Professional Development Plan

OCEANSIDE UNION FREE SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT PLAN 2016-2017

The Oceanside School District believes that all children can succeed with the appropriate support and guidance to meet their individual learning needs. The district also subscribes to the belief that an integral factor in improved student achievement is the skill and knowledge of the teacher. As delivery methods, technologies, and curricula change, we want to ensure our teachers are provided with the necessary professional development support.

Therefore, our district is committed to providing a comprehensive staff development program that meets the specific needs of our professional staff and results in increased student achievement. The following is the district’s Professional Development Plan for 2016-2017. It reflects the regulations as articulated by the State Education Department, and was developed in collaboration with the Staff Development Policy Board. The key points of the regulations are as noted below. The Professional Development Plan (PDP) is to be developed annually. It shall include:

● a needs analysis, goals, objectives, strategies and evaluation standards

● means by which the district will provide all teachers substantial professional development strategies directly related to student learning needs as identified in the school district report card and other sources as determined by school district and/or SED regulations

● teachers’ expected participation in professional development which includes the estimate of average number of hours each teacher is expected to participate in professional development – new teachers hired after February 2, 2004: 100 hours every five years

● alignment with New York State standards and assessments, student needs, and the Common Core Learning Standards (CCLS)

● articulation and collaboration among grade levels, departments, as well as teacher and administrator leadership

● an annual Needs Assessment to be administered in the spring of the school year, for which a 15-minute portion of a faculty meeting will be devoted for its completion

● continuous and sustained professional development that employs methods and approaches that are proven to be effective

● activities designed to equip personnel to address students with specific learning needs 2

● the Teacher Leadership Competencies that offer teachers the opportunity to develop professionally through such activities as coaching, instructing professional development courses, Mentoring, and other activities

● a description of the professional development activities provided to all professional staff and supplementary school personnel who work with students with disabilities

● the manner in which the school district will measure the impact of professional development on student achievement and teachers’ practices

The Oceanside School District’s Staff Development Policy Board has been charged by the Board of Education to serve as the district’s Professional Development Planning Team. The Staff Development Policy Board (SDPB) membership consists of a majority of teachers with representation from all nine schools as well as representatives from PTA, private school, industry, higher education, administration, and the Board of Education.

The Professional Development committee affirms that the following standards will guide our work in planning and implementing professional development for our staff. We support and endorse the seven standards for professional learning developed by Learning Forward, the nationally-recognized organization devoted exclusively to professional learning. Professional learning that increases educator effectiveness and results for all students:

● occurs within learning communities committed to continuous improvements, collective responsibility, and goal alignment

● requires skillful leaders who develop capacity, advocate, and create support systems for professional learning

● requires prioritizing, monitoring, and coordinating resources for educator learning

● uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning

● integrates theories, research, and models of human learning to achieve its intended outcomes

● applies research on change and sustains support for implementation of professional learning for long-term change

● aligns its outcomes with educator performance and student curriculum standards Source: Learning Forward and…values the professional learning experience that fosters collaboration, discussion, and leadership.