparing
action items for the following areas: Shared vision, high student expectations,
professional development, communication/collaboration, staff climate, curriculum and
instruction, assessment driven instruction, supportive learning climate, and
family/community engagement.
C. Research supports that teachers need ongoing Professional Development: Bring in
trainers or send teachers to get professional development in specific content areas.
Administrators can provide release time for classroom when teachers are absent.
D. Resources: Bring in Resources based on highest need such as: Step up to Writing, Teach
Like A Champion, PLC time, How Children Succeed.
E. Develop and present the plan: The team developed the below plan.

District Plan/Model for Excellence in Education

1). All schools in the District must have a clear and shared vision. Everyone needs to share the
vision, know where they are headed and why. The vision and focus is developed from common
beliefs and encompasses quality educational opportunities for all students.
A. Mission, Core Values and Vision Statement is used as a focal point for planning and
instruction. Teachers create lessons that reflect our mission and values. Monitored
through administrator observation.
B. Mission statement is revised and agreed upon by all staff yearly and is posted in the
monthly newsletter and in every classroom.

2). Set high expectations for all students. Belief that all students can meet high standards while
understanding that some of our students need additional support to meet them. Students are
offered rigorous courses taught by highly qualified teachers.
A. All teachers are correctly assigned.
B. Intervention program in place for at-risk students that includes both push-in and pull-out
services during the school day and small group instruction during after school tutoring.
C. Teachers differentiate the instruction, providing opportunities for higher level thinking
and problem solving for the advanced student.

3). There is focused professional development with a strong emphasis placed on training staff in
areas of most need. Feedback from learning and teaching focuses extensive and ongoing
professional development. The support is also aligned with the school or district vision and
objectives.
A. Annual evaluations and professional learning plans are in place to encourage continuous
professional growth for both teachers and administration.
B. All faculty have professional growth plans in place with measurable annual goals.
C. Additional duty days added to calendar to provide staff development training days.
4). High levels of communication and collaboration between teachers and administration.
Teachers are all connected across grade levels and with other staff members in a professional
learning community.
A. Early dismissal days provide time for professional learning teams to meet.
B. Monthly staff meetings provide time for collaboration and planning.
C. Administrators are in the classrooms on a weekly basis to provide observation and
feedback to the teachers.

5). The staff climate is one of mutual respect among all team members. Teachers are respectful
and foster a sense of well being with each other-non adversarial. Everyone is connected to the
problems and the solutions.
A. Staff norms are created and reviewed on an annual basis.
B. Continuous learning is a core value of the teachers and staff.

6). Curriculum, instruction and assessments are aligned with state standards. Research-based
teaching strategies and materials are used. Staff understands the role of classroom and state
assessments, what the assessments measure, and how student work is evaluated.
A. Curriculum and materials aligned with the Common Core State Standards are in place in
every grade-level.
B. Teachers are trained in Standards Based Interim Assessments and they are administered
twice a trimester.
C. Teachers and administration have annual training related to curriculum and instruction.

7). Frequent monitoring of teaching and learning. Classroom assessments are used to help
identify students who need more time and support. Teaching is monitored and adjusted based on
student learning and needs. Assessment results are used to drive instruction.
A. Standards based progress monitoring assessments are in place for all grade-level in math
and English language arts.
B. Teachers use data to create learning groups, and identify students who are at-risk and
require additional services.
C. Formative assessment practices are observed in daily classroom instruction. Teachers
respond to student need by adjusting their instruction.

8). Supportive learning environment The school has a safe, civil, healthy and intellectually
stimulating learning environment. Students feel respected and connected with the staff and are
engaged in learning. Instruction is personalized and small learning environments increase student
contact with teachers.
A. School-wide Positive Behavior Interventions and Supports program in place with
ongoing professional development.
B. California Healthy Kids Survey data is used to drive services and instruction.
C. Class size are capped to provide effective learning environments.
D. Classroom paraprofessionals are in place in every classroom for at minimum 3.75 hours
per day.
E. Small group instruction is used in daily instruction.
9). High level of family and community involvement There is a sense that all have a
responsibility to educate students, not just teachers and staff in schools. Families, as well as
businesses, social service agencies, and community colleges/universities, all play a vital role in
this effort.
A. Parent engagement averages at four hours of volunteer time per month.
B. 95% of parents attend two parent-teacher conferences per year.
C. HSU volunteers engage in the classrooms as literacy aides, math instructors, mentors, and
to provide general classroom support.
D. Partnerships exist between the school and the local business community who sponsor
extra-curricular activities.