Newark Central School District

Professional Development Plan

September 2016- August 2017

“The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.”

Part 100.2 of the Regulations of the Commissioner of Education.

This plan will be reviewed on an annual basis.

Approved by the Board of Education on August 24, 2016

Vision

Newark Central School District is the centerpiece of our community that binds students, staff, families and neighbors through a profound sense of hometown pride. We engage all students with the diverse opportunities and academic experiences they need to reach their maximum potential. Our students thrive in an environment of high expectations, collaboration and respect. Effective communication and sustained connections foster a sense of importance, contributing to the success of every student every day.

The 2016 Professional Development Planning Team

Robin UvegesCoordinator of Professional Development and Literacy Initiatives

Krista LewisAssistant Superintendent for Curriculum and Instruction

Bridgette BarrDistrict Data Coordinator

Elise ComellaParent

Nicole LanseParent

Janet SantosELA Instructional Coach 6-12

Aaron SweetMath and Technology Coach 6-12

Laura SchunkMath Instructional Coach/AIS Teacher 3-5

Kari HamelinckELA Instructional Coach 3-5

Katy BarkerMath Instructional Coach/AIS Teacher K-2

Gen ArcovioELA Instructional Coach/Literacy Teacher K-2

Rose TaglialatelaELA Instructional Coach/Literacy Teacher K-2

Valerie MichaelsELA Instructional Coach K-2

Rhonda PrecourtELA Instructional Coach/Literacy Teacher K-2

Liz WeiermillerELA Instructional Coach K-2

Stephanie MillerPrincipal, Lincoln Elementary School

Tom Roote Principal, Newark High School

Teresa PrinziPrincipal, Newark Middle School

Susan AchillePrincipal, Perkins Elementary School

Jeff HamelinckPrincipal, Kelley Intermediate School

Jennifer SingerDirector of Pupil Services

Dr. Steven UebbingUniversity of Rochester, Warner School of Education

Introduction

The Newark Central School District (NCSD) has two elementary buildings, one intermediate school, one middle school, and one high school. The Professional Development Planning Team will coordinate the professional development offerings among these buildings. The district Curriculum Instructional Council and Building Leadership Teams will assist in the planning and coordination of these activities.

The Professional Development Planning Team is responsible for analyzing data, setting goals for the plan, establishing mechanisms for evaluation of professional development, and for allocating resources to implement the activities as part of an action plan to support this Professional Development Plan. This plan will be reviewed regularly throughout the year in order to inform the following year’s plan. A Professional Development Plan will be developed formally on an annual basis and, if necessary, revisions will be submitted to the Board of Education for approval.

Goal

The goal of the Professional Development Plan in NCSD is to ensure that all instructional and administrative staff continue to develop professionally so that all students are provided with diverse opportunities and the academic experiences they need toreach their maximum potential.

Philosophy

Professional development in the Newark Central School District is integral to the teaching and learning process. It is a critical support for the achievement of the district’s vision. Classroom instruction is the most significant factor affecting student achievement. Therefore, we believe in order to achieve excellence in teaching, professional development must be continuous and sustained through the use of effective methods and approaches. Newark Central School District has significantly increased instructional coaching staff in order to support these efforts. While our plan contains several professional development sessions, either mandatory or elective, instructional coaches will provide the direct job-embedded support and follow up in the classroom that is needed to really impact instruction and therefore, student achievement.

Teachers in the district will spend a minimum of 20 hours engaged in professional development activities each year.

Measuring Impact of the Plan

NCSD will utilize the Professional Development Plan to create and sustain a culture of professional learning that positively impacts student achievement, which will be measured by:

-Common formative and summative state, third party and locally developed student assessments including subgroup performance

-Annual graduation rates

-Review of data sources listed in the actions of this plan

-Other collaboratively identified data sets including actions to modify curriculum, instruction and assessment

-Ongoing focus district and focus school review processes, including continuing needs identification through such venues as surveys and focus group reflections

New York State Professional Development Standards

In a commitment to raising the knowledge, skills, and opportunity of its citizens, New York State seeks to enhance students’ cognitive, social, emotional and academic achievement throughout its schools. Given that research indicates that teacher quality is the single most powerful influence on student achievement, it is essential to ensure that teachers are provided with ongoing, high quality professional development to sustain and enhance their practice. Indeed, teacher professional development is an essential element of comprehensive school improvement. The professional development needs of other members of school community, including administrators and support personnel, must also be addressed to ensure a focus on continuous learning and to create the conditions necessary for closing the achievement gap and improving the achievement of all students. These standards provide guidance for achieving high quality professional development planning, design, delivery and assessment, and should serve as a foundation for all professional development in our schools. (SED, 2009)

1. Designing Professional Development: Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn.

2. Content Knowledge and Quality Teaching: Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.

3. Research-based Professional Learning: Professional development is research-based and provides educators with opportunities to analyze, apply and engage in research.

4. Collaboration: Professional development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment.

5. Diverse Learning: Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students.

6. Student Learning Environments: Professional development ensures that educators are able to create safe, secure, supportive, and equitable learning environments for all students.

7. Parent, Family and Community Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education.

8. Data-driven Professional Practice: Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.

9. Technology: Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.

10. Evaluation: Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.

District Resources to Support the Professional Development Plan

Examples include, but are not limited to:

Time: release time, faculty meetings, department meetings, grade level meetings, conference days, after school workshops, instructional coaching sessions, and summer work.

Human Resources: instructional coaches, Coordinator of Professional Development, in-district trainers, administrative interns, TOSA-CSE and Instructional Support, department and grade level leaders, and administrators.

External Providers: BOCES, Teacher Center, RSE-TASC, Institutions of Higher Education, consultants, external conferences and workshops, and community-based groups.

Fiscal Resources: Consolidated Grant- Title IIA, ESEA/Title One Grant, Federal IDEA Section 611, and general operating funds.

2016Goals for Professional Development Within theNewark Central School District

The Professional Development Plan should support staff to meet the District Strategic Plan Goals as well as the District Comprehensive Education Plan as it is aligned with specific School Comprehensive Education Plans and Building Plans for Excellence.

The following Professional Development Goals will support major initiatives of the above listed plans and NYS requirements:

  1. To provide quality standards-based learning experiences to help all students achieve NYS Learning Standards
  2. To provide quality standards-based learning experiences to help all ELL students achieve NYS Learning Standards
  3. To effectively utilize data to inform instruction and interventions
  4. To meet NYSED requirements requiring School Violence Prevention and Intervention Training, including promoting mental health and wellness.
  5. To support students’ social/emotional developmental health

Regulatory Provisions

Continuing Teacher and Leader Education (CTLE)

As of July 1, 2016, the law requiring 175 hours for certain certification holders has changed to 100 hours with more specifics related to approved activities and sponsors. A full list of registration and CTLE requirements by certification type and employment status can be found below:

Registration and CTLE Requirements
Certificate Type / Employment Status / Registration Requirements / CTLE Requirements
Permanent Certificate Holders
PERMANENT Classroom Teacher/School Leader / Practicing in a NYS school district or BOCES / Active registration is required / NOT subject to CTLE
PERMANENT Classroom Teacher/School Leader / NOT practicing in a NYS school district or BOCES / May choose “INACTIVE” status for their registration / NOT subject to CTLE
PERMANENT Pupil Personnel Services (PPS) such as School Attendance Teachers, School Counselors, School Psychologists, School Social Workers, School Dental Hygiene Teachers and School Nurse Teachers / Practicing OR NOT practicing in a NYS school district or BOCES / NOT subject to registration / NOT subject to CTLE
Professional Certificate Holders
PROFESSIONAL Classroom Teacher/School Leader / Practicing in a NYS school district or BOCES / Active registration is required / 100 hours of CTLE is required during every five year registration period
PROFESSIONAL Classroom Teacher/School Leader / NOT practicing in a NYS school district or BOCES / May choose “INACTIVE” status for their registration / NOT subject to CTLE if INACTIVE
Teaching Assistant Certificate Holders
Level III Teaching Assistant / Practicing in a NYS school district or BOCES / Active registration is required / 100 hours of CTLE is required during every five year registration period
Level III Teaching Assistant / NOT practicing in a NYS school district or BOCES / May choose “INACTIVE”status for their registration / NOT subject to CTLE if INACTIVE
Continuing Teaching Assistant / Practicing OR NOT practicing in a NYS school district or BOCES / NOT subject to registration / NOT subject to CTLE
Level I, Level I Renewal, Level II Teaching Assistants / Practicing OR NOT practicing in a NYS school district or BOCES / NOT subject to registration / NOT subject to CTLE
Other Certificate Holders
Initial Classroom Teacher/School Leader / Practicing OR NOT practicing in a NYS school district or BOCES / NOT subject to registration / NOT subject to CTLE
Provisional Classroom Teacher or Provisional School Administrator/Supervisor / Practicing OR NOT practicing in a NYS school district or BOCES / NOT subject to registration / NOT subject to CTLE
Provisional Pupil Personnel Services (PPS) / Practicing OR NOT practicing in a NYS school district or BOCES / NOT subject to registration / NOT subject to CTLE

Approved Sponsors

NYSED law requires the Department to approve all CTLE sponsors. Newark Central School District (NCSD), along with other NYS school districts and BOCES will submit their professional development plan and attest that their plan is consistent with 100.2(dd) of the Commissioner’s Regulations and that they meet the requirements of Subpart 80-6 for approved CTLE. Other entities that may become sponsors include: Teacher centers, NYS institutes of higher education, Professional organizations and unions and any other entity approved by the Department. Professional development plans should include a list of contracted entities or individuals that will provide CTLE on behalf of the school district. NCSD will contract with the following individuals or entities to provide CTLE hours on behalf of the school district:

  • Newark Central School District
  • Wayne-Finger Lakes BOCES
  • All other school districts, BOCES, entities, organizations, or individuals who are approved by the Department and listed on the Office of Teaching website.

Additional Certificate Holder Responsibilities

Certificate holders will attest to the number of hours completed annually through the TEACH system which must include name of course, focus of course, sponsor of course, and clock hours. Additionally, as individuals, certificate holders must maintain a record of completed CTLE for their 5 year cycle and 2 years thereafter, which include:

  • Title of Program
  • Total number of hours completed
  • Number of hours completed in language acquisition for ELL students (possible waiver exemption)
  • Sponsor’s name and identifying number
  • Attendance verification
  • Date and location of program

Acceptable CTLE

Acceptable CTLE must be conducted through activities designed to improve the teacher or leader’s pedagogical and/or leadership skills, targeted at improving student performance, including but not limited to formal CTLE activities. Such activities shall promote the professionalization of teaching and educational leadership, as applicable, and be closely aligned to district goals for student performance. Acceptable CTLE must be taken from a sponsor approved by the Department and shall be study in the content area of any certificate title held by the individual or in pedagogy, and include any required study in language acquisition addressing the needs of English language learners as described in section 80-6.3 of Commissioner’s Regulations.

School Violence Prevention and Intervention Training

Newark Central School District is committed to hiring teachers who have fulfilled the requirements of certification, including participation in workshops covering school prevention and intervention. Such workshops shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior.

Upon request or determination of necessity, Newark Central School District will provide refreshers on school violence prevention and intervention.

In instructional settings, Newark Central School District will also utilize the interpersonal violence prevention education package provided by the State Education Department. These materials will be incorporated as part of the health or other related curricula or programs for students in grades K through 12.

A district-wide safety team representing all stakeholders will meet to regularly revise relevant documents. The district provides yearly violence training for all staff and drill procedures including fire, sheltering, Emergency Response Procedures, and evacuation. The district provides First Aid and AED training throughout the year. The district intends to explore other possible trainings to ensure the safety of our students and train our staff in how to react to unsafe situations.

Annual Professional Performance Review

Purpose: The Professional Development Plan includes support for staff to meet the performance criteria established in the APPR. Some programs provide direct teaching of these areas, while other programs support these criteria through follow-up, department meetings, workshop practices, or curriculum projects.

The NYSUT Seven Teaching Standards of the APPR Process:

Standard I: Knowledge of Students and Student Learning

Standard II: Knowledge of Content and Instructional Planning

Standard III: Instructional Practice

Standard IV: Learning Environment

Standard V: Assessment and Student Learning

Standard VI: Professional Responsibilities and Collaboration

Standard VII: Professional Growth

Orientation, Training and Support for New Teachers

New teachers to the Newark Central School District are provided with mentors (outlined below) and also participate in a two-day teacher orientation over the summer. New teachers who begin after the start of the school year in September are provided with an orientation session highlighting the major points of the training from the summer session. In addition, continued training for new teachers is provided as part of the new teacher training program, consisting of monthly professional development sessions and opportunities for more extensive training throughout the pre-tenure period.

New Teacher Support Program Including Mentoring

PURPOSE

Newark Central School District has designed a support program for new teachers consisting of a complement of people: mentors, coaches and grade level or department leaders. The support program is not evaluative in any way.

Mentors, coaches and grade level or department leaders work together to strive to provide the new teachers with tools for reflective practice in non-judgmental ways. They empower new teachers by sharing their strategies and tools for the classroom. Their job is not necessarily to solve the problems of the new teacher, but to teach them a problem solving process that is viable within our district.

GOALS

To continue to develop the capacity and confidence of our new teachers

To enrich the new teachers’ knowledge about teaching to maximize student learning

To integrate new teachers into the culture of the school, district and community

To provide opportunities for current teachers to grow professionally through the mentoring role.