What professional learning or support do your teachers need to implement the strategies selected to meet your school improvement goal(s)?
What dates and times have you designated for professional learning in 2020-21?
Early Out, Late Start, A specific day of the week, monthly, etc..
Early Out-1:00 Going from 24 hours of PD for 2019-20 to 34 hours in 2020-21
Continue Marzano trainings
Student Engagement Strategies (K-12)
Possible on-site MAP consultation with teachers
How will the principal or other school leaders support the learning and monitor for effectiveness?
Give more timely and consistent feedback with clearer indicators on feedback
How can we assist in your implementation efforts? -Need help from ESU for best-practices in giving feedback
We are trying to be more strategic in our services and helping you to be more strategic in the professional learning that supports your initiatives. For example, we have been in a school and provided the same MAP training 5 times, however the staff hasn’t made progress in the use of MAP data.
What student, educator, and system data will be collected to plan, assess and evaluate professional learning? Walk-through evaluation tool with assistance from ESU 10 T & L
Have you thought of anything that the T&L Department could help you with that we aren’t currently offering?
We offer several leadership opportunities. Do you feel these opportunities are helping you grow as a leader of learning in your district? If you’re not currently participating, why not?
The district intends to attend the Strategic Leadership Conference in May 2020
The district will involve the new principal Matt Huseman in the monthly principal meetings
Dr. Lightfoot indicated he has attended the superintendent meeting, however has a desire to attend more. It is difficult with time and distance to be out of the building an entire day. He may look to do Zoom option in the future.
MTSS: Consult as requested for student level problem solving; invite to System Training 2nd semester or end-of-year
Consultation, workshops or direct work with school districts to assist with the CIP process. Examples: Steering Committee Meeting, mission/vision work, data retreat to create CIP goal, action plans, program evaluation, preparing for CIP external review
Direct support of MTSS process and practice in school districts. Example activities: team meeting, data analysis, action plans, creating process/protocols, on-site coaching
Professional learning and consultation for administrators and teacher leaders in support of district initiatives. Examples: one-on-one consultation; coaching conversations; Strategic Leadership trainings and meetings
Facilitation of a curriculum alignment process, high quality instructional materials selection, and/or incorporation of standards into classroom practice.
Training on foundational pedagogical practices and strategies that can be implemented across content areas. Classroom examples: student engagement, comprehension, classroom management, relationships.
Facilitation of supports designed to deepen implementation of research based instructional strategies and classroom practices. System examples: instructional model training; consultation; instructional rounds or learning walks; classroom observation and coaching; professional goal setting assistance
Training and support in the analysis and application of formative, interim, and summative data. Examples: data analysis facilitation, training, and consultation related to classroom, state, and national data.
Training and support provided by NWEA Certified Facilitators. Examples: consultation, training, data analysis for administrators, teachers, and specialists.
Training and support in the development of district-wide practices for teacher or principal evaluation. Examples: Instructional framework adoption; consultation; training in evaluation best practices; administrator observation and data collection; ODIE Staff Evaluation Tool Support
Our Autism Regional Coordinator, along with the Autism Team provides training and consultation to district staff in order to support students on the Autism Spectrum.
Our teachers of the visually impaired provide resources, services, and supports in preparing children/youth, ages birth-21, who have a visual impairment for success in life through collaboration with schools, families, and community agencies. Our certified teachers of the visually impaired provide evaluation, consultation, and intervention.
EDN - Birth-3 - Our Service Coordinators provide services and supports to children with disabilities and their families. ESU 10 is the grant holder for the Planning Region Team grant which provides supports to schools, EDN, and other agencies that support families with young children with disabilities.
Our School Psychologists provide the appropriate assessments when evaluating students, interpret and disseminate data, provide interventions, and consult and collaborate with team members to develop an effective plan to meet the needs of each individual student.
Our teachers of the Hearing Impaired provide deaf education services, supports, and/or consultation for students verified with a deaf or hard of hearing disability. Our Deaf Educators work with our audiologist to ensure appropriate aural rehabilitation services to students, families, and schools.
Our Transition Coordinator assists district staff with student transition plans. These responsibilities may include program planning, coordinating events and PD, monitoring, evaluating, educating, implementation, and public relations. Our Coordinator also works with outside agencies.
Our Audiologist provides audiological supports and services to students who are deaf or hard of hearing. Hearing assessments are conducted for any student suspected of having a disability or difference in their hearing.
Provides grant facilitation, management, professional development, and networking for Career and Technical Education teachers through the Carl D Perkins Grant Consortium.