Curriculum Leadership Institute

Pathways to School Improvement

professional development

Use School District Experts for Local Professional Development

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Here is How and Why it Works

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Similar to meeting the varying needs of students in the classroom, it is also difficult to meet the staff development needs of teachers within a school building or throughout a district.  Some teachers are more experienced in the area of technology while others are well versed in classroom management.  Why not utilize the individual strengths of staff while providing local professional development?  The simple solution is to have resident specialists share their expertise with their peers in a casual, learning environment of his/her classroom. 

A starting point for this process is to have each teacher designate his or her professional strengths.  Some teachers are naturally more comfortable at presenting in front of others so make sure to ask if they would be willing to share those skills with their peers.  Then, have teachers identify some areas where they want to grow.   If the instructional coach or professional development leader is already aware of some areas of need, then a checklist can be created in advance so the teacher can complete and return it to the building leader.  A Google Form is a quick and convenient way to gather this information.

Once the building leader identifies the top areas for training, provide the teachers with a list of five to six topics.  Have each teacher identify his/her top priority in the topic list
with a one, followed by the second choice with a two, etc.  This information is used to determine the top four topics.  Save those with fewer votes for future professional development.  The next step is to ask the willing staff members to provide a mini-lesson over key points of the topic.  Some, especially areas of technology, may involve a team teaching atmosphere, so keep in mind there could be more than one teacher comfortable providing instruction in a high priority area.  Do not leave out possible leaders.  Newer and veteran teachers can provide fresh ideas and best practices for sharing.                       

Providing the presenters adequate planning time for their mini-lessons is essential, too.  Schools have funds set aside for professional development, so use some of this money for a floating sub to cover classes throughout a day, to provide an extra plan time, or draw on after-school hourly pay to compensate the presenters for their preparation work.

As teachers, we have to remember that giving our students too much information at a time can often be overwhelming to our learners.  When planning the staff development mini-lessons, twenty-five minutes is just enough of a sample to keep educators’ interest without losing them.  Half-days of professional development are ideal for this format.  A sample schedule appears below showing how four groups rotate through each session.

There are times when it is necessary to bring in the experts, but sometimes the experts are already there.  Not only is this type of staff development cost-effective, but it also provides an opportunity to build support networks across a district.   Having a local expert available allows additional support opportunities for reinforcement.  Consider the following suggestions for follow-up: 

 1.  In a staff meeting, have teachers share how the implementation of the new information impacted their classrooms.

2.   Provide an opportunity for those interested in learning more to observe the presenter using the content, technology, or strategy in action. 

3. Designate a question/answer time at the next professional development day for learners to ask further questions of the presenters. 

All of these suggestions can help teachers keep new skills fresh. When educators are allowed to assist with the planning, implementation, and follow-up of their professional development opportunities, they will be more likely to use the knowledge and skills to increase student achievement.

Changes in Professional Development Due to ESSA Requirements and Title Funding

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ESSA, PD, and FundingThe Every Student Succeeds Act (ESSA) recently completed a year of full implementation.  While the law is authorized to continue programs from the Elementary and Secondary Schools Act until 2020, there is speculation that funding amounts could change or even be eliminated due to priorities in the annual budget.  Even though educators must play the waiting game in order to plan, it is still important to know the features of the law as there have been some key changes.

Title Funding

Formulas for Title II funds have been and will continue to be adjusted until 2020.  The past formula rewarded districts with larger populations of students. The new formulas show a gradual increase in order to place a stronger emphasis on funding for districts serving children living in poverty.

Movement of money between specific Title programs is expanded to allow support for other activities.  One hundred percent of Title II and Title IV funds (21st Century Schools) can be transferred into Title I funds to improve basic programs and ensure economically and socially disadvantaged students. Title II and Title IV programs can also have transfers between them.  However, no money can be transferred out of Title I to another Title program.

Professional Development

Use of Title II funding for professional development has been expanded beyond teachers of “core academic subjects.” All teachers, counselors, librarians, and paraprofessionals are now included as well as support for principals, superintendents, and teacher leaders.

ESSA also recognizes the importance of staff collaboration and job embedded skills.  Immediate application of those new skills has a greater impact on instruction which transfers to an increase in student learning.

Another point that has been emphasized is that professional development must be data driven, show results, and have follow-up. One-shot training without accountability is discouraged.

According to ESSA, funded programs must be evidence-based.  This may include any activity, strategy, approach, or intervention that shows a statistically significant effect on student learning.

Professional development should be customized to the needs of a district.  One size does not fit all when meeting the needs of any learning community.

Find Funding, Get Creative

“Educators need to be encouraged to choose PD that challenges them and gives them a hard-earned sense of accomplishment.” 
~ Debbie Silver, Former Louisiana Teacher of the Year

It may be hard to predict what happens in the future with Title funding at the national level, but local leaders have to continue to provide opportunities for teacher growth as that will directly affect student learning.  If Title funding is unavailable, the general fund and grants from private organizations may be the best options.

Utilize neighboring districts to pool your resources together.  Create a small learning consortium while sharing skills of teachers and dollars.

If possible, offer choices for learning.  Allow teachers to participate in a local professional development day where they can select their topic.  It will require more planning but positive results and use of the new skills are more likely to happen. Utilize local educators as experts as well as those outside the district.  It is empowering to the presenters, establishes professional respect for their expertise in content and skills, and promotes the development of leadership capacity throughout the district.

Getting Experienced Help

For more than 25 years, the Curriculum Leadership Institute (CLI) has provided challenging and quality professional development through partnerships with over 85 school districts across the United States.  The continuous follow-up allows for a customized approach to meet a district’s needs while building leadership capacity throughout a district.  The systems approach is evidence-based.  Collaboration is not only encouraged, it is required for success. Teachers, principals, superintendents, board members, and parent representativesfrom across the district meet regularly to discuss academic issues and make recommendations for student learning, school improvement, and accreditation requirements.  It is easy to see how CLI meets the ESSA expectations for professional development. If you need or would like assistance, please give us a call at 620.794.1431 or email us at info@cliweb.org.  We would love the opportunity to visit with you, establish a partnership, and help put you on the map!