professional development...

Attachment A-5

Hillsborough Township Public School District

379 South Branch Road

Hillsborough, NJ 08844

Somerset County

PROFESSIONAL DEVELOPMENT

PLAN

2013 - 2014

Submitted for Approval:

Somerset County Professional

Development Committee

SECTION 1: DISTRICT PROFILE

Name of District: Hillsborough Township Public School District

District Code: 2170 County Code: 35

District Address: 379 S. Branch Road, Hillsborough, NJ 08844 County: Somerset

District Factor Group: I

Chief School Administrator: Dr. Jorden Schiff Date Submitted:

Type of District: K-12

NAME OF BUILDING SCHOOL

CODE GRADES

STUDENT ENROLLMENT

# OF ADMIN. & STAFF

Hillsborough High School 030 9 - 12 2363 272

Hillsborough Middle School 035 7 - 8 1105 143

Auten Road Intermediate School 034 5 - 6 1134 155

Amsterdam Elementary School 033 K - 4 496 69

Hillsborough Elementary School 040 K - 4 545 86

Sunnymead Elementary School 060 K - 4 373 50

Triangle Elementary School 070 K - 4 386 76

Woodfern Elementary School 080 K - 4 379 54

Woods Road Elementary School 085 K - 4 447 89

District Professional Development Committee:

Name Signature Position Term Expires Email April Kay, Chair Teacher June 2014 [email protected]

Christine Haas Teacher June 2014 [email protected]

Lisa Caudill Teacher June 2014 [email protected]

Jennifer Battista Teacher June 2014 [email protected]

Matthew Mingle Supervisor June 2014 [email protected]

Tracey Knerr Supervisor June 2014 [email protected]

1. What were the positive aspects of previous professional development opportunities in your

district that you want to retain and replicate? What challenges emerged that require attention?

This year the district continues to make an effort to analyze the impact of professional

development on student learning. The District’s Professional Development Goal continues

to focus on PLC implementation. Progress, effectiveness, and needs are monitored through

PLC notes of meetings and agendas. Teachers recognized that PLCs naturally provide

many aspects of effective professional development. PLCs are job embedded, continuous,

interactive, and applicable; they provide practical materials and an arena for increased

awareness of the impact of teacher learning on student learning by focusing on assessments,

analysis of data, and student learning. This is one of the main reasons the district’s

paradigm shift to PLCs is vitally important and will be a continued focus.

In addition, the focus of this year’s PLC teams has been to develop common assessments to

assist in analyzing student achievement and informing more appropriate and targeted

instruction across courses. This process has been effective in clarifying teaching objectives

with the ultimate goal of providing more consistency with instruction and assessment

results. Rather than solely relying on summative assessments and state testing, this form of

professional development is providing a more frequent opportunity to assess student growth

and develop and provide appropriate interventions.

As in past years, a review of the school professional development plans and feedback from

teachers on previous professional development sessions highlights some other types of

professional development opportunities that should be retained and replicated. Grade level and/or

content articulation sessions, which allow teachers across schools and/or across the district time

to share strategies and best practices, have been perceived as the most beneficial. Mentioned

second are vertical articulation sessions that allow teachers to discuss instructional strategies,

content challenges and student strengths and challenges across grade levels. The characteristics

the District educators would like to see retained and replicated often depend upon the manner in

which material is presented, the length/breadth of presentations, and the materials they take away

from presentations. Staff members prefer workshops and courses that are interactive and

cooperative. They also feel that workshops with follow-up sessions and discussions are more

beneficial because they are not done in isolation. Finally, workshops that provide them with

concrete materials and ideas allow them to incorporate strategies more effectively. Examples

include complimentary, outside professional development opportunities including those offered

by the NEA, the NJEA, the SCEA, and free webinars offered by professional organizations.

Some workshops completed are Formative Assessment, Professional Learning Communities, and

Getting to Know the Common Core Standards. Teachers also attended the NJEA Conference in

November.

The challenges that have emerged this year relate to embracing the full range of technology

available, and utilizing it to support and enhance student learning. However, this year, the

teacher training teacher model has provided more opportunities and choice for professional

development than in years past. A wide-range of courses has been offered on topics from

navigating the devices themselves to developing interactive opportunities for students. Each

building has designated turnkey trainers to assist with daily challenges and to offer targeted

support to staff members as they transition into this new technology-rich environment.

Anecdotal feedback reveals that teachers are embracing the opportunity to choose some of

their own professional development opportunities.

2. Through previous evaluations of your professional development program have you been able to

document how professional development is improving teacher practices and student learning? If

yes, describe how you have accomplished the task.

HTPSD continued to improve its means of data collection and analysis in regards to

professional development. Superintendent Dr. Jorden Schiff collected and reviewed data

from State tests dating back to 2004. His analysis considered the trends in student

achievement data, and showed inconsistencies that could be improved through appropriate

teacher training and professional development. His findings were presented at all schools

and used to inform the SMART Goals developed by the teacher PLCs.

3. How have you ensured that professional learning is addressing student learning needs and is

aligned to the district and school priorities and key initiatives and priorities?

Hillsborough Township Public Schools and the Local Professional Development Committee have

ensured that future professional development addresses student learning needs and is aligned with

the district and school priorities, key initiatives and programs in several ways. First the

Superintendent provided focus by presenting the district with informative student

achievement data. After reviewing the student achievement data and the “Building on

Excellence Report” teachers, as part of their PLC activities, developed appropriate and

focused SMART Goals. School based professional development committees’ plans are based

on the developed SMART Goals.

Collected data indicates that 100% of teacher PLCs have created SMART Goals that relate

to student achievement. All PLCs are in the process of creating common assessments. The

focus on common assessments will provide a stronger connection between teacher learning

activities and student achievement goals than ever before. Due to the increased involvement

in PLCs and the efforts of the LPDC and the administration to make the staff aware of

student learning data trends, teachers have demonstrated more engagement and

understanding of how their learning and instruction is associated with student learning.

Additionally, PLCs naturally provide many of the aspects of effective professional development.

The adoption of the DuFour model of PLCs will provide consistent professional development.

PLCs are continuous, interactive, and applicable; they provide practical materials and an arena for

increased awareness of the impact of teacher learning on student learning by focusing on

assessments, analysis of data, and student learning. This is one of the main reasons the District’s

paradigm shift to PLCs is vitally important and will be a continued focus. While the evaluation

of the PLC movement is ongoing, participation has increased to 100 %, indicating the District is

making progress that will be continued in the upcoming year. The paradigm shift to PLCs will

require ongoing professional development, and the first steps were clearly taken this year.

1. Each district has developed an initial definition of student achievement. What commonalities do

you notice in the definitions? What student learning priorities are highlighted in the definitions?

How will the LPDC support these definitions as they develop the local plan?

The schools in the Hillsborough Township Public School District define student achievement as

measurable academic growth as demonstrated in the following areas: proficiency on standardized

assessments and common formative and summative assessments. This definition comes from the

common student learning priorities developed collaboratively by the district. The learning

priorities include providing a comprehensive education that promotes student achievement to

become proficient on standardized tests.

The LPDC will support the definition of student achievement by developing a plan for

professional development that retains and replicates the positive aspects of previous

professional development and is guided by the District’s initiatives and SMART goals. In

addition to providing a comprehensive education for all students, the District’s focus is to

ensure fidelity of curriculum implementation, provide consistency in assessing student

learning, and to increase student achievement at all grade levels on State testing.

The analysis of student learning data indicates there is no clear trend to account for the

fluctuation in student performance on State tests between 2004 and 2012. Therefore, school

learning priorities involve identifying why there are changes in student performance from

year to year. Additionally the district will streamline instruction and assessment across

grade levels and across curricula to provide consistency in student learning and ultimately

performance. The focus is on redesigning the curriculum based on Common Core State

Standards and the New Jersey Core Curriculum Content Standards.

The LPDC will support these definitions and initiatives by continuing to support the

implementation of PLCs and providing appropriate professional development opportunities

related to these goals and staff needs. Identified professional development priorities

include: identifying key learning targets, sharing best practices, creating common

assessments, gathering and analyzing data and student work, and responding to data with

strategies for intervention and enrichment.

Specifically, the District has found that several student populations require targeted attention.

As the plan is driven by SMART goals for student achievement and professional development, it

necessitates thorough evaluation of all professional development activities, including evaluation

of teacher implementation of acquired skills and knowledge, and ultimately, the effect on student

achievement. The LPDC plan uses the Needs Assessment data to ensure the needs of all students

and professionals are met and to inform decision-making. The district committee gathered data

from 121 PLCs district-wide and considered input from state standardized tests, professional

development evaluation forms, professional development request forms, and information acquired

at the school level through the SPDCs. The quality of accumulated data continues to improve.

In order to foster a better understanding of the connection between professional

development, student achievement, and the school and district plans, teacher PLCs have

created common assessments and are analyzing student achievement data regularly. This

data provides a better picture of student performance and helps teachers to understand

which instructional areas are in need of improvement. This knowledge then informs

professional development decisions and improves the efficacy of professional development

activities. Additionally, the district is focusing on sustaining PLC work with the expectation that

this provides teachers with collaboration to foster and improve student achievement.

2. How did the district committee communicate student learning priorities to the schools for school

planning? How has the district committee sought input for district priorities for professional

development? Summarize the formal or informal needs assessments that were conducted to

indentify adult learning priorities focused on student learning gaps.

The LPDC continued to support district priorities for professional development. Informal

data was collected through emails, conversation and communication between the LPDC, the

district, PLC facilitators and mentoring pairs. Throughout the school year teacher

representatives from each school gathered information from their staff and met with the

superintendent to share and collaborate regarding successes and concerns about

professional development and student achievement. The superintendent continues to share

this data and information with the LPDC and school PLCs, who used this data to inform

school and PLC Smart Goals.

3. Identify key data for the district plan that were used to provide evidence of adult learning needs

based on student needs.

The state testing data from 2004-2012 provides evidence of fluctuating student achievement,

which indicates adult learning needs. It reflects gaps and inconsistencies in student

achievement from year to year as well as across grade levels in both Language Arts Literacy

and Mathematics. In LAL, the district scored below the 50th

percentile when compared to

DFGI in grades 3,4,5,6 and 11. In Mathematics, the district scored below the 50th

percentile

in grades 5 and 8. The district scored above the 50th

percentile when compared to school

districts across the state in both LAL and Mathematics.

The data demonstrates a need to provide timely, job-embedded professional development

that ensures fidelity of implementation of the curriculum, utilization of best practices,

consistent assessment practices driven by the collection and analysis of local student

achievement data.

4. What did the final analysis of the needs assessments show to be district priorities?

Based on New Jersey State testing data, student learning gaps were identified as

inconsistencies from year to year and grade to grade. The graphs below, as well as the

graphs presented in question three, show why the district priorities were identified.

The District has previously focused on achieving AYP in all areas and has considered

professional development as an important means for improving teacher performance to increase

student achievement and provide a comprehensive education for all students. Teachers recognize

the inconsistencies in student achievement and would like to see continued focus for improving

student learning in all groups. The data supports this assertion, as it shows the gaps in

student performance and suggests a need to provide timely, job-embedded professional

development that ensures fidelity of implementation of the curriculum, utilization of best

practices, consistent assessment practices driven by the collection, and analysis of local

student achievement data. The student achievement data, local common assessment data,

and anecdotal information reveal that teachers need enhanced professional development

related to PLC activities. Therefore, district priorities will be to provide teacher training

that will address all of these areas of need.

1. List the district’s established student learning goals and other learning needs. These should: be

based on an overview of the schools’ goals; an analysis of the needs assessment data; be directly

tied to enhance student learning; and be measureable and attainable.

In the past, student achievement data was analyzed only on an annual basis, without

comparison or consideration for the results of previous years. In an effort to improve

consistency across the district and to meet the learning needs of the student populations in

all schools, this year’s learning goals are more broadly based and target a larger variety of

skills and learning needs. Therefore, the student learning goals for the district are as

follows:

Students in the HTPSD will rank above the 50th

percentile in composite Language Arts

Literacy and Mathematics scale score mean, as compared to the State and DFGI.

The District has always focused on achieving AYP in all areas and has considered professional

development as an important means for improving teacher performance to increase student

achievement and provide a comprehensive education for all students, the needs assessment data

produced by schools shows that teachers recognize the inconsistencies in student achievement

and would like to see continued focus for improving student learning in all groups.

2. List the professional development goals for the district. These could be SMART goals.

State assessment results indicate that special education students are not meeting the targeted

proficiencies in Language Arts Literacy and Mathematics, therefore professional development

goals for the district are SMART goals.

The goal and objective of all staff development will be to: Develop a systematic approach

for collecting, analyzing, interpreting, reporting, and utilizing student achievement

information in order to provide individual, purposeful, timely, and targeted student-

centered, learning experiences. The focus on this will be with desired learner outcomes and

curricular improvements to bridge gaps and provide greater consistency.

The SMART Goal for HTPSD Professional Development is:

One hundred percent of the faculty will participate in a PLC, so students in the HTPS will

rank above the 50th

percentile in composite Language Arts Literacy and Mathematics

scale score mean, as compared to the State and DFGI.

In operational terms, the focus of district professional development will be

To foster an environment of life-long learning for staff in which information and

knowledge are clearly articulated to enhance student learning and achievement in the

21st century.

To provide ongoing training, support, and resources for all district staff in order to

allow staff to understand and successfully implement programs and initiatives, increase

their expertise, and improve communication and collaboration for the benefit of all

students.

Professional Learning Community activities that will support achievement of this goal are

as follows:

a. Establish, implement, or continue Professional Learning Communities that support cross-

curricular integration of skills needed to improve acquisition of skills on specific

NJCCCS in Literacy and Mathematics. Within these PLCs, faculty members will:

identify common standards that should be taught for their grade-level / subject

area

share lesson plans and best practices that enhance learning for all students

develop common formative and summative assessments to measure student

learning and inform practice

gather and analyze data to assess how implemented best practices promote

student learning in all populations

track and monitor individual student learning in all populations

respond to the data with strategies for intervention and enrichment

use a cyclical model for planning like the one seen in Tucker, Strong, and Gareis

(2001) (found in the New Jersey Mentoring for Quality Induction Toolkit) in order

to assess learning outcomes and the relationship to professional development

participate in consistent and applicable professional development to increase

student learning by all populations.

b. To commit to a teacher training teacher model of staff development for technology

and provide the necessary resources to provide high quality, job embedded,

differentiated, staff development for the teachers that is aligned directly to district

and school/department goals.

3. Provide an explanation of how the district professional development goals align with the district

priorities and the system goals of the district.

The district professional development goals align with the district priorities and the goals in

several ways. District goals include implementing comprehensive and rigorous academic

programs to develop critical thinking and problem solving skills which employ curricula relevant

to and competitive in a global 21st century world and which provide purposeful and student

centered learning experiences. A focus on improving performance on state assessments is in

perfect alignment with this goal and will also enable the district to improve its composite ranks

within the State and DFGI. Establishing, implementing, or continuing Professional Learning

Communities is imperative to building a professional development culture that provides ongoing

training, support, and resources for all district staff, as well as educating staff to understand and

successfully implement district programs and initiatives. In this way, student learning remains as

the focus of professional development and teachers have a vehicle to continue their learning about

their students and best practices. Embedded in student learning goals and professional

development goals is the impetus to utilize a data-driven assessment system that focuses on

desired learner outcomes and curricular improvements, as well as aligns with best practices and

the Core Content Standards and the New Jersey Core Curriculum Content Standards (another

district goal). The SMART professional development goals have been designed to focus on

providing teacher learning that is meaningful and measurable, and can be evaluated and

connected to the student learning goals. The professional development that will occur through

PLCs and other retained and replicated activities will remediate the deficit in student achievement

in the special education population as stated above.

1. Describe the professional development structures and processes that will be used in the district.

For instance, will professional development opportunities be offered for team based learning,

online learning, workshops or other venues? Will partnerships be developed with universities,

county colleges, and other educational organizations to support adult learning in the schools?

Will district offerings provide sustained support for implementation of new skills? In this section

describe the varieties of contexts in which professional development will be offered rather than a

listing of trainings for a catalog of events.

Hillsborough teachers will be provided with professional development in a variety of ways.

Grade level/department meetings will be held to review student work and create common

assessments. Professional Learning Communities will be a vehicle for professional development

and achievement of student learning goals. Principals will work towards building common

planning time into the master schedule, to provide teachers with time to meet on a daily basis to

discuss students’ needs and achievement. In-service opportunities will be offered district wide

through the teacher training teacher model, the district office, and PLCs at the school level. The

district offers Continuing Education Courses after school hours where staff can develop a variety

of skills to incorporate into their teaching. The staff will be offered out-of-district professional

development as funding allows and will be encouraged to enroll in relevant coursework at local

universities.

In 2013-2014 teachers will be provided with the following professional development

opportunities:

Professional Learning Communities

Teacher Training Teachers staff development model

Teacher Leadership Academy Faculty and staff meetings

Grade level/department meetings

Common planning time, when possible

In-service opportunities

Continuing Education Courses

Out-of-district professional development

Coursework at local universities

This variety of opportunities will support teacher PDPs and will provide a construct to

foster a continuous, reflective learning cycle addressing curriculum instruction and

assessment. Additionally, the LPDC and administration will work collaboratively to

facilitate and support professional learning opportunities focused on improving student

performance.

2. What are some of the key core curriculum content standard areas on which your district will focus

the professional development? What other district initiatives will be targeted for intensive

learning?

The key core curriculum content standard areas on which professional development will focus

will be language arts literacy and mathematics. In an effort to meet the aforementioned goals, the

district will target professional development through professional learning communities. Various

professional development standards will be addressed and supported throughout the district using

the 21st Century Life and Career Goals. The staff will continue to improve practices and increase

professional knowledge in their content area. Developing Professional Learning Communities

will focus on planning and incorporating new strategies to implement in their classrooms. The

Professional Learning Communities will also focus attention on vertical articulation. Grade level

and department meetings will develop new assessments to meet the needs of their students.

3. How will the district support groups of schools whose professional development goals are closely

aligned? How will the district support the diversity of school professional development goals?

The district will support professional development goals by providing resources as appropriate.

Each school will have the autonomy to address specific school goals through focused PLC

discussions. Additional professional development will be provided by the teacher training

teacher model.

4. How will the district address professional learning gaps not addressed in schools?

The district will address learning gaps during district in-service days and through in-district and

out of district professional development targeted for individuals.

5. How are teachers and administrators being supported in developing productive team structures

and protocols that focus on results for students?

Teachers and administrators will be supported in developing productive team structures and

protocols that focus on results by establishing common meeting times, utilizing monthly

grade/subject/department meetings to facilitate the work of Professional Learning Communities.

The Hillsborough Education Association (HEA), the LPDC, and district administration will

continue to work collaboratively to dedicate embedded time for PLCs to meet on a regular

basis. This will foster a unified vision for professional behavior and expectations for

continuous learning in alignment with the Professional Standards for Teachers & School

Leaders and the Professional Development Standards.

6. How will the district plan be communicated to all stakeholders?

The district plan will be systematically communicated to all stakeholders. The approved plan will

be shared with principals and administrators in late summer or early fall. Principals and

administrators will communicate the plan to faculty, staff and parents. Upon Board and County

approval, the district plan will be posted on the LPDC website, shared at faculty meetings,

and emailed to the stakeholders.

7. Summarize the connection between student learning goals and the professional development

opportunities.

Student learning goals will drive the professional development opportunities offered to the staff

by the district and through PLCs. Student learning goals will be the focus of all professional

development throughout the district.

1. Include a description of time allocation and supporting resources needed to meet the professional

development goals. You can indicate the kinds of time opportunities you are creating in the

district. For instance, are you offering learning opportunities in which teachers are encouraged to

network within and across schools? What district policies are in place to provide time for

collaborative professional learning? Are staff meetings and district-wide convocations and

institutes focused on student learning? How has the district identified expertise internal and

external that will support professional learning priorities?

The Hillsborough School District recognizes the importance of context in relation to effective

professional development and supports professional learning by providing time and resources for

targeted professional development that improves student learning.

The district currently provides, and will continue to provide, in-house staff development days

throughout the school year. During these days, staff members may have the opportunity to

participate in the following activities: work collaboratively within their own schools, as well as

across schools, state-mandated training, be given access by school leaders to data, and participate

in workshops presented by experts in various fields that focus on student learning.

Faculty/department/grade-level meetings will provide teachers with an opportunity to meet

with one another to discuss pertinent classroom issues and to review student work and create

common assessments. Professional Learning Communities will continue to further professional

development and the achievement of student learning goals. Common planning will continue to

be built into the master schedule to provide teachers with time to meet on a daily basis to discuss

students’ needs and achievement. In-service opportunities will be offered district wide and at the

school level. The district offers Continuing Education Courses after school hours where staff can

develop a variety of skills to incorporate into their instruction. Additionally, Hillsborough will

continue its Teacher Training Teacher model for professional development. This system

will encourage job-embedded professional development that is ongoing and continuously

available. The staff will be offered out-of-district professional development as funding allows

and will be encouraged to enroll in relevant coursework at local universities.

2. Identify the resources and structures in place in the district that demonstrate that the district

community values and nurtures quality professional development for adult learners. These might

included dedicated professional learning days, summer academies, coaching and mentoring or

after school learning opportunities. Identify the resources that will support educators in

improving practices, such as research, professional periodicals, consultants and conferences

linked to the needs for district and school staff.

Staff members are required to attend monthly faculty/department/grade-level meetings that focus

on cross-curricular integration, data analysis and information, and other topics specific to the

needs of the individual schools. Monthly department meetings held by supervisors provide staff

members with the opportunity to articulate curriculum, share best practices, create department

specific assessment tools, and to be trained on the use of learning programs and other materials

purchased by the district. Staff professional development days also nurture quality

professional learning.

The district’s commitment to incorporating PLCs is ongoing and training will continue to

be job-embedded. District policy will require each staff member to participate in a PLC.

The district administration and LPDC members will receive intensive training on

facilitating PLCs in order to become PLC coaches.

The Teacher Training Teacher model for staff development will commence this summer, as

teacher-instructors/coaches are trained. The trainers will begin offering professional

development in September and will continue throughout the school year.

The district supports professional development outside of the district by allowing staff members

the professional time to attend. It also encourages graduate study through staff notification of

continuing education programs and a graduate study reimbursement policy.

In-district Continuing Education Courses are offered to all district staff free of charge and are

held on site after school hours. The courses are run by in-house experts as determined by school

leaders and peers. Staff members can choose from a variety of courses presented for the semester

with a wide selection of technology based courses.

All new teachers are provided an experienced mentor or buddy as required by the New Jersey

Department of Education’s guidelines for the Mentoring for Quality Induction Program. Mentors

and novice teachers attend mandatory training sessions geared toward assisting the novice teacher

with acclimating to the school culture and demonstrating competence in the professional teaching

standards. The LPDC will serve as a resource at the district and school level by providing

assistance as needed.

The district continues to support the incorporation of several technology programs that aim to

increase staff efficiency in their daily responsibilities as well as to increase student achievement.

Training in these programs occurs during faculty meetings, district in-service days, and CEU

courses. In addition, many other technology trainings are offered during the in-service days

which range from basic use of district technology to incorporating asynchronous learning

opportunities.

3. How does leadership engage all stakeholders in making the change needed to support

collaborative professional learning?

Visionary leadership acknowledges the importance of engaging all stakeholders in making the

change needed to support collaborative professional learning. Through the leadership hierarchy,

and the efficient utilization of both formal and informal learning opportunities, colleagues engage

in collaborative professional learning targeted by student learning needs during meeting times and

in-service training. Additionally, the Teacher Training Teacher model for professional

development and PLCs will continue to improve the support system in the district.

1. What knowledge, skills or behaviors will educators learn as a result of the District Professional

Development Plan and what evidence will you have to indicate staff has learned new skills?

The knowledge, skills and behaviors that Hillsborough’s educators will learn that will improve

student learning outcomes in Language Arts Literacy and Mathematics include: writing skills in

all content areas and better practices to teach writing; reading strategy instructional techniques;

developing a common language for using reading strategies in the classroom; developing and

utilizing common assessments to gather data on student achievement and reaching benchmarks as

per established districts standards; assisting students in the development of oral language;

developing differentiated instructional strategies to support student learning; planning appropriate

inter-disciplinary activities to integrate skills.

Evidence that will indicate staff has learned new skills will include: teacher lesson plans; samples

of student work; departmental common assessments; annual evaluations and observations; teacher

feedback surveys; monthly reports; state assessment data; PLC minutes.

2. What student data will be used to determine how these knowledge, skills or behaviors impact

student learning?

Evidence that will indicate that this professional development has impacted student learning will

include: state assessment data; local assessment data; classroom observations; common

assessment results; reflection of progress towards established SMART Goals.

3. What additional data is needed to support the program evaluation process?

Additional data that will be used to determine how these knowledge, skills or behaviors impact

student learning will include: staff, student and parent surveys; professional development

evaluations (both internal and external); follow-up professional development evaluations to

monitor long term effects.

4. How will the District Professional Development Plan encourage job-embedded collaboration and

what is the evidence to support this?

The District Professional Development plan will encourage job-embedded collaboration by:

designating time for collaboration both vertically and horizontally through team meetings,

department meetings, cross-curricular meetings and PLCs (Professional Learning Communities),

in-house peer observations, Teacher Training Teacher courses and professional development

opportunities, and holding focus groups to gauge progress toward meeting school goals.

Evidence to support this will include meeting agendas or minutes and monthly reports which will

chronicle staff progress toward meeting the school goals. PLC agendas and minutes will record

the professional learning of each teacher.

5. What data are needed to answer the evaluation questions?

Data needed to answer evaluation questions include: faculty/department/grade-level meeting

agendas and minutes; monthly reports; lesson plans; state assessment results; local assessment

results; and PLC minutes and reflections.

Amsterdam Elementary School

1. Reflection: Identify key elements of previous professional development you will leverage in the

new plan.

The key elements of previous professional development opportunities that Amsterdam School

will leverage in the new plan are:

a. Whole school faculty meetings

b. Regular grade-level meetings

c. CEUs

d. Selected in-service sessions with expert presentations from outside the district

e. Opportunities for heterogeneous groups across grade levels to meet in professional

development workshops (For example: development of group articulation PDP’s giving

staff an opportunity to communicate and develop a common literacy language)

f. Individual PDP’s that focus on and connect to our school goal

g. The development of Professional Learning Communities (PLCs) in accordance with

recent district initiative and the a unified district plan for the implementation of PLCs

Each of the settings described above will be deployed in the new plan to more purposefully

allow staff members to acquire and share professional knowledge, training and best practices

while gathering valuable information from colleagues to develop strategies, modify

instruction and measure progress toward the achievement of our specified SMART goals.

2. Needs Assessment: Submit the school definition of student achievement. Identify key findings

from needs assessments.

Amsterdam Elementary School’s definition of student achievement is the cognitive growth that a

student makes; goals are individualized, and the achievement must be observable and measurable.

Amsterdam School is a shared learning community where teachers, parents and community

members work collaboratively to provide students with a solid academic foundation rooted in the

New Jersey Core Curriculum Content Standards, while encouraging independent thinking,

learning and problem solving. While Amsterdam more specifically measures student achievement

as the measurable academic, social, emotional, and physical growth demonstrated by proficiency

on standardized assessments, grade level assessment and advancement to the next grade level,

faculty articulation, a staff survey, and an evaluation of NJASK Literacy and Math Scores for

grades 2, 3, and 4 Academic achievement in literacy is measured objectively by scores on

NJASK for grades 3-4, DRA2’s in grades 2-4 and Dibels in grade 1. While DRA2 and Dibels

scores in the lower grades have shown a pattern of increase since Fundations was adopted four

years ago, NJASK scores in grades 3-4 do not show a consistent marked improvement in relation

to the same time period. Moreover, while math scores have remained relatively high for

Amsterdam Elementary School students, there has not been a consistent increase in the

percentage of our fourth grade students achieving Advanced Proficient in light of stagnant or

fluctuating performance linked to reading and math, our staff professional development

committee chose to look at not only recent trends in NJASK performance for all grade 3-4

students, but the instructional, research-based strategies being used throughout our school. Staff

interest in improving instruction was also evident in that many of our teachers, and Needs

Assessment data, showed that all staff members were participating in PLCs and looking at ways

to improve the consistency of student performance. Staff also expressed a desire for guided

instruction, modeling, and opportunities to share suggested instructional strategies.

3. Professional Development Goals: Identify the professional development goals connected to the

student learning goals for the school/district.

Based on the data presented in the Building on Excellence Report, an analysis of local student

achievement data, and needs assessment data, we are now working in functional Professional

Learning Communities specifically dedicated to improving student performance. The student

achievement goal, directly related to teacher PD is to meet or exceed the ESEA annual school

wide progress goal of 1.6%, whereas 85.2% of Amsterdam’s school wide population will

attain the proficiency level on the NJASK for literacy. The teacher PLCs will be more

specifically dedicated to:

a. Reflecting on current practices and focus instruction on skill instruction utilizing

a systemic plan for accountability of same.

b. Creating an intervention program which will include the creation of grade-wide

targeted skill instruction stations based on and driven by pre-assessment.

c. Infusing select skill instruction into Social Studies Content Area Instruction.

d. Including independent reading into daily literacy instruction.

In order to achieve this goal, our professional development work within the PLCs will be centered

on improving reading instruction. We will read professional literature, develop explicit reading

strategy instruction lessons, share what is working in our classrooms and evaluate various

assessment pieces, such as literature response journals and strategy organizers used during whole-

class lessons and small-group guided reading lessons. Our learning goals will remain centered on

reading strategies. By explicitly modeling our own thinking as excellent readers and providing

various opportunities for the students to practice these strategies, and helping our students:

- monitor comprehension

- make predictions

- make text-to-self, text-to-text and text-to-world connections

- determine importance in text

- determine main idea

- summarize text

- identify main ideas and details

- identify cause and effect

- identify fact and opinion We hope to see continuous improvement on Running Record and DRA2 scores following our

specific strategy instruction. Based on what we see from these regular, in-class assessments, and

then sharing successes to ensure common strategies, language, and resources are implemented at

all grade levels, we are hoping to see an improvement in student performance.

4. Professional Development Opportunities: Identify the processes and structures the school will

use to provide professional learning opportunities.

Professional development will be structured and supported at Amsterdam School by the creation

of Professional Learning Communities. Designated, regular and at least monthly Professional

Learning Community meeting times will be established according to the unified district plan for

the implementation of PLCs. Grade-level teams will also continue to meet on the second Monday

of each month and the work of these teams will support our professional development goals. For

example, at grade-level meetings, colleagues who teach the same instructional objectives,

supported by the NJCCCS, will be responsible for developing student assessment pieces. These

assessment pieces will be used to support our professional development goals, as they relate to

direct classroom instruction.

Joint faculty meetings will used to communicate progress and feedback and allow professional

learning communities to share, collaborate, reflect and plan to modify their practices and measure

progress toward the school goal. Teacher academies at various faculty meetings will focus on

addressing needs addressed in various PLCs as well as for bringing every staff member “up to

speed” on identified successful reading strategies, the use of common language and proven

resources and promote the development and increased use of formative assessments to improve

instruction. For example, our literacy specialist and building writing teacher will conduct a

teacher academy explaining the nine basic reading strategies and will provide resources for

further background investigation and research. This will be especially helpful for the specialists

in the building, new teachers, and teachers who have responded on our initial survey that they

don’t necessarily feel “well-versed” on strategy use in their classrooms.

While additional processes such as the use of professional learning days, after school meetings

such as group articulations, use of the district network to share online collaborative professional

resources such as rubrics and other assessments or lesson materials, consistent use of grade level

meetings to support professional learning community initiatives will continue to provide

professional learning opportunities, our principal will also cover grade level activities providing

release time for PLCs to meet during the school day.

5. Professional Development Resources: Identify the resources that will ensure professional

learning is ongoing.

The planned professional development resources that will ensure ongoing professional learning

are: dedicated monthly after-school PLC, grade level and faculty meetings, use of school network

resources as online collaborative professional libraries, in-house collection of professional

publications, in-house release time covered by building principal to observe peers, share lessons

or conduct PLC meetings during the school day and district reimbursement for independent

continuing education classes. Professional development will also continue to be supported by

scheduled district in-service days, workshops and after-school committees throughout the year.

Additional resources needed include the CCS, curriculum, baseline data assessments, and

schedules for books.

6. Evaluation: Identify your goals for evaluation of your professional development in the first year.

In order to assess individual staff member’s progress toward the achievement of our school goal

(by learning and applying new skills), principal and supervisors will review, evaluate, prepare and

provide feedback regarding:

Online teacher unit and lesson plans, including essential questions and instructional

objectives geared to meet our school goals

Annual evaluations completed by building principals and district supervisors

We will provide time at the start of each whole-school faculty meeting for staff to share about

successes and areas of improvement. We will also have a new section on our monthly reports

that allows for ongoing written updates of progress, growth and individual reflection regarding

individual teacher reflection on their own practice within PLCs as well as the overall PLCs

progress with regard to reading strategy instruction and school communication of successful

practices and identified needs. Principal review of the new section on our monthly reports where

teachers and staff describe what they accomplished, and details describing the successful

practices and formative assessments developed in their PLC as well as where teachers reflect on

their own practice as influenced by this new professional development model, will provide the

basis for scheduling faculty meetings dedicated to review, evaluation, the provision of in-service

or teacher academies and other agendas to address and share individual PLC outcomes and

promote school wide progress. In order to evaluate progress in our PLCs in more detail, we will

hold focus group meetings during periodic faculty meetings to gain feedback about whether we

are working toward and able to document measurable progress toward achieving our new school

goal. We also need to assess how the staff is reacting to job-embedded collaboration. We will

evaluate this by administering a staff survey regarding the process of creating and maintaining

Professional Learning Communities. We will provide time at the start of each whole-school

faculty meeting for staff to share about successes and areas of improvement.

Auten Road Intermediate School


new plan.

The key elements of previous professional development opportunities that Auten Road

Intermediate School will leverage in the new plan are:

a. PLCs

b. Teacher Training Teacher courses

c. Whole school faculty meetings

d. Regular grade-level meetings

e. CEUs

f. In-services with expert presentations from outside the district



Auten Road School’s definition of student achievement is directly aligned with the Hillsborough

Township Public School’s definition. It is the measurable academic, social, emotional, and

physical growth as demonstrated in the following areas: proficiency on standardized assessment;

grade level assessment and advancement to the next grade level.

Faculty articulation, an informal staff survey, and an evaluation of NJASK Math and Language

Arts Scores for grades 5 and 6 identified the need to improve consistency in scores and to

ensure all students achieve the scale score mean for the DFG, but especially the area of

Writing. This student need has led the faculty to identify the need to create Professional Learning

Communities specifically dedicated to improving student performance across grade levels.




achievement data, and needs assessment data, the Professional Learning Communities at Auten

Road will continue with the goal of improving consistency of student performance. The school’s

learning goals are:

a. Students in Grade 5 and 6 will achieve at or above the DFG in the “Cluster

Means” that focus on Writing.

In order to achieve this goal, staff members will

b. Create a supportive and collaborative environment amongst faculty, staff, and

administration.

c. Support the integration of technology into instructional practice with a primary

focus on the 1:1 pilot teams.



The processes and structures that Auten Road school will use to provide professional learning

opportunities include dedicated professional learning days, before school meetings, grade-

level meetings during common prep time, in-house release time to observe peers,

opportunities for PLC meetings to occur during the school day and district reimbursement for

independent continuing education classes.



The professional development resources that will ensure ongoing professional learning are:

dedicated professional learning days, before school meetings, grade-level meetings during

common prep time, in-house release time to observe peers, sharing of online lessons, and

district reimbursement for independent continuing education classes. To accomplish the

goals, the support of technology trainers and computer resource teachers is also needed.

6. Evaluation: Identify your goals for evaluation of your professional development in the first

year.

The goals for evaluation of Auten Road’s professional development are: the effectiveness of

the professional development through staff surveys, the ability of staff to use the knowledge,

skills and behaviors learned to impact student learning through student performance on unit

assessments, midterm and final exams, the NJASK, as well as administrative/supervisory

observations.

Hillsborough Elementary School


new plan.

The key elements of previous professional development opportunities that Hillsborough

Elementary will leverage in the new plan are:

a. PLCs

b. Teacher Training Teachers

c. Whole school faculty meetings

d. Regular grade-level meetings

e. CEUs

f. In-services

g. Graduate studies



Student achievement is the achievement of individualized and specific student goals that are

easily measurable. Needs Assessment data showed that all staff members were participating in

PLCs and looking at ways to improve the consistency of student performance. It also showed a

need to improve the literacy performance of students.





Learning Communities specifically dedicated to improving student performance. These PLCs will

be:

a. Hillsborough Elementary School’s total student populations at the third and

fourth grade levels will meet or exceed the DFGI mean in literacy (combined

reading and writing). In doing so, the special education population will decrease

their gap average in this area by 50%.

4. Professional Development Opportunities: Identify the processes and structures the school will use

to provide professional learning opportunities.

PLCs

Teacher Training Teachers

After-school/Staff Meetings

Grade Level Meetings

District Reimbursement for Graduate Classes

In-house Release Time



HES online professional library and in-house of professional resources

Webinars

Sharing Amongst Colleagues

School-wide Committees

State Data

Program Information from Special Services

Guidance from Content Area Specialists and Supervisors

Substitute Coverage

6. Goals for Evaluation

Currently the only data available to assess the effectiveness of professional development are

the NJASK3 and NJASK4 scores. We will evaluate the percentage of faculty members

involved in a PLC and research additional methods of evaluating professional development.

Hillsborough High School


new plan.

In-service days, faculty meetings, and department meetings will continue to be used to acquire

professional development. However, the primary means of providing PD will be PLCs and the

courses provided through the teacher training teacher model.



Hillsborough High School believes student achievement is measured by students demonstrating

proficiency on state standardized testing and demonstrating competency in the classroom as it

relates to NJCCCS. Based on the data presented in the Building on Excellence Report, an

analysis of local student achievement data, and needs assessment data, the district and schools

recognize the need to increase college readiness in math by 2% for students entering

RVCC…and selected for intervention.



Hillsborough High School’s student learning goals, professional development, and school goals

all target increasing student achievement on the High School Proficiency Assessment. The

development of Professional Learning Communities allows for faculty to share best practices

with the intention of improving student learning and HSPA scores. Specifically the goals are:

a. To increase opportunities for professional sharing of best practices in the use of

technology in the instructional setting to improve teachers’ receptivity to and

comfort with technology, provide resources for teachers and students, and reduce

the stress of teachers independently trying to identify useful resources.

b. To maximize the use of the Genesis student information system, revise the

procedures and protocols for addressing student absenteeism and losses of credit to

reduce inefficiencies and possible inequities in existing procedures.



Professional learning communities

Teacher training teachers courses

Scheduled In-service days

Individual graduate classes

Continuing education units

Department meetings

Committee meetings

Faculty meetings



The school district provides scheduled, dedicated In-Service days and tuition reimbursement for

graduate classes. The district also provides continuing education units that are available to

teachers outside of the school day. Our department supervisors and building administrators

provide professional development within faculty and department meetings. At the conclusion of

each year, supervisors sit with each certificated member to ensure they accrued at least 20

professional development hours. Written documentation of accrued hours must be provided to

each faculty member’s supervisor. Additional resources will be necessary including: surveys;

support for Genesis; data comparison; SAT, ACT, and HSPA scores; remediation

software; and assistance from area specialists.


Educators will obtain skills to help students improve on the High School Proficiency

Assessment. Currently the only available data is students’ HSPA scores. Hillsborough High

School SPDC is researching additional methods of evaluating the effectiveness of professional

development. We will also evaluate the percentage of faculty members involved in a PLC.

Hillsborough Middle School

1. Reflection: Identify key elements of previous professional development you will leverage in

the new plan.

Staff input is crucial and a key pillar in ongoing development of professional development

opportunities. Additionally, standardized and classroom assessment data will determine

talking points for professional development. Content-expert driven professional development

sessions will further the growth of our staff.

2. Needs Assessment: Submit the school definition of student achievement. Identify key

findings from needs assessments.

Student achievement is demonstrating proficiency on state standardized testing and

demonstrating competency in the classroom as it relates to curriculum and common

benchmarks. Assessment can occur objectively and/or subjectively in the classroom where

standardized testing is not a factor. When considering student achievement this should

include the following factors: improved student performance, student progress and growth,

mastery and personal responsibility. Needs Assessment data indicated improvement is

needed on the NJASK Mathematics assessments, specifically in the Grade 8, African

American subgroup.

3. Professional Development Goals: Identify the professional development goals connected to

the student learning goals for the school/district.

School and professional development goals are specifically aligned to ensure all stakeholders

are focused on improving student performance and ensuring student achievement. Teacher-

generated, district-wide, and state assessments will guide and measure the accomplishments

of PLC work. PLC work will also ensure vertical and horizontal articulation occurs between

school leaders and staff members. The learning goals for the students as related to PLC

work is to narrow the achievement gap in the area of mathematics among African

American students by increasing the mean scale score of African American students in

8th

grade by 10 points over prior performance as measured by the NJ ASK for 2013.

Professional development goals related to this student achievement goal include:

a. Developing a school culture supporting greater technology integration in the

classroom through successful pilot of 1:1 iPad integration with a team at HMS

and provide recommendations for expansion of the program in the next school

year.

b. Completing preparations for implementation of new STEM cycle course focusing

on engineering, technology, and applied math/science that will enhance the

existing science and math program for all students as outlined in Year 1 of

proposal timeline.



HMS will continue to be the model for job-embedded PLC work. Administration and HEA

leadership has worked to create significant time for PLC work in our building. Each week

teachers will have two, one-hour periods to collaborate with colleagues and stakeholders in

order to create common assessments, analyze student data, and develop new learning

activities which focus on the targeted student achievement goals. Traditional professional

development opportunities such as staff development days, CEUs, out-of-district courses,

graduate courses, faculty/department meetings, and grade level meetings will continue.



The administration will change the current scheduling model to provide for significant PLC

meeting time. Teachers will have dedicated hours each week to ensure PLCs are active

without overburdening the staff with additional requirements on their time. The resource of

time is one of the most valuable for the staff. PLCs that are currently running will also act as

models for staff members who are new to the PLC process. District offered professional

development opportunities will also support PLC work.

6. Evaluation: Identify your goals for evaluation of your professional development in the first

year.

Data from various content area assessments will assist us in evaluation. Surveying teachers

within their PLCs or having PLCs send monthly reports can assist us in evaluating the

effectiveness of the scheduling change. As data is collected, the SPDC can determine what

changes might help PLCs grow and develop their goals.

Sunnymead Elementary School


new plan.

The key elements of previous professional development opportunities that Sunnymead will

leverage in the new plan are:

a. PLCs

b. Whole school faculty meetings

c. Regular grade-level meetings

d. CEUs

e. In-services with expert presentations from outside the district



Sunnymead School’s definition of student achievement is directly aligned with the Hillsborough

Township Public School’s definition. It is the measurable academic, social, emotional, and

physical growth as demonstrated in the following areas: proficiency on standardized assessment;

grade level assessment and advancement to the next grade level. Faculty articulation, an informal

staff survey, and an evaluation of NJASK Scores for grades 3 and 4 identified the need to

improve literacy and mathematics scores. This student need has led the faculty to identify the

need to create Professional Learning Communities specifically dedicated to improving literacy

performance across grade levels.





Learning Communities specifically dedicated to improving student performance. These PLCs will

be more specifically dedicated to:

a. Third and fourth graders will meet or exceed the state performance goal of 90%

or the school wide progress target of 80.7% in the area of literacy on the NJ ASK.

b. Third and fourth graders will meet or exceed the state performance goal of 90%

or the school wide progress target of 89.2% in the area of mathematics on the NJ

ASK.



The processes and structures that Sunnymead school will use to provide professional learning

opportunities include dedicated professional learning days, after school meetings, an online

collaborative professional library, grade-level meetings during common prep time, in-house

release time to observe peers, and district reimbursement for independent continuing education

classes. However, the primary opportunities will be provided through PLCs.




Professional Learning Communities, dedicated professional learning days, after school meetings,

an online collaborative professional library, in-house collection of professional publications,

grade-level meetings during common prep time, in-house release time to observe peers, sharing of

online lessons, and district reimbursement for independent continuing education classes.


The goals for evaluation of Sunnymead’s professional development in the first year are: the

effectiveness of the professional development through staff surveys, the ability of staff to use the

knowledge, skills and behaviors learned to impact student learning through student performance

on timed-writings, movement on the writing scale and performance on the literacy portion of the

NJASK, as well as administrative/supervisory observations.

Triangle Elementary School

1. Reflection: Identify key elements of previous professional development you will leverage in

the new plan.

The key elements of previous professional development opportunities that Triangle

School will leverage in the new plan are:

a. Professional Learning Communities

b. Whole school faculty meetings

c. Regular grade-level meetings

d. CEUs

e. In-services with expert presentations from outside the district

2. Needs Assessment: Submit the school definition of student achievement. Identify key

findings from needs assessments.

In addition to acceptable standardized test scores where the students achieve proficiency on

an annual basis, Triangle School is concerned with the whole student; including character

education, both academic and social confidence, and the ability to apply what has been

learned to new situations. The Needs Assessment included a staff survey, an evaluation of

NJASK Writing Scores for grades 3 and 4, and faculty articulation sessions identified the

need to improve writing, and more specifically, to increase the number and consistency of

students who score either Proficient or Advanced Proficient by on the Literacy portion of the

NJASK4. Test results from the NJASK Language Arts/Literacy section indicate the need

for improvement in the area of Literacy. This student need also led the faculty to identify

the need to create Professional Learning Communities specifically dedicated to improving

writing performance across grade levels.

3. Professional Development Goals: Identify the professional development goals connected to

the student learning goals for the school/district.

The Professional Learning Communities at Triangle School will be formed with the goal

of improving students’ literacy performance. The school’s learning goals are to:

a. Clearly meet or exceed the state performance goal or progress targets for the

school-wide population as well as white, Asian, and students with disabilities

population in the area of Literacy.

This will be accomplished by:

i. Reflection on practice

ii. Accountability of skill instruction

iii. Targeted focused skill instruction



Triangle School teachers developed PLCs based on the needs of our students’ writing

performance. 100% of the staff will be actively involved in working together to find research-

based best practices and sharing results that will increase writing scores on the NJASK.

PLCs will meet at least once a month for an hour to share best practices. In addition, Triangle

School teachers will continue to have opportunities for professional development as time will

be made to allow them to attend staff meetings and grade level meetings, and to participate in

common planning time. They will also benefit from district reimbursed graduate

opportunities, CEUs, and professional development in-services.




dedicated professional learning community meeting time, after school faculty meetings, an

online collaborative professional library, in-house collection of professional publications,

grade-level meetings during common prep time, in-house release time to observe peers,

sharing of online lessons, and district reimbursement for independent continuing education

classes.

6. Evaluation: Indentify your goals for evaluation of your professional development in the first

year.

The goals for evaluation of Triangle School’s professional development in the first year are:

the effectiveness of the professional development through staff surveys, utilization of graphic

organizers, writing prompts and writer’s checklist developed by individual PLCs, student

performance on monthly administration of writing prompts, and performance on the writing

portion of the NJASK.

Woodfern Elementary School


new plan.

The key elements of previous professional development opportunities that Woodfern will leverage

in the new plan are:

School faculty meetings

Regular grade-level meetings

PLCS

Teachers Training Teachers

In-services with expert presentations from outside and within the district



Woodfern’s definition of student achievement is aligned with that of the Hillsborough Township

Board of Education, and is not limited to test scores and academic performance. That being said,

student achievement is the measurable academic, social, emotional, and physical growth of the

student as demonstrated in the following areas: proficiency on standardized assessment; grade

level assessment and advancement to the next grade level. Woodfern School’s definition of

student achievement encompasses more than test scores and academic achievement and is based

on a more complete picture of a child. Third and fourth grade students are expected to meet and

exceed standards on state assessments. However, Woodfern School is populated by students from

Kindergarten through fourth grade. Therefore, student achievement also includes:

Students demonstrate academic growth over time.

Student development of a strong sense of self.

Students think independently.

Students communicating effectively in written and spoken words.

Students navigating technology-based equipment skillfully.

Students make responsible choices and take responsibility for their actions.

Through faculty articulation, evaluation of NJASK Literacy Scores for grades 3 and 4 indicates

the need to improve school-wide literacy scores, but specifically among white students and

students with disabilities.



The professional development opportunities at Woodfern will be designed and implemented with

the goal of improving the literacy performance of students. The focus of all professional

development will be the school’s learning goals including:

a. To meet or exceed the ESEA Waiver Performance Targets in Language Arts to

ensure proficiency percentages in the following demographic areas: i. School-wide - 75.3 (an increase of 3.4% from 2011-12)

ii. White – 82.2% (an increase of 4.6% from 2011-12)

iii. Students with Disabilities – 58.4 (an increase of 22.0% from 2011-12)

4. Professional Development Opportunities: Identify the processes and structures the school will use

to provide professional learning opportunities.

Woodfern School will incorporate PLCs, professional learning days, after school meetings, grade

level meetings, release time to observe peers and teacher collaboration to provide professional

learning opportunities for the staff. Teachers will also collaborate with Reading and Writing

Content Specialists and ASI teachers and create assessments and targeted mini-lessons to

support the PD goals.

5. Professional Development Resources: Identify the resources that will ensure professional learning

is ongoing.


professional learning days, after school meetings, grade-level meetings, release time to observe

and meet with peers, sharing of online lessons and team teaching opportunities.


Woodfern’s professional development will be evaluated in the first year primarily through staff

surveys. Additionally, student performance on timed-writings, movement on the writing scale and

performance on the literacy portion of the NJASK, as well as administrative/supervisory

observations will be used to determine that the staff has learned skills and behaviors to impact

student learning.

Woods Road Elementary School


new plan.

Positive aspects of previous professional development opportunities in the district and school that

should be retained and replicated include PLCs, horizontal and vertical group articulation

sessions. Articulations on literacy and science issues within grade levels on third Monday

meetings as well as during in-service days were productive. Cross-grade level sessions held on

in-service days discussing guided reading, Fundations, and Writer’s Workshop were beneficial

for all attendees. PDP meetings on various topics such as reading comprehension and responsive

classroom addressed the needs of many staff members.



Woods Road School believes that student achievement is multi-faceted. Students should be able

to apply learned knowledge to real-life situations. In addition, we strive to develop academic and

social knowledge and skills in our students. Based on our needs assessment Woods Road has

identified goals that specifically address student achievement, as we expect that all our students

will achieve proficient status on the NJASK for Grades 3 and 4 in literacy and mathematics.

Additionally, we work to assure that all our students are at minimum performing at grade level on

the Developmental Reading Assessment, district timed writing assessments, as well as on district

mathematics assessments.



Woods Road has determined two specific professional development goals based on the needs of

our students. As our PLCs identify areas of strengths and weaknesses they will turn key

information to staff in other grade levels and subject areas so that all staff will work toward

achieving these goals. The Professional Learning Communities at Woods Road School will

support the following learning goals for students:

a. To meet and/or exceed the District Factor Mean (I) during the administration of

the NJASK Grade 4 Science.

b. To continue to meet and/or exceed the District Factor Mean (I) during the

administration of the NJASK Grade 3 Math.

c. To continue to meet and/or exceed the District Factor Mean (I) during the

administration of the NJASK Grade 4 Math.

d. To continue to meet and/or exceed the District Factor Mean (I) during the

administration of the NJASK Grade 3 Language Arts Literacy assessment.

e. To continue to meet and/or exceed the District Factor Mean (I) during the

administration of the NJASK Grade 4 Language Arts Literacy assessment.



Woods Road School will be offering a variety of professional development opportunities. First,

100% of the staff will participate in PLCs. These Professional Learning Communities address

various instructional issues and improve student achievement. Faculty meetings and third

Monday meetings will address the needs identified in our Needs Assessment Survey. At these

meetings we will also collaborate to look at student work and share samples of work which will

be evaluated in light of the standards. Grade levels do have common planning times where they

can address specific grade level needs. In our plan, we anticipate providing release time for

teachers to observe and collaborate with their colleagues, within grade levels and across grade

levels.



Time will be provided on two Mondays each month for PLCs meetings. Faculty meetings each

month will also help the staff meet the professional development goals. Furthermore, it will be

suggested that grade levels meet once per week during their common planning time to discuss

grade-level specific issues. We will also suggest that staff attend any district meetings with

supervisors to assist in meeting these professional development goals.


We will create and distribute surveys to the staff immediately following professional

development opportunities. We will also follow the district-wide literacy schedule to evaluate the

impact of professional development on student learning. We also have other assessment

materials available if we need to further assess students and will continue to look for meaningful

assessments that match the demands of the NJCCS in our curriculum. These questionnaires will

serve to assess whether staff members are receiving the support they feel they need to continue

quality instruction that addresses our student learning goals.

professional development...

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