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Part 3

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196 views2 pages

Part 3

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Part 3: Summary

This staff development program was designed with each of the 7 Leaning Forward Guidelines
driving our plan. The plan is authentic, relevant, and job-embedded.

Standards List

Learning Communities: Professional Learning Committees were embedded into the staff
development plan. Teachers will become members of the School Improvement Plan where they
will look at building SMART goals and together develop a plan to promote student achievement
and close the learning gaps among all children.

Leadership: Teachers will be given many opportunities to learn strategies that build rapport and
relational trust with all stakeholders. When this dialogue occurs teachers will feel comfortable to
rely on other staff to grow both personally and professionally.

Resources: Throughout the first four years teachers will be provided with both tangible and non-
tangible resources. The tangible resources include access to teacher materials, classroom
supplies, technology and various professional growth books. For example, Growth Mindset by
Carol Dweck. The non-tangible resources include enhancing professional development, time to
collaborate with many building and district colleagues, and both positive and constructive
feedback necessary to grow as a professional.

Data: Throughout the first four years and beyond teachers will receive continuous training and
professional development on mandated reporting for both students and staff. Teachers will be be
up to date on changes and enhancements made to the district and state reporting systems.

Learning Designs: The Huron Valley School District build in 6 Professional Development days
to our calendar each year. These days are planned with voices that representing all staff. Half of
the PD Days are building based learning. These days are spent in a teachers home school
focusing on the PLC model and using this time to work in committee groups to ensure that BEST
Practices are occurring. The remaining days are coined Choice Days. On these days teachers
register for professional development opportunities that are relevant to their area of expertise.
Also, the last hour of the day is set aside for teachers to meet with their grade level or subject
area cohorts.

I mplementation: Many opportunities are offered to teachers to increase educator effectiveness.
A new teachers main priority in the first years is to feel comfortable and supported while
growing as a professional at the same time. The goal is not to overwhelm teachers, but to give
them tools for their toolbox. These tools can be used at anytime through a teachers career.
Choices for professional learning are offered with the understanding that not all teachers can or
will attend every one that is offered. Teachers can implement their research on learning as it fits
into their curriculum and/or teaching objective.

Outcomes: The entire induction plan has a planned outcome that offers professional learning to
increase educator effectiveness that results in sustainable achievement for all students. The
majority of mentor opportunities are focused on educator performance and understanding student
curriculum standards.

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