Personnel responsible for evaluation: Jonell Cook
Evaluation of Program Data:
Evaluator Name: Matt Robinson
Strengths of Program/Data:
Consideration of student performance data when determining staff development.
Professional Learning Communities are providing structures for teachers to be involved in developing strategies to improve student learning through the development of interventions for students.
Concerns Regarding Program/Data:
Professional Development must continue to focus on skills and on support for the whole staff in areas that will help our students learn well.
Recommendations Regarding Program/Data:
Continue the use of student data to drive the professional development needed.
Look at the two hour late start.
Methods of Evaluation:
1. In compliance with SB 380 Line 14.
2. Percentage of total budget: 1% of the total district budget.
3. Number of faculty members taking part in in-service activities -- 28.
4. Review of Board Policy: Worth County R-III Board Policy #4411 establishes a Professional Development program in compliance with Senate Bill 380. Our current professional development plan addresses the needs and ideas suggested in board policy.
5. Review of professional development plan is done at the May meeting when the next year's activities are scheduled in coordination with the district's administrative team. PD goals are checked for alignment with the district's Comprehensive School Improvement Plan. Additionally, in August of 2010, the PDC met with Superintendent Robinson and implemented changes to Worth County's professional development guidelines for 2010-2011.
6. Members of PD Committee: Jonell Cook. Stormy McClellan, Patricia Warner, Farrah Richey.
7. Number of first and second year teachers: 0.
8. Number of in-service meetings: 11.
9. 2010-2011 focus -- student achievement and within that context, intervention, curriculum alignment, and rigor.
Our faculty participated in a team building exercise through the NWMSU Challenge Course at Mozingo, CPR defibrillator training, and bullying training. 2nd Wednesday activities have included the following: Writing Smart Goals, alignment of our curriculum to GLE's/CLE's, and the use of horizontal teams to coordinate learning expectations. Each teacher is expected to log 20 additional hours of professional learning that will enhance their classroom knowledge.
Other PD opportunities have included:
--Common Core State Standards meeting (CA & Math)
--RPDC facilitators meet once a month with K-8, CA, & Math to align GLE's to current curriculum.
--2 day August training (in house with Kelly Ross/Janet Kinsella) Smart Board.
--Conference of the Young Years (All Primary Teachers).
--Classroom observations at Nodaway-Holt, Maysville, King City (K-6).
--Art Conference.
--Olweus Bullying prevention 2 day in-house seminar (10 teachers, K-12).
--Business Conference.
--McMillan/McGraw-Hill book series training (K-6).
--MNEA Conference.
--Physical Education Conference.
--Algerbra I Tools/Technology three day workshop.
--Math committee working on sequence of classes, rigor, advancement.
--Weighted classes committee developed board proposal for 2011/2012 (HS).
--4.0 scale committee board proposal for 2011/2012 (HS).
--Connect Ed reading series (K-6)
--Missouri Connections, Systems of Support (counselors).
10. Survey results indicate faculty and staff were appreciative of the time used to work with their colleagues to develop strategies that would enhance individual classrooms. Our PD day, scheduled on the first day in January before the students came back, was the number one day that teachers found was most useful and productive. The elementary teachers used their time to focus on their new reading series in order to prepare students for the MAP Test. At the High School level, there was much discussion over weighted classes, 4.0 scale, intervention, and course alignment. In the elementary, 14 teachers observed 3 different schools in math and reading. The August Smart Board training was done in house, which saved the district a substantial amount of money and everyone was given time in their own rooms to practice what they learned. The recurring complaint from staff members are the late start Wednesdays. Some feel that we should look at combining them into a full day or two during the year. Another complaint at the high school level is from those teachers who are not "core" classes. They feel their time would be spent working on their own instead of as a group. All in all, the surveys were positive about being productive and learning and having time to work towards a common goal, educating our kids. As one faculty member wrote, "I think we developed a positive sense of unity throughout the staff that was missing before."
11. Mentoring training -- no first or second year teachers.
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