prince george’s county public schools learning … · prince george’s county public schools...

Prince George’s County Public Schools

Learning Program Second Quarter

3

Table of Contents

Introduction ............................................................................................................................................... 4-5 Professional Learning Task Force ........................................................................................................... 5-6 Quality Professional Learning in PGCPS ............................................................................................... 6-8

A. Vision for Professional Learning ....................................................................................................... 7 B. Mission for Professional Learning ..................................................................................................... 7 C. Beliefs for Professional Learning ....................................................................................................... 7 D. Priorities for Professional Learning ................................................................................................... 7 E. Standards for Leadership .................................................................................................................... 8

Examining Professional Learning ............................................................................................................. 8-9 Second Quarter Systemic Professional Learning for Core Initiatives ................................................... 10

Principal Meetings ........................................................................................................................... 11-13 Leadership Preparation Training (ALPSS, APIP) ............................................................................ 13-14 Common Core Focus ....................................................................................................................... 15-18 Framework for Teaching (FfT ™) Focus .............................................................................................. 19 Teachscape® ..................................................................................................................................... 20-22 PAR Program – Consulting Teachers’ Cohort I Training ..................................................................... 23 Teacher Leadership and Administrator Certification Programs ....................................................... 24-30 Professional Learning for New Teachers .............................................................................................. 31 Technology Training Highlights ........................................................................................................... 32

Second Quarter Content-Specific Professional Learning Sessions ........................................................ 33

Career & Technical Education ............................................................................................................... 34 ESOL ................................................................................................................................................ 35-37 Foreign Language ............................................................................................................................ 37-38 Health Education ................................................................................................................................... 38 Instructional Technology ....................................................................................................................... 39 Library Media ........................................................................................................................................ 39 Mathematics ........................................................................................................................................... 40 Reading/English Language Arts (RELA) ......................................................................................... 40-41 Secondary Science ................................................................................................................................. 41 Social Studies ........................................................................................................................................ 42 Special Education ............................................................................................................................. 43-47 Talented and Gifted .......................................................................................................................... 47-48 Vocal Music .......................................................................................................................................... 48

Appendices ................................................................................................................................................... 49

A. Department Contact Information ...................................................................................................... 50 B. Implementing the Common Core: Theory of Action ................................................................... 51-52 C. Twelve Qualities of Powerful Professional Learning (Lois Brown Easton) ................................ 53-54 D. Five Levels of Professional Learning .......................................................................................... 55-56 E. Executive Summary – PGCPS Professional Learning Audit ....................................................... 57-58 F. PGCPS Leader Standards ............................................................................................................ 59-61

4

Introduction In the Spring of 2013, Prince George’s County Public Schools made a commitment to design a comprehensive system of professional learning that describes the vision, mission, definition, and beliefs driving professional learning to ensure that all educators engage in continuous professional learning focused on increasing their effectiveness and student results. This document provides a “big picture” of the professional learning priorities for our district. How to use this guide – the sole purpose of this Professional Learning Booklet is to guide the district, the departments, and the schools as you plan and implement high-quality professional learning programs. What’s more, this guide – and subsequent updates for quarters two, three, and four – will provide advance notification of the district’s professional learning priorities so that you can make better informed decisions for implementing and monitoring professional learning in your building. You are encouraged to use these focus areas as your pathway for developing cogent professional learning to make a difference in the lives of children in every PGCPS classroom. In an effort to ensure that professional development opportunities align with systemic goals for educator effectiveness and student achievement and to provide guidance regarding recommendations from a recent professional development audit, the Office of Talent Development convened a multi-stakeholder Professional Learning Task Force (PLTF). Much of the dialogue of the PLTF centered on the following core areas, which are reflected in this document:

• Vision/function of professional learning as a part of the education system; • Definition and purpose for professional learning; • Standards for professional learning; • Other resources (staff, technology, materials) for professional learning; • Flexible design for professional learning; and • Evaluation of professional learning.

As you are aware, PGCPS graduates are expected to master core academic content areas such as English, mathematics, science, social studies, fine arts, physical education, health, technology, and world languages. In short, PGCPS graduates are expected to be competent, responsible, and well-rounded individuals. Guiding the work of the school system in achieving expected student outcomes are the following pillars. While individual schools may identify additional school-based priorities based upon student and staff needs, the five pillars of our success are non-negotiable and serve as the key to our success:

1. Academic Excellence; 2. High Performing Work Force; 3. Safe and Supportive Environments; 4. Family and Community Engagement; and 5. Organizational Effectiveness.

PGCPS is “a driving force for discovery and innovation.” Led by the ideas in the book Great by Choice by Jim Collins (2011), the leaders of PGCPS are committed to advancing the achievement of its diverse student body through community engagement, sound policy governance, accountability, and fiscal responsibility.

The expectation for PGCPS is that all students will successfully matriculate in a learning environment that enables every high school graduate to succeed in college, work, and life. This requires the school system to adequately equip students with 21st century skills and inquiry-based critical thinking competencies to

5

not only compete in the global environment, but excel in their respective contributions to the global society. These 21st century skills and competencies enable PGCPS graduates to be:

• Successful communicators and collaborators; • Successful problem solvers; • Responsible people; and • Engaged global and domestic citizens.

This Professional Learning Booklet is designed to ensure that systems, structures, and professional learning programs are in place so that PGCPS is positioned to meet or exceed all of the goals set for the CEO and Board of Education. Professional Learning is designed to create and nurture a professional culture of learning, leadership, and innovation throughout PGCPS. Currently, professional learning is orchestrated throughout the district in many divisions, departments, and, of course, in all schools. It is important to note that schools are taking on additional responsibilities for managing site-based and job-embedded professional learning as part of the workday of all staff. A major step toward providing this experience is through the addition of system-wide Professional Learning Days on:

September 19

Full-day Professional Learning (schools closed for students)

October 31 Professional Learning will take place in a 2-hour block (2-hour early dismissal for students)

December 10 Professional Learning will take place in a 2-hour block (2-hour early dismissal for students)

February 13 Full-day Professional Learning (schools closed for students)

Professional Learning Task Force In an effort to ensure that professional development opportunities align with systemic needs, the Office of Talent Development convened a multi-stakeholder PLTF. The PLTF was comprised of stakeholders representing various constituents within PGCPS who engaged in the development of a comprehensive professional learning plan that improves both educator effectiveness and results for all students. Representative team members included:

• Douglas Anthony, Executive Director, Office of Talent Development • Mykia Avery, Teacher, Benjamin Stoddert Middle School • Barbara Pometto, Evaluation Technician, Office of Talent Development • Mary Bell, Coordinating Supervisor, Department of Special Education • Diane Bonanni, Coordinating Supervisor for Early Childhood Programs, Department of • Curriculum and Instruction • Betsy Bratek, Mentor Teacher, Office of Talent Development • Pauline Carey, Specialist, Testing Office • Ray D, UniServ Director, Prince George’s County Educators Association (PGCEA) • Kenneth Haines, President, Prince George’s County Educators Association (PGCEA) • Alison Hanks-Sloan, Coordinating Supervisor, Department of Curriculum and Instruction • Tina Higgins, Instructional Assistant, Department of Special Education • Sharon Hodges, Supervisor, Office of Talent Development • Dr. Maria Smith, Instructional Director

6

• Megan Ashworth, Principal, Barack Obama • Kathleen Brady, Instructional Director • Sheila Jackson, Director, Department of Family and Community Outreach • Dr. Lita Kelly, Specialist, Office of Employee Performance and Evaluation • Anita Lambert, Coordinating Supervisor for Creative Arts, Department of Curriculum and Instruction • Lynette Lewis, Specialist, Office of Talent Development • Charity Magruder, Specialist, Student Performance • Kia McDaniel, ESOL Supervisor, Department of Curriculum and Instruction • Dr. Kara Miley-Libby, Coordinating Supervisor for Academic Programs, Department of Curriculum

and Instruction • Rainya Miller, Specialist, Office of Talent Development • Amity Pope, Mentor Teacher, Office of Talent Development • Dr. Diane Powell, Director, Student Engagement and School Support • Kelvin Moore, Principal, Ernest Just Middle School • Rudolph Saunders, Leadership Coach, Office of Talent Development • Doris Reed, Executive Director, Association of Supervisory and Administrative

School Personnel (ASASP) • Bernadine Reid, Reading Specialist, Bladensburg Elementary School • Kimberly Roberson, Technology Trainer, Instructional Technology • Lorelle Ryan, Program Coordinator, Title 1 Office • Dr. Pamela Shetley, Director, Office of Talent Development • Dr. Gladys Whitehead, Director for Academic Programs, Department of Curriculum and Instruction

Highlighted strategies developed by the work of the task force include:

• Provide a comprehensive, research-based professional learning program that includes a wide range of opportunities for staff and administrators to remain current with new developments in the field of education to improve their professional skills and to retain their license(s) and certification(s);

• Support all efforts to create an atmosphere that fosters collegiality, collaboration, and interactive learning among members of school system and learning communities;

• Develop and implement district-wide opportunities to assist personnel in developing instructional strategies for the implementation of the Teachscape FOCUS and LEARN modules, the Framework for Teaching (FfT) Component Rubric, improved formative assessments, and Response to Intervention;

• Provide new staff with a strong induction program, including orientation, mentoring, and ongoing support throughout the critical first three years to promote more effective teaching and learning; and

• Recognize and utilize the expertise and talents of professionals within the school system to build internal capacity, strengthen the professional learning efforts, and improve practice.

Quality Professional Learning in PGCPS: Vision, Mission, Beliefs, and Priorities for Professional Learning Professional learning matters. The most important in-school determinant of a student’s success is the quality of teaching. The most important resource that school districts have to ensure great teaching for every child is the quality of professional learning for all of the educators. Today’s educators are expected to achieve more than any generation of teachers who preceded them. Professional learning provides teachers with the support they need in order to enhance student learning. Student academic success is enhanced when teachers experience powerful professional support. It may be noted that there is a language shift – the team is using “professional learning” more often than “professional development.” What are these shifts in thinking about professional learning? They are both simple and profound at the same time – moving from professional development to professional learning means that adults are focusing on students, attending to requisite knowledge and skills, engaging in systematic inquiry

7

into the effectiveness of practice, being explicit about underpinning theories of professionalism, and engaging everyone in the system in learning.

Members of the Professional Learning Task Force wrote the following vision, mission, and beliefs to reflect a shared commitment to professional learning in PGCPS. A. Vision for Professional Learning PGCPS employees continuously engage in effective professional learning to ensure that every student achieves. B. Mission for Professional Learning High-quality professional learning for all PGCPS employees promotes distinguished practice for staff and ensures that all students are college and career ready. To accomplish this mission, we will be leaders in designing standards-based, results-driven, collaborative, and relevant growth opportunities. C. Beliefs for Professional Learning In support of our vision and mission, we believe...

• Students become lifelong learners when adults in their lives model lifelong learning; • When educators believe in students, all students learn; • Educational challenges are best resolved by collaborating and learning together; • Student learning improves when all stakeholders reflect on professional practice and student

engagement; • Diversity is essential, enriches the collaborative experience, and enhances learning for all; • Professional learning begins with goal setting and high expectations; • Leaders have a responsibility to build and sustain the capacity of individuals and organization to

learn and lead; • The quality and effectiveness of professional learning needs to be monitored and evaluated for its

impact on student learning; the results should lead to ongoing improvements in both professional learning programs and practice; and

• The allocation and use of time in school schedules district-wide should allow for high-quality, job- embedded professional learning in support of increased student achievement.

D. Priorities for Professional Learning (based upon the 2011 Learning Forward® Standards)

• Learning Communities: Professional learning that increases employee effectiveness and results for all students occurs within learning communities committed to providing dedicated time for continuous improvement, collective responsibility, and goal alignment

• Leadership: Professional learning that increases employee effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning

• Resources: Professional learning that increases employee effectiveness and results for all students requires prioritizing, monitoring, and coordinating financial and human resources for educator learning

• Data: Professional learning that increases employee effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning

• Learning Designs: Professional learning that increases employee effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes

• Implementation: Professional learning that increases employee effectiveness, and results for all students applies research on change and sustains support for implementation of professional learning for long-term change

• Outcomes: Professional learning that increases employee effectiveness, and results for all students aligns its outcomes with educator performance and student curriculum standards

http://learningforward.org/standards/learning-communities

http://learningforward.org/standards/leadership

http://learningforward.org/standards/resources

http://learningforward.org/standards/data

http://learningforward.org/standards/learning-designs

http://learningforward.org/standards/implementation

http://learningforward.org/standards/outcomes

8

E. Standards for Leadership The leadership standards drive the development of all administrative leaders including aspiring principals, assistant principals, principals, and central office staff. The PGCPS Standards for Leadership are:

• Standard I: The PGCPS principal sets high expectations for achievement based upon individualized tailoring of instruction, rigorous data analysis and evaluation of the effective instructional practices;

• Standard II: The PGCPS principal sets standards for ensuring school-wide instructional and achievement goals are met based upon implementation of effective pedagogical practices, data analysis, and monitoring of research-based instructional practices;

• Standard III: The PGCPS principal monitors effective instructional practices through observation and evaluation;

• Standard IV: The PGCPS principal builds a shared vision, fosters shared goals, and communicates high performance expectations;

• Standard V: The PGCPS principal demonstrates a commitment to excellence, equity, and innovation; • Standard VI: The PGCPS principal demonstrates human resource and managerial leadership; • Standard VII: The PGCPS principal demonstrates strong external leadership; and • Standard VIII: The PGCPS principal demonstrates knowledge of the use of technology and data.

The complete text of the Leadership Standards is included in the appendix. Examining Professional Learning Professional learning serves three major purposes:

• Individual learning to enhance individual competencies related to performance standards and individual results;

• School and team-based (grade level, subject area, vertical) to ensure consistency and quality in instruction, curriculum implementation, assessment, and student results and alignment with improvement plans; and

• Program implementation to ensure high fidelity of implementation with district programs such as curriculum, social skills, etc.

In order to monitor and assess each type of professional learning, it is imperative to evaluate the efforts. One of the professional development standards states that “Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.” In order to meet this standard, it is critical to establish a process to assess the impact of professional learning in PGCPS. There is a significant commitment to professional development and it is important to gather more information about the long- term impact of the professional learning programs and its impact on student learning. As noted in the Learning Forward Center for Results “Standards Assessment Inventory 2,” “Many forms of data are required to set goals, plan, monitor, and evaluate professional learning. Even a cursory review of the cycle of continuous improvement requires an extensive use of data throughout the process. Beyond standardized student achievement data, many other rich sources of information are needed to clarify student and educator learning needs, plan collaborative professional learning, monitor progress, and evaluate outcomes. The data standard focuses on three critical elements: (1) analyzing student, educator, and system data; (2) assessing the progress of professional learning content and process; and (3) evaluating professional learning results.” This third step of the cycle of continuous improvement is related to evaluating results. During the evaluation phase, the goal is to improve the quality and effectiveness of professional learning by answering questions such as, “Have the educators adopted new practices consistently in the classroom?” “Have the new classroom practices resulted in the accomplishment of the student learning goal? If not, why not?” or “What might need to be done differently to accomplish the desired results?”

9

In an important book on the subject, Evaluating Professional Development, Tom Guskey provided a simple framework for teams to use as they begin to determine processes that can be used to assess professional learning programs. Dr. Guskey defines evaluation in simplest terms as “the systematic investigation of merit or worth.” This definition implies a focused, thoughtful, and intentional process. Establishing a process for evaluating professional learning and determining ways to Comprehensive Plan for Professional Learning in PGCPS is a critical component of the Comprehensive Professional Learning Plan. Effective professional development evaluations will require the collection and analysis of data at five critical levels that are described in the appendix (Evaluating Professional Development by Tom Guskey, 2000). In addition, Joellen Killion’s book, Assessing Impact: Evaluating Staff Development (2007) will serve as an excellent resource. Also in the appendix, there is a document called, “Twelve Qualities of Professional Learning” that outlines the shifts that are intentionally occurring in the design, delivery, and evaluation of professional learning.

http://www.amazon.com/Assessing-Impact-Evaluating-Staff-Development/dp/1412953553/ref%3Dsr_1_1?ie=UTF8&qid=1393952619&sr=8-1&keywords=assessing%2Bimpact%2Bkillion

10

Second Quarter Systemic Professional Learning for Core Initiatives

Please be sure to also check ERO and the respective PGCPS websites for information and additional systemic professional development offerings (e.g., CPDs, teacher trainings, National Board Programs, etc.)

11

Systemic Principal Meetings SY2014-15

The 2014-2015 Systemic Principal Meetings have been scheduled for the following dates and will be held at Camelot by Martin’s, located at 13905 Central Avenue, Upper Marlboro, MD 20774. Please be advised that these dates may change subject to testing schedules. These will be full-day meetings.

Day of the Week Date Thursday August 14, 2014 Thursday September 18, 2014 Thursday October 16, 2014 Monday November 10, 2014 Thursday December 18, 2014 Thursday January 15, 2015 Thursday February 19, 2015 Monday April 27, 2015 Thursday May 21, 2015

Systemic Assistant Principal Meetings SY2014-15 The 2014-2015 Systemic Assistant Principal Meetings have been scheduled for the following dates and will be held at the University of Maryland Marriott Conference Center at 3501 University Blvd. E, Hyattsville, MD 20783. Please be advised that these dates may change subject to testing schedules. These will be half-day meetings with one session offered in the AM and repeated in the PM so that assistant principals are not all out of the building at the same time.

Day of the Week Date Wednesday October 22, 2014

Monday November 17, 2014 Wednesday January 21, 2015 Wednesday February 25, 2015 Wednesday May 6, 2015

12

New Principal Academy Meetings SY2014-15

The 2014-2015 Systemic New Principal Meetings have been scheduled for the following dates from 8:00 a.m. to 1:00 p.m. and will be held at the Comfort Inn Conference Center at 4500 Crain Highway, Bowie, MD 20716. Please be advised that these dates may change subject to testing schedules.

Day of the Week Date Wednesday September 10, 2014

Tuesday October 21, 2014 Tuesday November 18, 2014 Tuesday December 9, 2014 Tuesday January 27, 2015 Tuesday February 24, 2015 Tuesday April 21, 2015 Tuesday May 12, 2015

Elementary Principal Meetings SY2014-15 The 2014-2015 Systemic Elementary Principal Meetings have been scheduled for the following dates and will be held from 8:00 a.m. to 12:00 p.m.

Day of the Week Date Thursday October 30, 2014 Thursday January 29, 2015

Middle School Principal Meetings SY2014-15 The 2014-2015 Systemic Middle School Principal Meetings have been scheduled for the following dates and will be held at the John E. Howard Area Office, 4400 Shell Street, Capitol Heights, MD 20743.

Day of the Week Date Monday October 27, 2014 Tuesday December 2, 2014

TBD January 2015

13

High School Principal Meetings SY2014-15 The 2014-2015 Systemic High School Principal Meetings have been scheduled for the following dates and locations.

Day of the Week Date Location Monday October 20, 2014 Bowie State University

14000 Jericho Park Road Bowie, MD 20715

Monday November 17, 2014 Bladensburg High School 4200 57th Avenue

Bladensburg, MD 20710

Monday January 26, 2015 TBD Wednesday March 18, 2015 TBD

Leadership Preparation Training

Aspiring Leaders Program for Student Success (ALPSS) SY2014-15

The 2014-2015 ALPSS meetings for Cohort 3 have been scheduled for the following dates and will be held at the Oxon Hill Staff Development Center at 7711 Livingston Road, Oxon Hill, MD 20745. Note that the ALPSS Retreat, scheduled for January 2015, will take place in Turf Valley, Maryland. These will be full-day meetings, unless otherwise indicated by program coordinators. Please be advised that these dates may be subject to change.

Day of the Week Date Tuesday September 16, 2014 Tuesday October 7, 2014 Tuesday November 5, 2014 Tuesday December 2, 2014

Tuesday - Thursday January 20-22, 2015 Tuesday February 3, 2015 Tuesday March 3, 2015 Tuesday April 14, 2015 Tuesday May 5, 2015 Tuesday June 2, 2015

14

Leadership Preparation Training (continued)

Assistant Principal Induction Program SY2014-15

PGCPS values its leaders and is invested in their development. To that end, it is with great excitement that we announce the new Assistant Principal Induction Program. Personnel newly appointed to the job assignment of assistant principal are required to participate in this induction program as part of their leadership development. Our district is embarking on this new professional development program designed to provide the professional learning necessary to impact outstanding academic achievement for all students. The professional learning activities designed for the APIP participants are aligned to the eight PGCPS Leadership Standards with the purpose of building the capacity of novice school leaders.

Day of the Week Date Tuesday September 16, 2014 Monday October 27, 2014 Monday November 24, 2014 Tuesday December 16, 2014 Monday February 23, 2015 Monday April 13, 2015 Monday May 18, 2015

15

Q2 Training Common Core Focus

PDLT, EC, TC, DC, Specialist and ILT Training Substitute Codes will be provided for classroom-based participants

(These workshops will be “Turn-Keyed” in your building for faculty.)

NOVEMBER 2014

Content Date / Time Content Audience Location Elementary R/ELA November 12, 2014

Full-Day Training 8:00 a.m.–3:30 p.m.

Framework for Teaching / Teachscape: Domain 1 and Component 3b

R/ELA PDLTs, ILTs and Specialists only

Oxon Hill Staff Development Center 7711 Livingston Road Oxon Hill, MD 20745

Middle School R/ELA

November 12, 2014 Full-Day Training 8:00 a.m.–3:30 p.m.

Quarter Two Planning: Reading Fiction and Non-Fiction


All MS DCs, ILTs, Reading Specialists and 6th Grade ES Designees

Camelot by Martin’s 13905 Central Avenue Upper Marlboro, MD 20774

Teachscape

Framework for Teaching: Domain 1 and Component 3b

PDLTs only

High School R/ELA November 13, 2014 Full-Day Training 8:30 a.m.–3:30 p.m.

Establishing Anchor Papers for Scoring Guides

Framework for Teaching / Teachscape Domain 1 and Component 3b

R/ELA PDLTs and TCs only John Carroll Elementary 1400 Nalley Road Landover, MD 20785

Elementary School Mathematics

November 20, 2014 Full-Day Training 8:00 a.m.–3:30 p.m.

Content Literacy in Mathematics

Data Wise Module 3

Mathematics PDLTs, ILTs and ECs only

Bowie Comfort Inn 4500 Crain Highway Bowie, MD 20716

Middle School Mathematics

November 20, 2014 Full-day Training 8:30 a.m.– 3:30 p.m.

Content Literacy in Mathematics

Data Wise Module 3

Mathematics PDLTs and DCs only

Metro Points Hotel 8500 Annapolis Road New Carrollton, MD 20784

16

High School Mathematics

November 20, 2014 Full-Day Training 8:30 a.m.– 3:30 p.m.

Content Literacy in Mathematics Data Wise Module 3

Mathematics PDLTs and TCs only

Metro Points Hotel 8500 Annapolis Road New Carrollton, MD 20784


PDLT, EC, TC, DC and ILT Training Substitute Codes will be provided for classroom-based participants


DECEMBER 2014

Content Date / Time Content Audience Location Elementary School R/ELA

December 2, 2014 Full-Day Training 8:00 a.m.–3:30 p.m.

Building a Literacy Community: Focus on Reading and Responding to Text



Middle School R/ELA


Analyze the PARCC Format / Disciplinary Literacy Data Wise Module 3

6th Grade ES R/ELA Designees, PDLTs, ILTs, Reading Specialists

ISSC 9201 Hampton Drive Capitol Heights, MD 20743

High School R/ELA December 3, 2014 Full-Day Training 8:00 a.m.–3:30 p.m.

Common Core / PARCC Language Standards

R/ELA PDLTs and TCs only John Carroll Elementary 1400 Nalley Road Landover, MD 20785







December 4, 2014 Full-Day Training 8:30 a.m.– 3:30 p.m.

Framework for Teaching: Domain 1 and Component 3b Teachscape




December 4, 2014 Full-Day Training 8:30 a.m.– 3:30 p.m.




17


PDLT, EC, TC, DC and ILT Training Substitute Codes will be provided for classroom-based participants


JANUARY 2015

Content Date / Time Content Audience Location Elementary School R/ELA

January 2015 (Date TBA) Full-Day Training 8:00 a.m.–3:30 p.m.

Framework for Teaching COMP/Teacher Leadership Datawise


Location: TBA Please see ERO for details

Middle School R/ELA

January 14, 2015 Full-Day Training 8:00 a.m.–3:30 p.m.

Reading Nonfiction and Argument Framework for Teaching and Datawise

6th Grade ES R/ELA Designees, PDLTs, ILTs, Reading Specialists

ISSC 9201 Hampton Drive Capitol Heights, MD 20743

High School R/ELA January 7, 2015 Full-Day Training 8:30 a.m. –11:30 a.m.

Reading Literature and Writing Literary Analysis Framework for Teaching and Datawise

R/ELA PDLTs and TCs only ISSC 9201 Hampton Drive Capitol Heights, MD 20743



PARCC Blueprint, Evidence Statements, and Clarifications Framework for Teaching and Datawise





College and Career Readiness Framework for Teaching and Datawise





College and Career Readiness Framework for Teaching and Datawise



18

Q2 Training Framework for Teaching and Teachscape Focus

Training for Teachers

Session times as indicated; please check ERO for registration and additional details.

Date Time Content Location November 12, 2014 4:30 p.m.-7:30 p.m.

• 3b - Using Questioning and Discussion Techniques

• Teachscape


November 13, 2014

4:30 p.m.-7:30 p.m. Ernest Everett Just Middle School 1300 Campus Way North Mitchellville, MD 20721

December 3, 2014

4:30 p.m.-7:30 p.m. • 3c - Engaging Students in

Learning • Teachscape


December 4, 2014


January 14, 2015

4:30 p.m.-7:30 p.m. • 3d - Using Assessment in

Instruction • Teachscape


January 15, 2015


19

Q2 Framework for Teaching (FfT)

Transition to Component Level/New Components (1f and 3d) Office of Talent Development

Background The FfT training SY2014-15 streamlines the professional development for administrators, teachers, and central office staff so that all persons have access to the same content trainings in the same time-frame and uses a variety of resources. This effort is a product of the support of three offices: The Office of Talent Development, Curriculum and Instruction, and the Office of Employee Performance and Evaluation. The resources that will be utilized include face-to-face trainings, self-paced on-line trainings, and paired/group observations (for administrators). October observations will be dedicated to new principals and will be conducted as paired (with an OTD specialist) to provide more one-on-one support in understanding and implementing the complete observation process to include conferencing. Group observations will allow for administrators at several schools to practice observations and discuss their evidence and ratings in order to develop more skilled classroom observers and to assess their understanding of applying the FfT Danielson rubric. All personnel who conduct observations will complete a formative assessment (Calibration) at a testing site during the months of March – August (see Calibration window dates and times). Administrators who do not pass the assessment during the assessment window will be provided additional trainings through the Office of Talent Development.

Group Observation Team To build capacity through contextual experiences, FfT observation teams will engage in school-based observations with members of the administrative team from 2 or 3 schools. Time will be allotted after each observation to discuss collected evidence, alignment and ratings. The team should consist of 5 to 7 members so we can cover approximately 20 to 25 schools each month from November through March. More detailed information about this initiative will be shared during the monthly principals and assistant principals meetings.

FfT Q2 PD for Administrators Please see ERO for Details and Registration Information

Dates Training Format Content

November 18, 2014 November 19, 2014

Face-to-Face Digging Deeper – Component 3b Using Questioning and Discussions

Teachscape Portal Teachscape FOCUS – Component 3b

Face-to-Face Paired Observations with New Administrators and Central Office Staff (Sites TBA)

December 16, 2014 December 17, 2014

Face-to-Face Digging Deeper – Component 3c Engaging Students in Learning

Teachscape Portal Teachscape FOCUS – Component 3c

Selected school-based site-visits

Paired Observations with New Administrators and Central Office Staff (Sites TBA)

January 21, 2015 January 22, 2015

Face-to-Face Using Assessment in Instruction and Domain 4

Teachscape Portal Teachscape FOCUS – Component 3d Using Assessment in Instruction

20

Q2 Teaching and Learning Office of Employee Performance and Evaluation

November 2014

Audience Date Content Location Time

Principals November 13, 2014 Teachscape Open Lab for Administrators: LEARN and REFLECT

Bonnie Johns Educational Media Center 8437 Landover Road Landover, MD 20785

8:30 a.m. – 12:30 p.m.

Teachers November 13, 2014

Regional Teachscape Open Lab for Teachers: LEARN and REFLECT

TBA: See ERO for details 2:00 p.m. – 6:00 p.m.

School-Based Administrators (Principal, Assistant Principal, Academic Dean, and Academic Facilitator)

November 14, 2014 Oracle Lab Training Oxon Hill Staff Development Center 7711 Livingston Road Oxon Hill, MD 20745

8:00 a.m. – 11:00 a.m. 1:00 p.m. – 4:00 p.m.

21


December 2014


Principals December 11, 2014 Teachscape Open Lab for Administrators: LEARN and REFLECT


8:30 a.m. – 12:30 p.m.

Teachers December 8, 2014 Regional Teachscape Open Lab for Teachers: LEARN and REFLECT

TBA: See ERO for details 2:00 p.m. – 6:00 p.m.

Principals, Managers & Supervisors of ACE/AFSCME Local 2250, SEIU Local 400, & ASASP Unit II & III

December 3, 2014 Oracle Training Oxon Hill Staff Development Center 7711 Livingston Road Oxon Hill, MD 20745

8:30 a.m. – 11:30 a.m. 1:00 p.m. – 4:00 p.m.

School-Based Administrators (Principal, Assistant Principal, Academic Dean, and Academic Facilitator)

December 17, 2014 Oracle Lab Training Oxon Hill Staff Development Center 7711 Livingston Road Oxon Hill, MD 20745

8:00 a.m. – 11:00 a.m. 1:00 p.m. – 4:00 p.m.

22


School-Based TeachScape PD (Time Frames are Suggested)

January 2015


Principals January 22, 2015 Teachscape Open Lab for Administrators: LEARN and REFLECT


8:30 a.m. – 12:30 p.m.

Teachers January 8, 2015 Regional Teachscape Open Lab for Teachers: LEARN and REFLECT

TBA: See ERO for details

2:00 p.m. – 6:00 p.m.

January 21, 2015 Regional Teachscape Open Lab for Teachers: LEARN and REFLECT

2:00 p.m. – 6:00 p.m.

School-based Administrators (Principal, Assistant Principal, Academic Dean and Academic Facilitator)

January 23, 2015 Oracle Lab Training 8:00 a.m. – 11:00 a.m. 1:00 p.m. – 4:00 p.m.

January 26, 2015 VAL-ED Training 8:30 a.m. – 12:00 p.m. 1:00 p.m. – 4:30 p.m.

January 27, 2015 VAL-ED Training 8:30 a.m. – 12:00 p.m. 1:00 p.m. – 4:30 p.m.

January 28, 2015 VAL-ED Training 8:30 a.m. – 12:00 p.m.

23

Q2 Peer Assistance and Review (PAR) Program

FYI: Consulting Teachers’ Cohort I Induction Training Times and training locations to be provided by the Office of Employee Performance and Evaluation

Date Content

November 6, 2014 Observation of Montgomery County Public Schools’ PAR Panel Process

November 12, 2014 Consulting Teachers Begin School-Based Teacher Support

November 21, 2014 Coaching Training for Consulting Teachers Dr. Fran Prolman

December 9, 2014 Coaching Training for Consulting Teachers Dr. Fran Prolman

December 10, 2014 Data Wise Training for Consulting Teachers

December 11, 2014 December 15, 2014

Coaching Training for Consulting Teachers Dr. Fran Prolman January 5, 2015

January 23, 2015

24

Teacher Leadership and Administrator Certification Programs Office of Talent Development

National Board Certification for Teachers Throughout the three-year National Board Certification process, educators engage in a structured and iterative progression that expands and refines their content knowledge and pedagogy. Description: During the 2014-2015 school year, NBCT candidates will focus on Component 1 – (Content Knowledge) and Component 2 (Analyzing Student Work) of the NBPTS assessment. Date and Time Content and Audience Location

Wednesday, August 27, 2014 4:30 p.m. – 7:30 p.m.

NBCT Meet and Greet and Kickoff NBCT Mentors and Mentees (Candidates)

Charles H. Flowers High School 10001 Ardwick-Ardmore Road Springdale, MD 20774

Thursday, September 4, 2014 4:30 p.m. – 7:30 p.m.

Candidate Support Session NBPTS Core Proposition: Accomplished Teaching All Candidates

Thursday, September 18, 2014 4:30 p.m. – 7:30 p.m.

NBCT Mentor Meeting NBCT Mentors

Thursday, October 2, 2014 4:30 p.m. – 7:30 p.m.

Candidate Support Session Writing for NBPTS/NBPTS Standards All Candidates

Thursday, October 15, 2014 4:30 p.m. – 7:30 p.m.


Thursday, November 7, 2014 4:30 p.m. – 7:30 p.m.

Candidate Support Session Organization for Your Candidacy/Studying for Component 1 All Candidates


Pre-Score Release Celebration Candidates waiting for scores 2011-2012, 2012-2013, and 2013-2014



25

National Board Certification for Teachers (continued)

Date and Time Content and Audience Location Thursday, December 5, 2014 4:30 p.m. – 7:30 p.m.

Candidate Support Session Component 2 Analyzing Student Work All Candidates

Charles H. Flowers High School 10001 Ardwick-Ardmore Road Springdale, MD 20774

Thursday, December 18, 2014 4:30 p.m. – 7:30 p.m.


Thursday, January 8, 2015 4:30 p.m. – 7:30 p.m.

Candidate Support Session Writing 101, Where Are You on the Road to Certification? All Candidates

Thursday, January 15, 2015 4:30 p.m. – 7:30 p.m.


Thursday, February 5, 2015 4:30 p.m. – 7:30 p.m.

Candidate Support Session Adding Value to Your Writing, Instructional Context/Contextual Information All Candidates

Thursday, February 19, 2015 4:30 p.m. – 7:30 p.m.


Thursday, March 5, 2015 4:30 p.m. – 7:30 p.m.

Candidate Support Session Reviewing and Submitting Your Portfolio Entry / e-Portfolio All Candidates

Thursday, March 19, 2015 4:30 p.m. – 7:30 p.m.


Saturday, March 21, 2015 8:30 a.m. – 12:00 p.m.

Candidate Support Session All Candidates

Bonnie F. Johns Educational Media Center 8437 Landover Road Landover, MD 20785

Wednesday, April 15, 2015 4:30 p.m. – 7:30 p.m.

Assessment Center All Candidates

26

National Board Certification for Teachers (continued)

Date and Time Content and Audience Location Thursday, April 16, 2015 4:30 p.m. – 7:30 p.m.


Charles H. Flowers High School 10001 Ardwick-Ardmore Road Springdale, MD 20774 Thursday May 7, 2015

4:30 p.m. – 7:30 p.m. NBCT Review and Reflect Meeting Exploring Next Steps in the Certification Process All Candidates

Thursday, May 21, 2015 4:30 p.m. – 7:30 p.m.


27

Teacher Leadership Initiative The Teacher Leadership Initiative provides an opportunity for current and developing teacher leaders to explore exemplary practices that can support and inform school leaders, creating a culture of success in their schools, districts, and beyond. During their yearlong participation in the Teacher Leadership Cohort, participants focus on the Teacher Model Leader Standards and their relationship to PGCPS initiatives. The Teacher Model Leader Standards may be accessed at www.teacherleaderstandards.org. Date and Time Content Location

Tuesday, December 9, 2014 4:30 p.m. – 7:30 p.m.

Domain I: Fostering a Collaborative Culture Oxon Hill Staff Development Center 7711 Livingston Road Oxon Hill, Maryland 20745 Tuesday, January 13, 2015

4:30 p.m. – 7:30 p.m. Domain II: Accessing and Using Research

Tuesday, February 10, 2015 4:30 p.m. – 7:30 p.m.

Domain III: Promoting Professional Learning

Monday, March 30, 2015 4:30 p.m. – 7:30 p.m.

Domain IV: Facilitating Improvements in Instruction (Framework for Teaching)

Tuesday, April 21, 2015 4:30 p.m. – 7:30 p.m.

Domain V: Promoting the Use of Assessments and Data (Data Wise)

Tuesday, May 12, 2015 4:30 p.m. – 7:30 p.m.

Domain VI: Improving Outreach and Collaboration with Families

Thursday – Friday June 18-19, 2015 4:30 p.m. – 7:30 p.m.

Two-Day Training with National Consultant Comfort Inn Conference Center 4500 Crain Highway Bowie, MD 20716

28

Administrator I Certification Program In partnership with Bowie State University and McDaniel College, the Administrator I Certification Program prepares individuals currently holding a master’s degree to earn the coursework required to meet MSDE eligibility for Administrator I Certification without completing a second master’s degree.

Bowie State University This is a closed cohort. If you are interested in applying for the 2016-17 cohort, please contact the Office of Talent Development at

[email protected] Session Description Credits Location School Administration

This course emphasizes the organizational and administrative practices involved in operating a modern school.

3 Bowie State University 14000 Jericho Park Road Bowie, Maryland 20715 School Law Emphasis is placed on the laws under which teachers and

administrators are employed and to understand the laws that impact their profession.

3

Practicum Internship This course provides an on-site, instructional, supervisory experience within a school setting under the leadership of an appropriate, competent professional.

2

Group Dynamics This course studies the behavior of people in various situations. 3

Practicum Internship This course provides an on-site, instructional supervisory experience within a school setting under the leadership of an appropriate, competent professional.

2

Bowie State University Practicum

Experience/Element Description Timeline

1 Develop a vision

(ELCC Standard 1)

Write a vision statement for the school and share it with the site-based management team, and demonstrate how stakeholders are involved in the development. Collect, interpret, and analyze school data. The analysis must reflect your understanding of the school’s vision and mission statements, level of involvement, and contributions of the school community, and recommendations for inclusion in the school improvement plan.

The entire internship will take place over a period of one year.

29

Administrator I Certification Program In partnership with Bowie State University and McDaniel College, the Administrator I Certification Program prepares individuals currently holding a master’s degree to earn the coursework required to meet MSDE eligibility for Administrator I Certification without completing a second master’s degree.

McDaniel College This is a closed cohort. If you are interested in applying for the 2016-17 cohort, please contact the Office of Talent Development at

[email protected] Session Description Credits Location Introduction to Educational Administration

Leadership and its impact an organizational structure, behavior, and student achievement will be examined in the context of today’s schools. The course will provide students with the opportunity to explore leadership theories, organizational theories, and principles of motivation; communication systems; the future-focused strategic thinking progress; decision-making principles; and leadership of the change process. Students will be expected to apply theoretical knowledge and research-based models to specific school leadership situations. A special focus will be placed on student development of a solid initial understanding and application of all of the Educational Leadership Constituent Council (ELCC) Standards. This course will provide students with a strong foundation for their development as student-centered, future-focused, data informed, and standards based 21st Century Educational Leaders.

3 Charles H. Flowers High School 10001 Ardwick-Ardmore Road Springdale, MD 20774

Supervision and Evaluation of School Personnel

This course presents a study of evolving supervision and evaluation practices that nurture, develop, and sustain the educational vision of what schools can and should be. Emphasis is placed on supervisory practices that enhance reflection about teaching and learning, teacher evaluation, and staff development. Learners will investigate supervisory strategies necessary to successfully lead schools through restructuring and change. There is a special focus on the Educational Leadership Constituent Council (ELCC) Standards as they apply to school leadership.

3

Monitoring and Aligning Curriculum, Instruction, and Assessment

This course engages learners in evaluating and developing a comprehensive, valid, and reliable assessment system to monitor student progress towards long-term curricular outcomes and standards. Participants use selected response, essay/brief constructed response, performance, and personal communications methods to design strategies that facilitate and assess student learning. Emphasis is placed on needs assessment including analysis of available data, collection and integration of formative and summative data, and engagement of stakeholders, including students, in planning and decision-making.


30

McDaniel College (continued) Session Description Credits Location

School Law

A study of school administration from the legal point of view, principles of law, and their applications described in legal theory. Attention is given to legal powers and duties. Supreme Court and other appellate cases are examined. (Educational Administration candidates will address Educational Leadership Constituent Council (ELCC) Standards as assigned.)


School Leadership in the 21st Century

Designed for present and future administrators, this course addresses current topics and issues effective administrators just address regularly and well. Topics include establishing and maintaining a safe learning environment; developing effective communication skills; addressing health and family issues; finding, analyzing, and using school data available through current technologies; being a change agent; and leading a staff toward a shared vision and empowerment. Educational Leadership Constituent Council (ELCC) Standards are addressed.

3

Internship in Education Administration

Note Internship Coordinator’s consent required. An internship portfolio is required.

One hundred eighty hours of specified performance-based field experience congruent with the Educational Leadership Constituent Council (ELCC) Standards. A plan must be approved by the Coordinator of Administrative Internships and completed under the dual supervision of an on-site and college supervisor.

4 Various Sites

31

Q2 Professional Learning Opportunities for New Teachers Office of Talent Development

See ERO for additional training information and to register for these sessions.

Face-to-Face Professional Learning Sessions for New Teachers These interactive, collegial sessions are designed for first-, second-, and third-year educators. The sessions, aligned with the Framework for Teaching, provide the opportunity to explore effective strategies that enhance teaching practices and support student learning.

Date Session Location Time December 3, 2014

Reflective Practices That Improve Teaching Focus on Danielson Framework 4a, 4e As a teacher, you deserve a gift! Here is one that can help you progress from good to great in your classroom experience. Through critical reflection, learn how to assess the effectiveness of your work and take steps to enhance it. Examine three key reflection actions and their importance in impacting the complex task of teaching.

Charles H. Flowers High School 10001 Ardwick-Ardmore Rd. Springdale, MD 20774

4:30 p.m.-7:30 p.m.

January 7, 2015 Breathing LIFE into Your Lesson Plans! Focus on Danielson Framework 1c, 1e, 1f, 3b, 3c, 3d Would you like to ensure that your lesson plans come to life in your classroom? Explore strategies for designing lessons that increase engagement and are cognitively challenging for students.

4:30 p.m.-7:30 p.m.

“Mentoring Mondays” Web-based Learning Series for New Teachers Second- and Third-Year Teachers Led by experienced mentors and master teachers and instructional leaders, these web-based sessions are specifically designed to engage new educators in vibrant learning communities in which effective educational practices are discussed and examined.

Date Session Time November 18, 2014

“Did You Get It?”: Lesson Planning to Assess Students’ Learning Focus on Danielson Framework 1f, 3b, 3c, 3d How can you be really sure your students are learning what you are teaching? How does the level of students’ intellectual involvement impact their learning? Explore methods for planning students-engaging lessons and assessing students’ knowledge through broad and non-routine thinking.

4:30 p.m.-5:30 p.m. First-Year Teachers 6:00 p.m.-7:00 p.m. Second- and Third-Year Teachers

December 16, 2014 It’s Critical: Tools to Assist in the Development of Deeper Levels of Thinking in Students Focus on Danielson Framework 3b Want your students to think more deeply and creatively? Examine some strategies for creating a “thinking-centered” classroom, and explore tools to enhance teachers’ questioning techniques across content areas. Discover and share new ways to differentiate instruction for a variety of learning styles, and develop critical and creative student thinkers.


January 27, 2015 Reflective Practices That Improve Teaching Focus on Danielson Framework 4a, 4e Through critical reflection, learn how to assess the effectiveness of your work and take steps to enhance it. Examine three key reflection actions and their importance in impacting the complex task of teaching.


32

Q2 Highlighted Training by the Technology Training Team (T3) (Please see ERO and the T3/PGCPS website for additional training opportunities)

33

Second Quarter

Professional Development Offerings and Content-Specific Trainings

Please be sure to also check ERO and the respective PGCPS websites for information and for additional systemic professional development offerings (e.g., CPDs, teacher trainings, National Board Programs, etc.)

34

Second Quarter November 1st, 2014 – January 23rd, 2015 Continuing Professional Development Offerings and Content-Specific Trainings

Department/Office: Career and Technical Education Phone Number: 301-669-6012

Workshop Title Date and Time SRN# Location Coordinator

CTEC 37053 PLTW and GTT Professional Learning Community

Audience: PLTW & GTT Teachers

November 6, 2014 4:00 p.m. – 7:30 p.m.

3706015208

John E. Howard Administration Building

Darlene Bruton Rhonda Taylor

December 8, 2014 3:30 p.m. – 7:00 p.m.

3706115208

CTEC 37034 Increasing Academic Rigor Through Project-Based Learning

Audience: CTE Teachers ONLY

November 12, 2014 12:30 p.m. – 4:00 p.m.

3703415201

John E. Howard Administration Building

Danielle Carter

January 22, 2015 12:30 p.m. – 4:00 p.m.

3703415202

CTEC 37035 Introduction to Universal Design for Learning

Audience: CTE Teachers ONLY

December 3, 2014

3703415201 John E. Howard Administration Building

Danielle Carter

35

Department/Office: ESOL Phone Number: 301-445-8451


ESOL 31197 ESOL Focus Group

December 6, 2014 8:30 a.m. – 3:30 p.m.

3119715202 Judith Hoyer Family Learning Center Maria Dolores Austria

ESOL 31109 Elementary ESOL Department Chairperson Workshop

November 20, 2014 8:00 a.m. – 11:00 a.m.

3110915203

Judith Hoyer Family Learning Center Melissa Kochanowski

November 20, 2014 12:00 p.m. – 3:00 p.m.

3110915204 Judith Hoyer Family Learning Center Melissa Kochanowski

ESOL 31179 High School Department Chairpersons' Meeting

November 13, 2014 8:30 a.m. – 3:30 p.m.


ESOL 31201 Middle School ESOL Department Chairpersons' Meeting

November 18, 2014 9:00 a.m. – 3:30 p.m.

3120115202 Judith Hoyer Family Learning Center Virginia Cofie

ESOL 31207 High School Beginner Teacher Training

November 19, 2014 8:30 a.m. – 3:30 p.m.


ESOL 31209 ESOL Language of Science and Language of History Teacher Training

Audience: High School

November 24, 2014 8:00 a.m. – 3:30 p.m.


36



Teachers ONLY

ESOL 31221 First Year Elementary ESOL Teachers Workshop

November 12, 2014 8:00 a.m. – 3:30 p.m.

3122115202 Judith Hoyer Family Learning Center Susan Acheson Carolyn Parks

ESOL 31252 Technology for ELLs Focus Group

November 6, 2014 January 8, 2015 March 26, 2015 May 7, 2015 8:00 a.m. – 3:00 p.m.

3125215101 Judith Hoyer Family Learning Center Melissa Kochanowski Laurah Jurca

ESOL 31254 High School First Year ESOL Teachers Workshop

November 10, 2014 8:30 a.m. – 3:30 p.m.


ESOL 31255 Middle School First Year ESOL Teachers Workshop

November 10, 2014 8:30 a.m. – 3:30 p.m.

3125515202 Judith Hoyer Family Learning Center Virginia Cofie

ESOL 31296 Close Reading and Differentiating Instruction for ELLs

November 6, 2014 8:00 a.m. – 11:00 a.m.

3129615201

Judith Hoyer Family Learning Center Melissa Kochanowski

November 6, 2014 12:00 p.m. – 3:00 p.m.

3129615202 Judith Hoyer Family Learning Center Melissa Kochanowski

37



ESOL 31074 Imagine Learning – New Users Training

Audience: Elementary schools using the Imagine Learning Program ONLY

November 6, 2014 8:00 a.m. – 11:00 a.m.

3107415204

Judith Hoyer Family Learning Center Kathleen Zentek

November 6, 2014 12:00 p.m. – 3:00 p.m.

3107415205

Judith Hoyer Family Learning Center Kathleen Zentek

Department/Office: Foreign Language Phone Number: 301-808-8265


FOR 28170 Spanish Immersion Coordinator Trainings

November 5, 2014 8:30 a.m. – 3:30 p.m.

2817015105

ISSC Maria Flores

November 12, 2014 8:30 a.m. – 3:30 p.m.

2817015106 ISSC Maria Flores

December 3, 2014 8:30 a.m. – 3:30 p.m.


December 17, 2014 8:30 a.m. – 3:30 p.m.


38

Department/Office: Foreign Language Phone Number: 301-808-8265


FOR 28225 World Languages Spanish for Native Speakers Teacher Workshop

January 22, 2015 8:30 a.m. – 3:30 p.m.


FOR 28504 World Languages Elementary, Middle, High Department Chairs & Immersion Coordinators Workshop

December 9, 2014 8:30 a.m. – 3:30 p.m.

2850414202 Please check ERO Maria Flores

FOR 28208 World Languages Global Studies Teachers

November 6, 2014 4:00 p.m. – 7:00 p.m.


Department/Office: Health Education Phone Number: 301-808-8040


HE 41028 High School Health Teacher Workshop

November 6, 2014 8:30 a.m. – 3:00 p.m.

4102815201 ISSC Nana Donkor

HE 41031 Middle School Health Teacher Workshop

November 18, 2014 8:30 a.m. – 3:00 p.m.

410311520 ISSC Nana Donkor

39

Department/Office: Instructional Technology Phone Number: 301-925-2874


AIS 70092 Polycom – Video Conferencing

November 20, 2014 12:30 p.m. – 2:30 p.m.

7009215202 Bonnie Johns – Room 201 Melinda Gooch Clarence Houze

ITT 65192 Moodle Walk In Support

November 21, 2014 8:30 a.m. – 3:30 p.m.

6519215204 Bonnie Johns – Room 201 Melinda Gooch Larry Wershable

ITT 65627 Google Presentations

November 18, 2014 8:30 a.m. – 10:00 a.m.

6562715201 Bonnie Johns – Room 110 Melinda Gooch Monica Jenkins

ITT 65091 Introduction to Moodle

November 20, 2014 1:00 p.m. – 4:00 p.m.

6509115203 Bonnie Johns – Room 110 Melinda Gooch Larry Wershable

ITT 65091 Google: Documents

December 16, 2014 1:00 p.m. – 4:00 p.m.

6509115203 Bonnie Johns – Room 110 Melinda Gooch

Department/Office: Library Media Phone Number: 301-386-8208


LIBME 32036 2014-2015 Review and Evaluation Audience: Elementary (AM) Secondary (PM)

November 20, 2014 8:00 a.m. – 11:30 a.m.

3203615203 Bonnie Johns – Media Center Lori Carter Shari Blohm

November 20, 2014 12:30 p.m. – 4:00 p.m.


LIBME 32039 Information Literacy Activities in a Folder Audience: Library Media Specialists

November 5, 2014 4:30 p.m. – 6:00 p.m.


November 6, 2014 4:30 p.m. – 6:00 p.m.


40

Department/Office: Mathematics Grades 6-8 & 9-12 Phone Number: 301-749-5610


MATH 55019 Common Core Learning Community for Secondary Mathematics

November 5, 2014 4:00 p.m. – 7:30 p.m.

5501915201 Kettering MS Beyunka Scates Garnetta Turner Michelle Dyson

January 21, 2015 4:00 p.m. – 7:30 p.m.

5501915301 Kettering MS Beyunka Scates Garnetta Turner Michelle Dyson

Department/Office: Reading/English Language Arts (RELA) Phone Number: 301-808-8284


RELA 42026 Middle School RELA – Leadership Meeting

November 12, 2014 8:30 a.m. – 3:30 p.m.

4202615204 John Carroll ES Olga Pabon



RELA 42026 Middle School RELA – Leadership Meeting

December 9, 2014 8:00 a.m. – 11:30 a.m.

4202615205 ISSC Olga Pabon

December 9, 2014 12:00 p.m. – 3:30 p.m.


41



January 14, 2015 8:00 a.m. – 11:30 a.m.


January 14, 2015 12:00 p.m. – 3:30 p.m.


RELA 48023 High School RELA – Leadership Meeting

November 5, 2014 8:00 a.m. – 3:30 p.m.

4802315201 John Carroll ES Corey Carter Karen Shaw

December 3, 2014 8:00 a.m. – 3:30 p.m.

4802315202 ISSC Corey Carter Karen Shaw

Department/Office: Secondary Science Phone Number: 301-808-8254


SCI 51017 HBOSC Challenger Center and Earth Science Under the Stars Professional Development

Audience: 7th and 8th Grade Teachers

November 15, 2014 8:30 a.m. – 3:00 p.m.

5101715201 Howard B Owens Science Center Traketa Wray Michelle Dyson

EE 44000 Bridging the Watershed Training 101

Audience: New Middle and High School Teachers to BTW

December 5, 2014 9:30 a.m. – 3:30 p.m.

4400015202 Jefferson Memorial Rhonda Scott

42

Department/Office: Social Studies Phone Number: 301-808-8240


SOC 24018 Social Studies Integration Textbook Workshop

November 12, 2014 9:00 a.m. – 4:00 p.m.

2401801502 Bowie Comfort Inn – Conference Center Sandra Rose

SOC 24009 LSN Government: HS Teachers

November 5, 2014 8:30 a.m. – 3:30 p.m.

2400915201 ISSC Sandra Rose

SOC 240413 DC/TC Social Studies Workshop

December 3, 2014 8:30 a.m. – 3:30 p.m.

2402131501 Greenbelt Library Sandra Rose

SOC 240214 Social Studies Workshop: World Cultures and Geography Teachers

December 3, 2014 9:00 a.m. – 4:00 p.m.

24021415001 ISSC Sandra Rose

43

Department/Office: Special Education Phone Number: 301-616-8300


SPED 29008 MD Online IEP Basic Training – IEP Process

November 6, 2014 12:30 p.m. – 3:30 p.m.

2900815210 John Carroll Elementary Jessica Johnson

November 17, 2014 12:30 p.m. – 3:30 p.m.


December 4, 2014 12:30 p.m. – 3:30 p.m.


December 15, 2014 12:30 p.m. – 3:30 p.m.


SPED 29009 MD Online IEP Basic Training – Referral Process

SPED 29009 MD Online IEP Basic Training – Referral Process

November 6, 2014 8:30 a.m. – 11:30 a.m.

2900915210 John Carroll Elementary Ceci Aikens

November 17, 2014 8:30 a.m. – 11:30 a.m.


December 4, 2014 8:30 a.m. – 11:30 a.m.


December 15, 2014 8:30 a.m. – 11:30 a.m.


44



SPED 29019 Autism Workshop for Teachers in the General Education Environment

November 19, 2014 9:00 a.m. – 4:00 p.m.

2901915203 Bonnie Johns – Media Center Betty Adkins

December 9, 2014 9:00 a.m. – 4:00 p.m.


January 22, 2015 9:00 a.m. – 4:00 p.m.


SPED 29084 Transition Work Study Coordinators Meeting

November 24, 2014 12:30 p.m. – 3:30 p.m.

2908415203 John Carroll ES Christabell Baukman Elizabeth Burley

December 15, 2014 12:30 p.m. – 3:30 p.m.


January 22, 2015 12:30 p.m. – 3:30 p.m.


SPED 29085 Vocational Coordinators Meeting (CRI/Regional)

November 6, 2014 12:30 p.m. – 3:30 p.m.

2908515202 Jessie B Mason – Media Center Christabell Baukman Elizabeth Burley

December 15, 2014 12:30 p.m. – 3:30 p.m.


January 21, 2015 12:30 p.m. – 3:30 p.m.


45



SPED 29118 Test of Early Math Ability – 3 (TEMA-3) Training

November 14, 2014 12:00 p.m. – 3:30 p.m.

2911815104 John Carroll Elementary Velma Jones Michelle Loving

December 12, 2014 8:00 a.m. – 11:30 a.m.


January 16, 2015 12:00 p.m. – 3:30 p.m.


SPED 29156 2014-2015 Elementary Special Education Chairpersons’ Meeting (Cohort I)

November 19, 2014 8:30 a.m. – 3:30 p.m.

2915615207 John Carroll Elementary Indira Acker Margaret Besanko

December 18, 2014 8:00 a.m. – 11:30 a.m.


SPED 29157 2014-2015 Elementary Special Education Chairpersons’ Meeting (Cohort II)

November 21, 2014 8:30 a.m. – 3:30 p.m.


December 18, 2014 12:00 p.m. – 3:30 p.m.


SPED 29220 FBA BIP Follow-up Webinar

December 15, 2014 3:30 p.m. – 4:30 p.m.

2922015201 Online Rowland Dent Michelle Whitfield

SPED 29221 Analyzing Running Records

November 5, 2014 8:30 a.m. – 12:00 p.m.

2922115202 John Carroll Elementary Mary Bell Carol Reed

SPED 29931 Balanced Literacy Workshops for Special Education Resource Teachers and Paraprofessionals

November 14, 2014 November 24, 2014 December 8, 2014 December 16, 2014 8:00 a.m. – 3:30 p.m.

2993115201 John Carroll Elementary Mary Bell Tameka Wright

46



SPED 29999 Monitoring for Continuous Improvement and Results (MCIR)

November 5, 2014 8:30 a.m. – 11:30 a.m.

2999915205 John Carroll Elementary Donna Jeter-Cage

November 5, 2014 12:30 p.m. – 3:30 p.m.


December 4, 2014 8:30 a.m. – 11:30 a.m.


December 4, 2014 12:30 p.m. – 3:30 p.m.


January 21, 2015 8:30 a.m. – 11:30 a.m.


January 21, 2015 12:30 p.m. – 3:30 p.m.


SPEDSI/ES 27220 Using Data to Conduct Comprehensive FBAs in Order to Develop Effective BIPs (FBA/BIP)

November 10, 2014 9:00 a.m. – 4:00 p.m.

2722015201 Jessie B. Mason Rowland Dent Michelle Whitfield

December 2, 2014 9:00 a.m. – 4:00 p.m.


SPEDSI/ES 27226 Response Ability Pathways (RAP) Training

November 14, 2014 November 20, 2014 9:00 a.m. – 4:00 p.m.


January 14, 2015 January 21, 2015 9:00 a.m. – 4:00 p.m.


47



SPEDSI/ES 27291 EDMARK Reading Program

Audience: For schools that currently have the EDMARK program

November 13, 2014 8:00 a.m. – 11:30 a.m.

2905315206 John Carroll Elementary Tameka Wright

November 13, 2014 12:00 p.m. – 3:30 p.m.


December 8, 2014 8:00 a.m. – 11:30 a.m.


December 8, 2014 12:00 p.m. – 3:30 p.m.


January 16, 2015 8:30 a.m. – 12:00 p.m.


SPEDSI/ES 27941 SPIRE Reading Intervention Orientation

November 13, 2014 9:00 a.m. – 4:00 p.m.

279115202 Jessie B. Mason Linda Lett

Department/Office: Talented and Gifted Phone Number: 301-808-3790


TAG 58091 TAG – Junior Great Books Training – Elementary Audience: TRC, Pull-Out & TAG Center Teachers

December 11, 2014 December 12, 2014 9:00 a.m. – 4:00 p.m.

5807621042 TBD Theresa Jackson

48

Department/Office: Talented and Gifted Phone Number: 301-808-3790


TAG 58092 TAG Center RELA Teachers (Grade 2-5)

November 6, 2014 8:30 a.m. – 4:00 p.m.

58042103802 Dr. Henry A. Wise, Jr. HS Blackbox Theatre

Scott Brenner Theresa Jackson

Department/Office: Vocal Music Phone Number: 301-333-0961


VOCAL 26280 Vocal Music Monthly Mondays

November 17, 2014 4:30 p.m. – 7:30 p.m.

2628215201 Montpelier Elementary Judith Hawkins Sybil Roseboro

VOCAL 26285 Middle School Coral Workshop Audience: Middle School Choir Directors

November 17, 2014 8:30 a.m. – 3:30 p.m.

2628515201 Martin Luther King Jr. MS Judith Hawkins Sybil Roseboro

49

APPENDICES

50

Appendix A

Department of Curriculum and Instruction Contact Information

Academic Programs Office 301-808-5956 Elementary School Reading 301-808-8280 Middle School R/ELA 301-808-8284 High School R/ELA 301-808-8284 Elementary School Mathematics 301-749-5610 Secondary School Mathematics 301-749-5610 Science PreK-12 301-808-8256 Social Studies PreK-12 301-808-8246 Advanced Studies 301-808-8274 World Languages/Immersion 301-808-8265 Arts Integration Office 301-808-8256 Dance/Drama/TV Production 301-333-0971 Health Education 301-808-4080 Instrumental Music 301-333-0963 Middle School Tech Integration 301-985-1820 Physical Education 301-333-0970 Visual Arts 301-333-0966 Vocal and General Music 301-333-0961 International Programs Office 301-445-8450 ESOL 301-445-8451 International Student Counseling Office 301-445-8460 Office of Interpreting and Translating 301-408-5511 Library Media 301-386-8208 Early Childhood Office 240-724-1924 Pre-Kindergarten 240-724-1924 Head Start 301-408-7100 Judy Hoyer Center Adelphi 301-408-6860 Judy Hoyer Center Cool Springs 301-408-6860 Career Academy Program Office 301-669-6012 Grants 301-669-6012 Business and Health Related Professions 301-669-6012 JROTC 301-669-6012 Fire Cadet and Technology Education 301-669-6012

Department of Special Education

Contact Information

Early Childhood SPED 301-925-1985

Office of Talent Development FfT Contact Information

Sharon Hodges 301-749-4600 Monica Holmes 301-749-4600, ext. 2042 Lynette Lewis 301-749-4600, ext. 2021 Rhonda Pitts 301-749-4600, ext. 2045 Eric Stephens 301-749-4600, ext. 2029

Office of Employee Performance and Evaluation

Main Line 301-952-6240

51

Appendix B

Prince George's County Public Schools Implementing the Common Core: Theory of Action

The Common Core State Standards require a fundamental shift in the approach to standards-based instruction. To be college and career ready, the standards must build a strong foundation of analytic thinking and engagement with complex content. This shift moves us from minimum standards to high expectations, from the assessment of discrete skills to rich performance tasks that mirror real-world dilemmas and the engagement of isolated content to interdisciplinary problem solving.

Inherent in this shift is the nature of the structure of curricula and the pedagogical skills necessary to teachers to create experiences for students that move them towards college readiness. This shift in the construction of curricula and the creation of learning experiences is based on the following beliefs:

Trajectory: Experiences must be scaffolded over time. This includes the experiences over the arc of a lesson, a unit, a year, and over years. What a student does at the beginning of a lesson is different that at the end of the lesson. Lessons build into a coherent unit that culminates with a performance task that integrates multiple standards and processes. Units build understanding and independence over time. Standards within a grade build towards deep understanding and application. Each lesson, each unit, each grade, build upon each other.

The Importance of the Unit: The organization of content into units is the linkage system. Units highlight critical standards and build towards deep understanding. Units are dependent on high-quality lessons that are linked together to create a coherent whole. Units are linked to create competency and independence.

Shifts in Pedagogy: The Common Core State Standards suggest what students should know and be able to do, but also suggest tactics that teachers employ to create experiences for students. The shifts include methods to engage students in complex content with appropriate levels of independence, analysis, reasoning, and building arguments based on evidence.

Shifts in Beliefs: The district adheres to the Principles of Learning. The Principles of Learning are the basis for the instructional design created by the Institute for Learning at the University of Pittsburgh. Organizing for Effort: Learning is a result of effort, and not aptitude. Perseverance, stamina, and motivation are critical to the learning effort. A rigorous experience is attainable by all.

Clear Expectations: High student performance is bounded by the expectations the adults have for students. The expectations remain high, but the professional must structure the experiences for students to attain high performance. Fair and Credible Evaluations: Assessments must be accessible and a valid measure to student performance.

Recognition of Accomplishment: Effort and performance need to be celebrated. This includes celebrating progress towards the goal. All learning is a "work in progress." Academic Rigor in a Thinking Curriculum: Thinking and problem solving are the necessary skills for the current time. Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge.

Accountable Talk© Practices: Talking with others about ideas and work is fundamental to learning. The language must be about appropriate knowledge and rigorous thinking. Accountable Talk practices dependent on evidence and reasoning.

52

Socializing Intelligence: Intelligence involves the deep interaction with content and the reasoning needed to make sense of the world. Intelligence is malleable and teachable.

Self-Management of Learning: Students must be taught and employ metacognitive skills so they can regulate their learning. Learning as Apprenticeship: Learning is an apprenticeship that allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior. Teachers organizing learning environments so that complex thinking is modeled and analyzed and serve as coaches to thinking and deep engagement in content. Professional Development: The district believes that teachers should approach the Common Core State Standards through a holistic approach of unit design and implementation. The implementation of the unit allows for the trajectory of learning, the connection of related standards, the opportunity to employ pedagogical tactics over time, and the administration of high-quality assessments to create high performance in students.

53

Appendix C

Twelve Qualities of Powerful Professional Learning (Second Edition of Powerful Designs for Professional Learning, L. Brown Easton, 2008)

1. Powerful professional learning arises from and returns benefits to the real world of teaching and learning.

This is more important than it sounds. Often the CEO or principal who wants to start the school year off right hires a speaker. Sometimes a committee chooses the person. But usually staff is clear that not much change is expected as a result of the speech. It may also be clear that the speaker knows very little about the school or district or their needs and may be giving a generic speech, perhaps one that has gone well in other venues. After such speakers have bowed to the applause, folded up their notes and disengaged their technology, nothing much does change in the real world of teaching and learning – unless the school engages in professional learning activities related to what they have heard.

2. Powerful professional learning requires the collection, analysis, and presentation of real data – from student

work and teacher practice. Test scores matter but so do other representations of achievement, demographics, perceptions, and programs and practices that operate in the school. All these are important to collect before, during, and after professional learning experiences. Before, they help educators decide for themselves what they need to learn. During, they help educators monitor changes happening in classrooms and schools, adjusting as necessary. After, they provide evidence of improvement and suggest next steps.

3. Powerful professional learning begins with what will really help young people learn, engages those

involved in helping them learn, and has an effect on the classrooms (and schools, districts, even states) where those students and their teachers learn. Educators who engage in powerful professional development first work to understand how a school or district can improve learning for all children, using data as well as their own skills, knowledge, and experiences.

4. Powerful professional learning results in application in the classroom. Throughout the professional learning

experience (which may be continuous), the focus remains on what is happening with learners (both student and adult) in the classroom, school, and district. The strategies in this book keep the focus on learning for everyone involved. During their learning, educators return to the learning environment to do the following:

• Try out a new technique with learners; • Set up a research process to obtain data; • Receive feedback from students and coaches and mentors; • Reflect on what they are learning; • Confer others about what is being learned; • Report results; and • Modify what they are doing and repeat these processes. • They may also plan next steps.

5. Powerful professional learning experiences may not formally end; they may simply evolve into other powerful forms as participants raise more questions or want to try another strategy. Powerful professional learning usually leads to the desire to make continued improvement. It may even change an institution into a learning community.

6. Powerful professional learning honors the professionalism, expertise, experiences, and skills of staff. When

staff relies on outsiders, they may communicate the message that those within a school or district lack expertise. Although this can sometimes be the case, with powerful professional learning experiences school

54

and district staff can develop their own expertise. During the process, educators identify content needs that fit the context of their environment and select powerful professional learning strategies that will help them learn; they also identify the people who can lead the learning, people who might very well be in the school or district itself. A culture becomes a continuous learning community when educators are asked to apply their skills and professionalism to improve student learning – and when they recognize the skills and professionalism everyone else brings to the improvement process.

7. Powerful professional learning is content-rich because the content is the school or district itself…its

staff...its learners. This is content that matters to the people engaged in the experience.

8. Powerful professional learning is collaborative or has collaborative aspects to it. Educators learn from each other, enriching their own professional lives and the culture of the school or district. They build a shared vision of a school or district, and – contrasting that with realities – they work on what matters and help each other make changes. They set goals, help each other meet these goals, and hold themselves and others accountable.

9. Powerful professional learning establishes a culture of quality. Powerful professional learning encourages

discussion about what quality looks like, both in terms of the work educators and their students do.

10. Powerful professional learning results in automatic “buy-in” because it utilizes the talent within. Those who are going to implement change will be more likely to do so if they are involved in the design of the change through powerful professional development.

11. Powerful professional learning slows the pace of schooling, providing time for the inquiry and reflection that

promote learning and application. Educators seldom pause in their hectic schedules to make sense of what is going on. They just keep going. Powerful professional learning is a gift to educators who seldom have a chance to reflect on their own teaching and learning.

12. Powerful professional learning designs provide the activities that make professional learning communities (PLCs)

more than just a structure. Without meaningful learning activities that occur during PLC time, PLCs may go the way of so many other structures, such as block scheduling and small schools, that were instituted without enough attention to what teachers and students do that would take advantage of those structures.

Adapted from:

http://www.1to1alberta.ca/resources/fallPL_2008/Lois%20Easton%20Session%20October%2020.pdf

http://www.1to1alberta.ca/resources/fallPL_2008/Lois%20Easton%20Session%20October%2020.pdf

55

Appendix D

Five Levels of Professional Development (Tom Guskey, Evaluating Professional Development, 2000)

Level What Questions Are Addressed? How Will Information Be

Gathered?

What Is Measured or

Assessed?

How Will Information Be

Used? 1. Participants’ Reactions

• Did they like it? • Was their time well spent? • Did the material make sense? • Will it be useful? • Was the leader knowledgeable and helpful? • Were the refreshments fresh and tasty? • Was the room the right temperature? • Were the chairs comfortable?

Questionnaires administered at the end of the session

Initial satisfaction with the experience

To improve program design and delivery

2. Participants’ Learning

• Did participants acquire the intended knowledge and skills?

• How do you know?

• Paper-and-pencil instruments • Simulations Demonstrations • Participant reflections (oral

and/or written) • Participant portfolios

New knowledge and skills of participants

To improve program content, format, and organization

3. Organization Support & Change

• Was implementation advocated, facilitated, and supported?

• Was the support public and overt? • Were problems addressed quickly and

efficiently? • Were sufficient resources made available? • Were successes recognized and shared? • What was the impact on the organization? • Did it affect the organization's climate and

procedures?

• District and school records • Minutes from follow-up

meetings • Questionnaires • Structured interviews with

participants and district or school administrators

• Participant portfolios

The organization's advocacy, support, accommodation, facilitation, and recognition

To document and improve organization support To inform future change efforts

56

4. Participants’ Use of New Knowledge and Skills

• Did participants effectively apply the new knowledge and skills?

• Questionnaires • Structured interviews with

participants and their supervisors • Participant reflections (oral and/or written)

• Participant portfolios • Direct observations • Video or audio tapes

Degree and quality of implementation

To document and improve the implementation of program content

5. Student Learning Outcomes

• What was the impact on students? • Did it affect student performance or

achievement? • Did it influence students' physical or

emotional well-being? • Are students more confident as learners? • Is student attendance improving? • Are dropouts decreasing?

• Student records • School records ª Questionnaires • Structured interviews with

students, parents, teachers, and/or administrators

• Participant portfolios

Student learning outcomes: • Cognitive

(Performance & Achievement)

• Affective (Attitudes & Dispositions)

• Psychomotor (Skills & Behaviors)

To focus and improve all aspects of program design, implementation, and follow-up To demonstrate the overall impact of professional development

57

Appendix E

Executive Summary PGCPS Professional Learning Audit

Prince George’s County Public Schools partnered with the Learning Forward Center for Results to conduct an audit of professional development in the district. The goals of the audit were: • To assess the quality of professional development aligned with Maryland Professional Development

Standards based on National Staff Development Council (NSDC) Standards for Professional Development and the newly-revised Learning Forward (formerly NSDC) Standards for Professional Learning;

• To assess the effectiveness of the structures, systems, and policies that support professional development; and

• To provide recommendations for improving the quality of professional development.

Findings: Commendations The following four commendations describe the strengths of professional learning in PGCPS that emerged from multiple sources of data. These four commendations address three standards: Leadership, Outcomes, and Data.

1. PGCPS has multiple pathways to develop and encourage leadership at various levels of the organization.

2. Teachers have access to grade-level curriculum documents, pacing guides, and detailed lesson plans. Unit assessments and district benchmarks are aligned with the Common Core Standards.

3. Educators are able to access and review student-level performance disaggregated by student content standards.

4. The district is in the process of creating an integrated electronic system with the intent to provide easy access to student and educator performance data to guide professional learning.

Recommendations and Areas for Improvement The following six findings describe areas for improvement in professional learning that emerged from multiple sources of data. These findings address the need for understanding and integrating all seven Standards for Professional Learning when planning, designing, implementing, and evaluating quality professional learning at the district and school levels.

1. Ensure equity in resources, expectations, and variety of adult learning designs. 2. Render professional learning across the district for all sectors to impact educator effectiveness and

student achievement. 3. Provide high- quality professional learning so that school educators can make the decisions to

ensure college and career readiness. 4. Develop and implement local professional development standards for PGCPS personnel. 5. Institute professional learning monitoring systems designed to ensure the transference of

professional learning into classroom instruction. 6. Examine district professional learning initiatives to determine the quality and impact of

professional development on changes in instructional practices and student performance. 7. Develop a professional learning system plan that is comprehensive and coherent across the district,

based on learning theories, research, and proven models that increase educator effectiveness and results for all students. This plan would include a commitment to a standard of excellence that would be self-sustaining and survive turnover in school and district leadership.

58

8. Expand throughout the PGCPS system a culture of collaborative professional learning with collective responsibility for the success of all students.

9. Reconsider the allocation and use of time in the school schedules district-wide to allow for high-quality, job-embedded professional learning in support of increased student achievement.

10. Develop and implement a system to monitor and evaluate the effectiveness of professional development and use the results to make ongoing improvements in practice.

Conclusion PGCPS has identified five strategic goals to guide its work. The two goals that are system priorities are: (1) students achieving high academic standards in reading and mathematics and graduating; and (2) improving the qualifications of all staff and helping teachers gain certification. These two goals align with the purpose of professional learning to increase educator effectiveness and results for all students. Learning Forward believes that increasing the effectiveness of professional learning is the leverage point with the greatest potential for strengthening and refining the day-to-day performance of educators. In order to do this, PGCPS needs to move beyond providing professional development for knowledge and skill development to application in the classroom and workplace to impact student performance.

This requires “bridging the knowing-doing gap by transforming macro-level learning – knowledge and skill development – into micro-level learning – the practices and refinements necessary for full implementation in all classrooms.” To ensure high-quality, professional learning needs to be aligned with the Standards for Professional Learning, monitored for fidelity of implementation, and evaluated to measure the impact of professional learning on changes in educator practices and increases in student achievement. This will require a comprehensive professional learning system plan to guide the vision and goals of the district for high-quality professional learning; skillful leadership at both the district and school levels; the allocation of time embedded into the school day, with monitoring of the use of time for accountability and effectiveness; and formative and summative evaluations of professional learning to determine what is or is not working to increase achievement for all students and make needed adjustments to the learning process.

59

Appendix F

PGCPS Leader Standards 1. Standard I: The PGCPS principal sets high expectations for achievement based upon individualized tailoring of instruction, rigorous data analysis and evaluation of effective instructional practices.

1.1. Curriculum, Instruction, Learning, and Assessment: The principal demonstrates a deep knowledge of teaching and learning processes and engages all staff in developing and applying this knowledge. The principal ensures that a challenging program of curriculum and instruction, inclusive of formative assessment practices, is provided to all students, including students identified as gifted, students with disabilities, and students considered “at risk” of school failure.

1.2. Time for Students and Teachers: The principal creates processes and a schedule that maximize time for instruction and collaboration. The principal ensures staff has adequate time to use data to inform, develop, and improve instruction.

1.3. Student Achievement and Growth: The principal takes responsibility for ensuring all students are on track toward college and career readiness. The principal ensures each student is provided with a challenging course of instruction that teaches the skills, dispositions, and attitudes necessary for success in post-secondary education, work, and life, including democratic and civic participation.

2. Standard II: The PGCPS principal sets standards for ensuring school-wide instructional and achievement goals are met based upon implementation of effective pedagogical practices, data analysis, and monitoring of research-based instructional practices.

2.1. Goal Setting: The principal ensures that staff takes responsibility and are accountable for accomplishing the school’s vision, mission, and goals. The principal works collaboratively with staff to set ambitious, yet attainable targets for student learning. The principal leads a process to provide evidence of outcomes and measure results.

2.2. Instructional Assessment: The principal demonstrates current knowledge of highly-effective practices in instruction, implementation, and analysis of formative and summative assessments, and technology integration for instruction.

3. Standard III: The PGCPS principal monitors effective instructional practices through observation and evaluation.

3.1. Effective Instruction: The principal supports staff in effective use of Danielson’s Framework for Teaching to ensure that rigorous, relevant, and appropriate instruction, aligned across grades, are delivered to and for all students.

3.2. Monitoring Instruction: The principal frequently monitors and evaluates instruction using multiple sources of data. The principal stresses the importance of implementing instructional and assessment strategies that maximize student learning and meet the needs of diverse learners.

60

4. Standard IV: The PGCPS principal builds a shared vision, fosters shared goals, and communicates high performance expectations.

4.1. Shared Purpose: The principal works collaboratively with stakeholders to develop the vision, mission, and goals of the school and facilitates their integration into the school’s organizational culture. The principal engages all stakeholders in building a shared vision of student learning outcomes that promote college and career readiness for all students. The principal ensures that the school’s vision and mission are aligned to the district’s strategic goals.

4.2. School Improvement Plan: The principal ensures that the school improvement plan provides the structure for the vision, mission, and goals of the school. The principal uses an inclusive process to develop, implement, monitor, and review the school improvement plan. The principal uses data on student and adult learning to track progress toward achieving the school’s vision, mission, and goals. The principal ensures the school improvement plan is clear, actionable, and understood by all staff. The principal ensures that the school improvement plan focuses on the particular school context while staying aligned with and supportive of the district improvement plan and strategic goals.

4.3. Leading Change: The principal ensures a collaborative culture that values innovation, creativity, and continuous improvement. The principal models and inspires self-awareness, reflective practice, creative problem-solving, and ethical behavior. The principal analyzes organizational practices, including classroom instructional practices, makes changes informed by data on student and adult performance, and communicates these decisions to all stakeholders in the school community.

4.4. Distributed Leadership: The principal empowers staff to become instructional leaders, distributing responsibility for achieving the vision, mission, and goals set out in the school improvement plan. The principal engages staff in opportunities to work collaboratively to solve student learning problems that encourage risk-taking, creativity, and knowledge-sharing.

5. Standard V: The PGCPS principal demonstrates a commitment to excellence, equity, and innovation.

5.1. Intentional and Collaborative School Culture: The principal involves all staff in creating a climate that fosters excellence, equity, and innovation. The principal builds relationships that create a trusting, respectful, and supportive school culture where students and staff are supported in achieving individualized learning goals.

5.2. Equity: The principal ensures an inclusive and celebratory school culture that promotes cultural competency and values diversity. The principal assumes responsibility for, and is accountable for, a safe, orderly, supportive, and healthy learning environment. The principal ensures a school culture in which students’ individual backgrounds are valued as a resource, and instruction and behavioral supports build on student strengths.

5.3. Culture of Continuous Improvement: The principal fosters a school culture that values innovation, risk-taking, and creativity. The principal engages staff in courageous conversations that encourage further development of effective instructional practices.

6. Standard VI: The PGCPS principal demonstrates human resource and managerial leadership.

6.1. Adult Learning: The principal challenges the thinking and learning of self and others to further develop professional practice. The principal leads all staff in setting goals for professional growth.

61

6.2. Building Capacity: The principal identifies, trains, advises, mentors, and coaches staff to build capacity consistent with the needs of the school and the district.

6.3. Evaluation: The principal evaluates staff fairly and equitably to foster professional growth and development. The principal demonstrates the will to dismiss staff members who are ineffective or unsatisfactory after plans for professional improvement and support have proven unsuccessful.

6.4. School Resources and Budget: The principal implements and monitors a system for allocating all available school resources (people, materials, time, technology, and funding) to support the learning needs of students and adults as directed by county policy. The principal ensures that the school’s operations and physical plant are managed according to sound principles of business management, budgeting, and accounting practices.

6.5. Conflict Management and Resolution: The principal demonstrates awareness of potential problems and areas of conflict. The principal deals collaboratively with obstacles and provides feedback that is honest, specific and balanced.

6.6. Policies and Agreements: The principal adheres to state and federal laws, and district and board policies, including negotiated agreements, and has processes and procedures to ensure they are consistently met. The principal maintains the confidentiality of student records and ensures a system for accurate record keeping and reporting. The principal ensures that all school-based policies and procedures are consistent with federal and state laws, district and board policies, and negotiated agreements and utilizes this knowledge to establish a learning environment that is competitive in the global economy.

7. Standard VII: The PGCPS principal demonstrates strong external leadership.

7.1. Family and Community Engagement: The principal builds relationships with families and community that improve student learning and healthy development. The principal provides activities that actively engage parents in helping their children be successful in school. The principal builds and sustains school-community partnerships with businesses and other civil and social organizations.

7.2. Communication: The principal develops and presents a coherent and transparent account of the school’s performance to a range of audiences. The principal fosters shared responsibility for student and school success by communicating performance against school and district goals. The principal uses a variety of communication strategies to connect with families and other audiences.

7.3. Advocacy: The principal leverages district and community resources to maximize the school’s ability to serve the best interests of students and families. The principal works collaboratively with district and community leadership to ensure the school is appropriately resourced and staffed.

8. Standard VIII: The PGCPS principal demonstrates knowledge of the use of Technology and Data.

8.1. Technology and Data Use: The principal demonstrates a commitment to the effective use of data and technology resources. The principal ensures a school culture whose actions and decisions are informed by data. The principal uses a variety of data to guide decision making, including: student attendance and retention, course enrollment and completion, discipline, matriculation to college, staffing levels, teacher attendance, and other measures of school success.

8.2. Technology as a Resource: The principal ensures the school is resourced with the technology tools necessary for efficient and effective data collection, analysis, and dissemination. The principal ensures all staff is trained in the use of technology tools.

Prince George's County Public Schools

14201 SCHOOL LANE, UPPER MARLBORO, MD 20772 Phone: 301-952-6000 Website: www.pgcps.org Follow Us: @PGCPS, Facebook, YouTube