Background Information
From the HASD Action Planning Session 2008
To the Initial Goals of The Committee
Specific Strategy/Tactic: Professional Development
Co- Facilitators: Wendy Neyhard, Sally Radke
Committee Members: Mary Claypool, Paula Cole, Gen Eirich, Rachel Galloway, Claire Habeck, Ann Sullivan, Kris Zullner
“We will enhance the culture of learning by providing ALL staff with the tools to continue timely, professional development around data and student needs.”
The Action Planning Team was assigned the task of developing a plan which would align with the stated district goal. The team’s approach began with a general discussion of current staff development initiatives occurring within the district. Included in the discussion was an examination of current budgetary information. Throughout the discussion, each team member contributed valuable input as to what professional development initiatives are perceived as working well, and areas suggesting potential for improved professional development implementation. All this healthy conversation led to the team’s first two Measurable Objectives:
#1) “The district will provide consistent and continuous staff development time, monthly or weekly, within the existing school day for all staff,” (TIME)
#2) “The individual staff development goals for ALL staff members will be collaboratively developed between the individual staff member and administration. The individual’s goal will be linked to district, building, team/department, and personal goals.” (FOCUS)
In conjunction with the discussion about having time to collaborate and having a focus on common goals at the district, building, team, and individual levels, the issue of accountability emerged. This led to a third Measurable Objective:
#3) “There will be accountability and measure of progress and success that is connected to theSupervision/Evaluation Plan for ALL staff.” (ACCOUNTABILITY)
This team is very interested in building learning communities. The team strongly believes that, in order to be more effective educators and professionals, there needs to be allocated time to collaborate with one another. Therefore, it is imperative that the suggested plan begin to evolve in an efficacious and timely fashion. The team recommends that, as changes occur over the next two years, they reflect a commitment to this belief.
In order to positively affect educational opportunities for our HASD students, adult learning must be ongoing, collaborative and consistent in nature.
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