Transcript Putting It All Together July 29

Planning for Professional Development in the
School Improvement Plan Process
Larry Rowan,
Assistant for Professional
Development and Standards
* The School Improvement Plan (SIP) is
a school community effort between
administration, teachers, and School
Advisory Council (SAC).
* The School Improvement Plan is a
living/working document that should be
altered to meet the school’s strategies
throughout the school year.
* The school improvement process
should be part of how the school
operates daily
 All
Subjects, Topics, Areas are important
 Your School Improvement Plan will reflect
the greatest needs for Professional
Development.
 The School Improvement Process should
drive your planning for Professional
Development.
 When you pull the stakeholders, data and
other pieces together the plan will develop
itself.
 ODMS
– Osceola Data Management System
 Employee Assessments
 Discipline Reports – SESIR and Local
 IPDP – Individual Professional Development Plans
 Safety Audits, Reports or Studies
 Professional Learning Communities
 Action Research
 Attendance Reports
 Climate/Parent Surveys
 Steering Committee Reports
 Last years SIP
1.
2.
3.
4.
Each group has been given some sample
IPDPs, Employee Assessment Rating
Distributions and a sample Math ODMS
report.
Take 3-5 minutes to individually process the
data.
Individually, based upon the data shared,
identify three areas of weakness (i.e., ratios,
classroom management, etc) where training
might help. Record each idea on a separate
Post-It Note.
Walk around the room placing your Post It
Notes on the chart paper on the wall of the
room that best describes that training need
– i.e., Ratios on the Math chart. Repeat that
for each Post It.
 After
all of the Post It Notes have been placed
on the chart paper, review the common
areas…what are your Ah-Has? Those items
which appear most often are the topics for
your Professional Development Plan.
Math
Student
Conduct
Reading
Writing
The key to school
improvement is not just
knowing what the child
didn’t learn, but what
we are going to do
about it. We must
believe all students can
and must learn.