College Community School District Professional Development ... · coaching (i.e. structured peer coaching, instructional coaching, best practice demo and debriefing, analyzing student

Zoomerang Survey Results

College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: No filter appliedSep 08, 2010 12:14 PM PST

10-12 55 20%

7-9 58 21%

5-6 40 15%

PK-4 118 44%

271 100%

Crest 26 10%

Heights 28 10%

Ridge 33 12%

View 29 11%

Creek 39 14%

Point 56 21%

Prairie High School 52 19%

Edge 8 3%

271 100%

Definition of Professional Development According to NSDC (National Staff Development Council), the definition of professional development means a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement. (Journal of Staff Development, Fall 2009, Volume, 30, No. 4) Rationale for this survey College Community has been conducting Professional Development Surveys since the establishment of "Collaboration Structure" in each school. The collaboration structure includes both PL days (workshop learning) and job-embedded weekly collaborative and planning sessions (workplace learning). We are updating the survey to align with the current research. The survey assesses our school's professional development in relationship to NSDC's new definition for professional development. The result of the survey should guide the school and district's continuous improvement cycles.

1. School level:

Total

2. School:

Total

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option. Strongly

Agree Agree DisagreeStrongly Disagree

91 165 11 4

34% 61% 4% 1%

142 121 2 6

52% 45% 1% 2%

137 116 11 6

51% 43% 4% 2%

137 119 9 6

51% 44% 3% 2%

97 140 28 6

36% 52% 10% 2%

75 162 28 5

28% 60% 10% 2%

91 144 27 9

34% 53% 10% 3%

71 168 24 7

26% 62% 9% 3%

59 164 41 6

22% 61% 15% 2%

-8 Our school achieves the targeted professional development goals by implementing coherent, sustained, and evidenced-based learning strategies, such as lesson study and the development of formative assessments, that improve instructional effectiveness and student achievement

-9 Our PD improvement cycle provides job-embedded coaching (i.e. structured peer coaching, instructional coaching, best practice demo and debriefing, analyzing student work, lessons study etc.) and assistance to support the transfer of new knowledge and skills to the classroom

-4 Our professional development is facilitated by well-prepared school principals and/or school-based professional development coaches, mentors, master teachers, or other teacher leaders

-5 Our professional development occurs several times per week among established teams of teachers, principals, and other instructional staff members in a continuous cycle of improvement

-6 Our PD improvement cycle identifies student, teacher, and school learning needs through a thorough review of data on both teacher implementation and student achievement data

-7 Our PD improvement cycle defines a clear set of professional learning goals based on the results of rigorous data analysis

3. Please rate the following statements by giving each a score from 1-4.

-1 Our professional development fosters collective responsibility for improved student performance

-2 Our professional development is aligned with state and district academic standards for student achievement

-3 Our professional development responsibilities are distributed and primarily conducted by administrators and teacher leaders at the school level

56 170 32 12

21% 63% 12% 4%

79 162 22 6

29% 60% 8% 2%

43 158 59 9

16% 59% 22% 3%

49 139 66 17

18% 51% 24% 6%

77 166 22 5

29% 61% 8% 2%

26 150 80 11

10% 56% 30% 4%

53 150 50 17

20% 56% 19% 6%

-16 Today’s effective PD calls for large scale change, meaning ALL teachers engage in professional learning as part of their work day with the effect of preparing ALL students successfully for the future. Based on this new definition on effective PD, our current “collaboration structure” (both workshop and workplace learning) adequately supports ALL teachers in implementing Iowa Core deeply and consistently.

4. If your answer for - 16 above is "disagree" or "strongly disagree", please provide more information: What change do we need to make to improve the learning structure (time, frequency, technical support, resources)? And, if we had the desired structure, what would you do differently within the structure to narrow the implementation gap?

73 Responses

-12 Our PD uses external assistance thoughtfully and effectively to enhance the improvement cycle

-13 Our PD practice is supported by activities such as courses, workshops, institutes, networks, and conferences that address the learning goals and objectives established by the school

-14 Our current PD practice advances the ongoing school-based professional learning

-15 Our PD practice is supported or provided by for-profit and nonprofit entities outside the school such as universities, education service agencies, technical assistance providers, networks of content-area specialists, and other education organizations and association

-10 Our PD improvement cycle regularly assesses the effectiveness of the professional development in achieving identified learning goals, improving teaching and assisting all students in meeting challenging state and local academic achievement standards

-11 Our PD improvement cycle informs ongoing improvements in teaching and student learning

Collaborative unit/lesson design 202 78%

Lesson study 105 40%

Peer coaching 117 45%

Map and talk (Examine curriculum design and quality in terms of rigor and relevance, vertical and horizontal alignment, alignment with standards and its impact on student learning ) 193 74%

Peer observation and debriefing 83 32%

Analyze video-taped lessons 22 8%

Analyze student work 202 78%

Analyze student achievement data 192 74%

Design formative and summative assessment 154 59%

Research review 70 27%

6. Other overall comments:

53 Responses

5. During collaboration, we regularly engage in professional learning in the following manner (check all that apply):


College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: High SchoolSep 08, 2010 11:34 AM PST

10-12 52 100%

7-9 0 0%

5-6 0 0%

PK-4 0 0%

52 100%


52 100%

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option. Strongly

Agree Agree DisagreeStrongly Disagree

Definition of Professional Development According to NSDC (National Staff Development Council), the definition of professional development means a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement. (Journal of Staff Development, Fall 2009, Volume, 30, No. 4) Rationale for this survey College Community has been conducting Professional Development Surveys since the establishment of "Collaboration Structure" in each school. The collaboration structure includes both PL days (workshop learning) and job-embedded weekly collaborative and planning sessions (workplace learning). We are updating the survey to align with the current research. The survey assesses our school's professional development in relationship to NSDC's new definition for professional development. The result of the survey should guide the school and district's continuous improvement cycles.

1. School level:

Total

2. School:

Total


11 35 4 2

21% 67% 8% 4%

17 32 0 3

33% 62% 0% 6%

22 23 3 3

43% 45% 6% 6%

23 26 0 3

44% 50% 0% 6%

10 30 10 2

19% 58% 19% 4%

5 36 8 2

10% 71% 16% 4%

10 29 8 5

19% 56% 15% 10%

8 37 3 3

16% 73% 6% 6%

8 33 9 2

15% 63% 17% 4%

6 36 8 2

12% 69% 15% 4%

9 39 1 2

18% 76% 2% 4%

4 33 12 3












-12 Our PD uses external assistance thoughtfully and

8% 63% 23% 6%

6 37 4 5

12% 71% 8% 10%

12 32 5 3

23% 62% 10% 6%

3 37 9 2

6% 73% 18% 4%

4 37 7 4

8% 71% 13% 8%


Lesson study 14 27%









effectively to enhance the improvement cycle






7 Responses - see Word document



8 Responses - see Word document


College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: CreekAug 23, 2010 10:20 AM PST

10-12 0 0%

7-9 0 0%

5-6 39 100%

PK-4 0 0%

39 100%

Crest 0 0%

Heights 0 0%

Ridge 0 0%

View 0 0%

Creek 39 100%

Point 0 0%


Edge 0 0%

39 100%

Definition of Professional Development According to NSDC (National Staff Development Council), the definition of professional development means a comprehensive, sustained, and intensive approach to

improving teachers' and principals' effectiveness in raising student achievement. (Journal of Staff Development, Fall 2009, Volume, 30, No. 4) Rationale for this survey College Community has been

conducting Professional Development Surveys since the establishment of "Collaboration Structure" in each school. The collaboration structure includes both PL days (workshop learning) and job-embedded weekly collaborative and planning sessions (workplace learning). We are updating the survey to align with the current research. The survey assesses our school's professional development in relationship

to NSDC's new definition for professional development. The result of the survey should guide the school and district's continuous improvement cycles.

1. School level:

Total

2. School:

Total

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Strongly Agree Agree Disagree Strongly Disagree

20 19 0 0

51% 49% 0% 0%

25 14 0 0

64% 36% 0% 0%

21 18 0 0

54% 46% 0% 0%

25 12 2 0

64% 31% 5% 0%

16 21 2 0

41% 54% 5% 0%

6 31 2 0

15% 79% 5% 0%

10 27 1 1

26% 69% 3% 3%

8 25 6 0

21% 64% 15% 0%










8 25 5 0

21% 66% 13% 0%

7 28 3 1

18% 72% 8% 3%

13 25 1 0

33% 64% 3% 0%

7 23 8 1

18% 59% 21% 3%

8 17 12 2

21% 44% 31% 5%

10 26 2 0

26% 68% 5% 0%

2 18 18 0

5% 47% 47% 0%

7 20 10 2

18% 51% 26% 5%










Lesson study 12 32%










11 Responses


19 Responses



College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: CrestAug 23, 2010 10:22 AM PST

10-12 0 0%

7-9 0 0%

5-6 0 0%

PK-4 26 100%

26 100%

Crest 26 100%

Heights 0 0%

Ridge 0 0%

View 0 0%

Creek 0 0%

Point 0 0%


Edge 0 0%

26 100%





1. School level:

Total

2. School:

Total



4 21 0 1

15% 81% 0% 4%

9 14 2 1

35% 54% 8% 4%

15 10 0 1

58% 38% 0% 4%

11 13 1 1

42% 50% 4% 4%

10 13 2 1

38% 50% 8% 4%

5 15 5 1

19% 58% 19% 4%

8 14 3 1

31% 54% 12% 4%

9 13 3 1

35% 50% 12% 4%










4 19 3 0

15% 73% 12% 0%

3 20 1 2

12% 77% 4% 8%

7 14 3 2

27% 54% 12% 8%

3 18 5 0

12% 69% 19% 0%

2 14 10 0

8% 54% 38% 0%

6 16 4 0

23% 62% 15% 0%

3 16 7 0

12% 62% 27% 0%

5 14 6 1

19% 54% 23% 4%










Lesson study 16 64%

Peer coaching 9 36%









9 Responses


6 Responses



College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: EdgeAug 23, 2010 10:19 AM PST

10-12 2 29%

7-9 2 29%

5-6 1 14%

PK-4 2 29%

7 100%

Crest 0 0%

Heights 0 0%

Ridge 0 0%

View 0 0%

Creek 0 0%

Point 0 0%


Edge 7 100%

7 100%





1. School level:

Total

2. School:

Total



1 6 0 0

14% 86% 0% 0%

4 3 0 0

57% 43% 0% 0%

4 3 0 0

57% 43% 0% 0%

3 4 0 0

43% 57% 0% 0%

0 6 1 0

0% 86% 14% 0%

2 5 0 0

29% 71% 0% 0%

2 5 0 0

29% 71% 0% 0%

1 6 0 0

14% 86% 0% 0%










1 6 0 0

14% 86% 0% 0%

2 5 0 0

29% 71% 0% 0%

2 5 0 0

29% 71% 0% 0%

1 6 0 0

14% 86% 0% 0%

1 5 1 0

14% 71% 14% 0%

2 5 0 0

29% 71% 0% 0%

1 3 3 0

14% 43% 43% 0%

1 6 0 0

14% 86% 0% 0%










Lesson study 2 29%

Peer coaching 2 29%









0 Responses


2 Responses



College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: HeightsAug 23, 2010 10:22 AM PST

10-12 0 0%

7-9 0 0%

5-6 0 0%

PK-4 28 100%

28 100%

Crest 0 0%

Heights 28 100%

Ridge 0 0%

View 0 0%

Creek 0 0%

Point 0 0%


Edge 0 0%

28 100%





1. School level:

Total

2. School:

Total



9 17 1 0

33% 63% 4% 0%

15 12 0 0

56% 44% 0% 0%

11 14 2 0

41% 52% 7% 0%

9 17 1 0

33% 63% 4% 0%

10 16 1 0

37% 59% 4% 0%

9 13 5 0

33% 48% 19% 0%

11 12 4 0

41% 44% 15% 0%

6 21 0 0

22% 78% 0% 0%










7 16 4 0

26% 59% 15% 0%

8 12 6 1

30% 44% 22% 4%

10 14 3 0

37% 52% 11% 0%

6 15 6 0

22% 56% 22% 0%

5 15 6 1

19% 56% 22% 4%

8 17 2 0

30% 63% 7% 0%

4 16 6 1

15% 59% 22% 4%

7 14 6 0

26% 52% 22% 0%










Lesson study 13 48%










3 Responses


6 Responses



College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: PointAug 23, 2010 10:24 AM PST

10-12 0 0%

7-9 55 100%

5-6 0 0%

PK-4 0 0%

55 100%

Crest 0 0%

Heights 0 0%

Ridge 0 0%

View 0 0%

Creek 0 0%

Point 55 100%


Edge 0 0%

55 100%





1. School level:

Total

2. School:

Total



18 36 1 0

33% 65% 2% 0%

26 28 0 1

47% 51% 0% 2%

27 25 2 1

49% 45% 4% 2%

24 26 4 1

44% 47% 7% 2%

15 31 8 1

27% 56% 15% 2%

13 36 5 1

24% 65% 9% 2%

15 32 7 1

27% 58% 13% 2%

14 35 6 0

25% 64% 11% 0%










16 28 10 1

29% 51% 18% 2%

14 33 7 1

25% 60% 13% 2%

21 28 5 1

38% 51% 9% 2%

10 29 14 2

18% 53% 25% 4%

14 26 13 2

25% 47% 24% 4%

21 31 2 1

38% 56% 4% 2%

6 32 15 2

11% 58% 27% 4%

11 36 6 1

20% 67% 11% 2%










Lesson study 12 22%










2 Responses


6 Responses



College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: RidgeAug 23, 2010 10:24 AM PST

10-12 0 0%

7-9 0 0%

5-6 0 0%

PK-4 33 100%

33 100%

Crest 0 0%

Heights 0 0%

Ridge 33 100%

View 0 0%

Creek 0 0%

Point 0 0%


Edge 0 0%

33 100%





1. School level:

Total

2. School:

Total



21 12 0 0

64% 36% 0% 0%

28 5 0 0

85% 15% 0% 0%

21 12 0 0

64% 36% 0% 0%

22 11 0 0

67% 33% 0% 0%

22 11 0 0

67% 33% 0% 0%

22 10 1 0

67% 30% 3% 0%

23 9 1 0

70% 27% 3% 0%

18 15 0 0

55% 45% 0% 0%










13 19 1 0

39% 58% 3% 0%

12 18 1 1

38% 56% 3% 3%

13 18 1 0

41% 56% 3% 0%

10 18 3 0

32% 58% 10% 0%

10 13 9 1

30% 39% 27% 3%

14 17 2 0

42% 52% 6% 0%

5 18 10 0

15% 55% 30% 0%

16 14 1 2

48% 42% 3% 6%










Lesson study 22 67%










7 Responses


6 Responses



College Community School DistrictProfessional Development SurveyResponse Status: CompletesFilter: ViewAug 23, 2010 10:25 AM PST

10-12 0 0%

7-9 0 0%

5-6 0 0%

PK-4 29 100%

29 100%

Crest 0 0%

Heights 0 0%

Ridge 0 0%

View 29 100%

Creek 0 0%

Point 0 0%


Edge 0 0%

29 100%





1. School level:

Total

2. School:

Total



7 16 5 1

24% 55% 17% 3%

17 11 0 1

59% 38% 0% 3%

15 9 4 1

52% 31% 14% 3%

19 8 1 1

66% 28% 3% 3%

14 9 4 2

48% 31% 14% 7%

12 14 2 1

41% 48% 7% 3%

11 15 2 1

38% 52% 7% 3%

6 15 5 3

21% 52% 17% 10%










2 16 8 3

7% 55% 28% 10%

4 16 5 4

14% 55% 17% 14%

4 17 7 1

14% 59% 24% 3%

2 14 10 3

7% 48% 34% 10%

3 10 10 6

10% 34% 34% 21%

4 20 4 1

14% 69% 14% 3%

2 8 12 6

7% 29% 43% 21%

2 6 14 7

7% 21% 48% 24%










Lesson study 13 57%










13 Responses


21 Responses


Question 2: School:

Question 4: Please explain Question 6: Other overall comments:

Creek *Reasonable expectations with Time and continued support...do things WEll, then implement the next piece-scaffold

Creek 6, 7, and 10 - If these goals are directly related to data collected, it needs to be made clear at the beginning of a PD time which goal we're working on and the data/research that shows why to spend time on it. I also rarely recall being asked what I'd like to work on or would like to continue working on before something new is introduced to me. Often I walk out of PD with another "to do" when I was still trying to learn and implement the last 20 "to-dos." If we're going to make a true change, we have to have a reason for teachers to "buy in" to the change, have time to plan how to make it happen in the classroom, and take time to evaluate how well it's being done rather than jumping onto the next thing. I do realize there is the PLP which can be used to explore my own development interests. With all our meetings and district learning, there seems to be little time to choose something different. I almost always choose my PLP to reflect the district PD so I have one less thing to keep in my brain! This is such a tricky area because you have to have commonality to make change, yet the "buy in" needs to be somewhat personal. One thing I do want to commend the district professional planners for is this. I have been taking courses through Walden/Canter for the past two summers. EVERYTHING in the courses I know about because of Prairie. Please know that makes me proud to walk the walk of learning that I also expect of my students.

Creek Plenty of time is spent telling is the things that we are going to need to do to implement the ICC and help improve our teaching practice. However, we are rarely given enough time to plan and work with other teachers to decide what way to best work these changes into our curriculum. More time is needed to make sure that we can plan appropriately for the changes that we are expected to make.

Again, more time is need to plan the things we need to do to make these required changes happen in our classroom in a way that will best benefit the students.

Creek At times, there could be more individual strategies and techniques for Special Ed teachers. We are suppose to be the experts in differentiation, but many times we only know the strategies that the general education teachers know. We need the general education strategies so we can align, but we also need more in the area of specialized training.

We appreciate the time given to us, but at times it is just another meeting to go to. We are more productive when we are able to work on what we need too. Many times, our "PD" is turned into a staff meeting and less learning.

Creek It would be nice to have some more time to implement strategies or practice them during our professional development.

Creek Current structures for PD are not a part of the workday. Instead PD becomes a weekly meeting to go to that does little to address professional development and has become a staff meeting for venting and spreading negativity.

Creek We are not allowed to attend workshops or conferences outside the district. The strategists are trained and we get the information second hand. Teachers are constantly bombarded with new training and time is not given to allow the teacher to plan on how to implement the new learning. Too much time is spent in meetings.

Creek time Creek N/A As a new employee, I have not yet had the opportunity to

experience much collaboration.

Creek We need to keep the new learning a narrow focus and not as broad as the past. Generally, this district tries to become 'expert' in multiple areas of development. We end up with surface learning and not understood by many.

Until our curriculum is fully developed, starting from assessments and essential questions-or what should the students know at the end of year, or trimester, or unit, lesson study does not seem as relevant.

Creek We continue to hear about the ICC and how it will impact our work with students. However, support is still needed in having time to "dig into" the ICC to see what is there, as well as to develop lessons/assessments that address the ICC.

Creek Have a portion of PD's devoted to technology and explaining or going through step-by-step the procedures. Yes, it's explained via emails, but often times it helps to see it and not read directions.

Thank you for taking out the "games" and adding in time to read information and discuss. PD's I am glad we finally have more flexibility to choose an area of focus for the year. Thank you!

Creek Limited time to plan and collaborate w/ colleagues during school time because of our excessive consistent work load.

I'm concerned being prepared for 21st Century Skills. We are expected to begin implementing these skills without adequate training to the degree of mastery. Boot Camp Technology training this summer was only a bird's eye view of the potential but did not adequately prepare one to understand and confidently use in the classroom for the coming year.

Creek Teachers DO NOT have adequate time for teams to collaborate and improve teaching strategies without infringement from outstanding requirements ( mapping, IDM, etc.)from district.

There must be a directed review of what's expected or considered 'routine' requirements for staff. Staff can NOT be expected to keep adding 'new learning' on top of what we are currently doing and continue to implement all areas well. This does not mean we go backwards, it means we purposefully concentrate on what our time is best used for to ensure the highest student return for ALL students.

Creek we see a lot of stuff, but never have time to work on it for presentation for our class of students. especially with the 21 century skills and technology---we can't really learn it unless we have our hands on it, do it

Creek Learning specific to special education teachers is limited to paperwork completion and support with district wide initiatives (curriculum mapping, etc.) and doesn't address specific interventions for struggling students. At some level, administration needs to realize that special education teachers needs for professional development do differ slightly from general education teacher's needs. Yes, best practice is best practice and we need to participate in most of the general education teachers' work. Many of us have heard the same Grant Wood presentations many times and they do not address specific interventions.

Creek We spend a lot of time analyzing the data, but do not have enough time during professional development to prepare and make changes to instruction and individualize instruction to help with student achievement.

We need time together and individually to prepare for the students we are working with for the year. It doesn't help to spend an entire day analyzing data and not having quality time to implement changes needed to improve student learning.

Creek CCSD's Prof Learning is outstanding, however it is always led by in-house administrators or teachers. For the most part, they are fabulous. I had to mark #13 low because rarely are workshops encouraged (i'm sure it's a financial issue) or outside classes. Everything is "in-house."

I have never worked in a school district that collaborates as much as we do here. We are incredibly productive. Everything we work on during PD days is student centered, data driven, goal oriented, & standards based. It can be exhausting at times (meeting so often on collaboration days, PD days, team meetings, etc...), however we get a lot of great things accomplished.

Creek More work time! I am usually very interested in implementing the new things we learn, but don't always have time to plan and use them.

I appreciate when it is recognized that some of the professional development is inappropriate for teaching specials-art, p.e., music, etc.

Creek Resources for non-core teachers

CREST Crest I do not feel as though we are truly getting much time to

collaborate with our grade level teams. We are doing so much professional learning that it seems we don't have the appropriate time to prepare quality lessons, etc for our students. All of our planning has to be done outside of school hours which is difficult.

Crest We seem to have professional development on a lot of topics. Sometimes it would be nice to slow down some, really focus on one thing that we could master in a year, and have more time for practice and implementation rather than just keep pushing forward and learning more without that time to actually work with the ideas.

Crest I would like to see more time structured in for lesson planning/unit planning for these areas...basically more time allotted to plan and implement what we are learning in PL.

Crest We have had many cycles of what collaboration should look like. In the past it has been a time to work with your team on lesson planning, differentiating, and working out groups of students to work with. Last year it was more of a mapping meeting where we were only mapping. We really need that time to work with our team on unit and lesson design more often. We could also use the time for mapping, but felt that our time was more effectively used when we had the chance to plan together as a team!

Crest I feel as though our time for true collaboration is inconsistent. Often times our collaboration time is used to achieve other district goals rather than a time for us to work together to become better teachers and figuring out what is best for kids.

Crest I feel like all of our PD is organized & delivered in a way that improves our teaching and allows all of our students to be successful.While we would often like to fit in more or something different, our time is never wasted in these meetings.

Crest I feel like we do all of the above during collaboration at some point during the year, but not regularly.

Crest We do not incorporate enough time to LEARN new technology and how to best integrate it in the instruction. Teachers have asked for time to learn how to best use new equipment and the request falls on deaf ears. 30 minutes in a PD Day or encouraging after school time is not a viable option. Let's get as serious about using technology effectively as we have about analyzing data until we're blue in the face.

Crest Sometimes it's a bit too much when all the teachers simply want and need is more time in his/her classroom to prepare for the day/week. Also, special education teachers often feel that the content doesn't always pertain to them (this is what I'm told) and it's not always relevant to their teaching.

Crest Spend time getting better at a few things instead of continuing to add more and more each year.

Crest I am part time, I don't come to school until the morning meetings are over, I miss out on all the information and practice that the other teachers are getting. And then the administration doesn't understand why I have a hard time fully understanding things like "think aloud".

I don't know what we regularly engage in because I am not apart of those regular meetings.

Crest Professional development is geared toward learning "new" information/strategies, etc. but does not give adequate time to learn and incoporate these skills before the next "new" thing is discovered and brought on board to learn.

Professional development in our elementary buildings is directed by admnistration. Cadre is given instructions about what and how to provide this training. Teachers do not have input into what professional development is or how to tailor it to meet the needs of the staff.

Crest My hope is that our PL will directly align with improving my teaching and student success in the classroom. I would like to see more meaning in what we do.

Edge Edge These things could already be in place. I have just not seen them. Edge We need time for planning so we can further implement PD.

Heights Heights New to the building. Heights Our PL days throughout the year do not help with this. I would suggest

shorter time periods, but more often, such as getting out of school an hour earlier once or twice a month for us to collaborate, rather than spending all day once a month. These days are exhausting and I could accomplish everything I do all day in about 3 hours.

Heights More time- Wednesday PL does not give us enough time to look at data, implement and discuss. It would be great to have a large chunk of time weekly to look at data, develop plans, and implement. The next week we could discuss outcomes and plan for the next week.

Heights More technology courses, more time to implement one practice at a time and stick with it. :)

Heights I truly believe that if I had more hands on practice with the computer technology available, it would make my students' learning more engaging for them. Due to the fact that I do not feel knowledgeable about using the resources available, I hesitate to use them in my classroom.

Heights More lesson study and the time to observe other teachers in my building and other buildings

Heights For many in which I disagreed, I wanted to say "not yet". Many of these are goal areas for our staff.

Heights As a World Language teacher, I feel our PD could be improved with more opportunity to have structured peer coaching, etc. and time specifically for developing our curriculum and shared formative assessments, etc. When curriculum mapping, we have not had expert coaching that applies to our situation.

We could benefit from all the elements of professional learning that are unchecked in the above question.

Point Point We need more time for collaboration Point We need two things - teacher choice and teacher differentiation.

Teachers need to be able to choose some of what they learn. Also, we need to get away from the "one size fits all" professional development. Those people who can learn faster and in greater depth are rarely challenged.

Point At Point, it would be helpful if the staff could provide feedback about their PD experience on a more regular basis.

Point TIME!!! Point -4 While teachers seem to prepare effectively for PD and collaboration,

our principal's presentations do not have clear goals. -5 Meetings among different teams, departments and groups occur almost daily. The frequency does not equal effectiveness, and quantity of PD should be reduced in order for teachers to implement these ideas into their classes. You can give me all the great research and strategies in the world, but if I don't have time to embed them in the classroom, they will not benefit students. PD seems to place its primary focus on students in the upper middle to upper achievement sectors. There is insufficient focus on strategies to support middle and lower achieving students, leaving a few dedicated teachers to triage failing students. This is particularly inefficient, and it is the opinion of this educator that ALL teachers should be asked to support ALL students. As it is now, some staff do not utilize, develop, or honor student accommodations or useful strategies.

Point Make it applicable to all curricular areas. I do believe that the PD system we have set up does a good job of helping the core teacher it does a poor job of helping the non-core teachers. Your typical square peg/round hole predicament.

Point Professional learning needs to be tailored to subject area so that music teachers feel that they are gaining professional skills and knowledge that will enable better teaching in their specialized classroom.

Prairie High School Prairie High School

Special ed and non-core areas often excluded.

Prairie High School

Love current structure for collaboration. I think we have ENOUGH time for PL, but it feels like the district lacks a clear focus for long term PL. Would also like to see differentiation (which, by the way, is only possible if there is a clear, long-term learning target.)

Prairie High School

These were all "yes"/"no" questions. How is any of this going to reveal how effective the staff feels our PD is?

Prairie High School

At the high school level, many of us are not "core" teachers and the PD doesn't fit what we do. Too often, our PD is one-size fits all and does not differentiate.

I feel our PD is too elementary focused. At the high school level, we have different needs. Our PD never reflects this. PD needs to include ALL teachers, including those of us in the noncore areas. It needs to be differentiated so all feel included/involved and feel ownership of the process.

Prairie High School

it is hard to get buy in from 100%.

Prairie High School

We need more time to practice what we learn on PD. Focus on a few strategies, practice them, debrief, and work on perfecting those before moving on.

Prairie High School

PL seems to focus more on what teachers are doing and holding deadlines to the teachers, there is rarely time to sit and figure out how that affects students in our building and finding ways to make them more successful. Most PL focuses on what is expected from teachers, not student achievement. When student information does appear, it is in a general statistic form, it doesn't allow us to go in depth on how to come up with specific plans that may allow for student success.

Prairie High School

If our aim is for ALL students to be successful, then we need to look at real means for improving achievement - like spending more time with our students and taking PD time and planning meaningful lessons and improving our curriculum - not jumping through hoops to satisfy someone in an office 2 hours away from here. Research shows more time with the kids, more time improving instruction, and lower student/teacher ratios will improve achievement...not more time in PL days.

Prairie High School

The change that needs to be made is that more of the staff NEEDS to receive direct, comprehensive instruction and have time to fully understand the professional learning expectations--not "get it" in small spurts during PL Day, and instantly be expected to be "expert". The problem is that for many of us, we still feel that we are going a mile wide,

and an inch deep. Provide us with comprehensive instruction from the expert. Concentrate on ONE initiative, and develop it WELL...then move on the the second initiative, and so on. Is the way we are taught in step with the best practices we use with our students? Time that is required in order to do a quality job will always an issue, but it does no good to automatically dismiss it as a factor that affects our learning...which it does. My recommendation is we need to move toward a weekly early release model in order to improve our current learning structure.

Prairie High School

I think we need more time to talk about what we successes and problems we are experiencing rather than being "taught to" all the time. We need more time to reflect on what's going on in our classrooms.

I feel that we need to do more differentiation in PL. We do it for kids- we need to do it for staff as well. This should be done based on grade level (different plans for k-4, 5-6, 7-9, 10-12) and within our buildings based on how well we feel we are doing. I also feel we should focus and stick with one goal for multiple years to truly understand how to use it to help kids- and try not to add anything until we have really implemented our first initiative.

Prairie High School

PD needs to be adjusted so that it is appropriate for secondary and primary. Sometimes the same details for PL days do not apply evenly.

Prairie High School

I think we are getting there with working Iowa Core into our PD, but we haven't really linked our WTL/CSR work with the specifics of Iowa Core. It is hard for me to see the "clear connections" between the two and I think we will need more than WTL/CSR to implement Iowa Core "deeply and consistently".

We don't have enough time in course-alike collaboration to even talk about vertical allignment. It is usually talking about main issues/concerns. There isn't really even enough time to really talk about unit design!

Ridge Ridge The PD support general ed teachers well, but is highly inadequate for

special ed teachers and students with various learning needs. We could use more PD for special education.

Ridge Special education is in need of PD that is designed to meet their students needs.

Ridge To clarify for number 5, I marked all items I do with my team, however, most of these items are done on our own time. Typically during our collaboration day, Map and Talk is all we can accomplish. Also, I feel as though we do not bring in knowledgeable others/experts from outside of the district enough. The PL sessions that did include experts from outside of the district were the PL sessions I gained the most from.

Ridge It would be helpful to have more access to outside professional development (i.e. conferences).

Ridge Our collaboration time is so precious, and sadly we were not able to use it as we would have always liked due to mapping due dates.

Ridge To clarify question number 5, I answered this as if you are asking if I do this both during contract time and on my own time. On my Thursday collaboration time, I typically do map and talk.

Ridge For question 5, the checkmarks apply to collaboration time we spend well outside of the 45 minutes we are given for collaboration once a week. If we did not meet to collaborate outside this time, it would be very difficult to regularly engage in all those manners. On Thursdays during collaboration time, we have spent a large amount of time on Map and Talk.

Ridge Our primary focus during collaboration has been mapping. Ridge Extended time for PL on a weekly basis - early out structure - would it

make it possible for those with extracurricular assignments to be involved with PL

Ridge I do wish that the paraprofessionals could be included in some of the PD training. Write Tools, etc.

Ridge Many of these items were worked on during our own time. Ridge More inclusion of para educators in the staff development.

View View Listen to teachers to find out what areas they feel need improvement.

Give initiatives time to take effect before exploring new ones. Limit learning goals to 1-2 per year, so that they can be implemented with fidelity.

View "specials" groups need more guidance and assistance from qualified individuals. We need time to really enter the data and information into our maps when we are actually teaching--not way before or after due to time constraints.

we would love time for peer observation and debriefing--the scheduling between buildings is what is difficult for us.

View Professional learning time is spent teaching teachers how to put in what they have taught into their curriculum map and are expected to figure out how to integrate 21st century skills into a classroom where there perhaps is one computer for the whole room. It seems to me that professional learning would greater impact the students if teachers were learning the new skills to teach the students. For example - students are never going to be taught in the classroom to fill out a curriculum map. They will never need to know this skill. However, students do need to learn health, technology and other skills. Many teachers do not know how to integrate these into their current curriculum or even, perhaps how to run the technology equipment/programs themselves. I honestly feel that we do NOT need more professional learning time, but rather better topics and usage of that time. So that instead of sitting for 4 hours learning how to navigate the mapping tool and how to word sentences - we would learn how to use googledocs or set up a classroom blog - how to use these in a classroom where there may only be a handful of computers.

As stated above - I do not feel that we need more professional learning time - but rather to restructure that time. I think the topics need to directly touch our students. That after a day of professional learning we can bring it to the classroom the next day and have something that we can say to the kids, "hey look what I learned". Also, that more of the professional time and topics should be set by the needs of the staff and not as much from the district office. I do realize the district office will need to have some professional time with us to make sure we are doing what is needed on state and national levels - however. A lot of teachers would benefit from having some more professional time to brainstorm a new engaging way to teach a math or reading lesson. All in all - it's not about how much professional learning time is set aside, but how it is used.

View Teachers need more time for collaboration and need to be able to choose topics they feel they need to move their students forward. This is not the same for all teams, therefore just as we differentiate for our students we need to do the same for teachers. However, I do feel a structure needs to be in place for all teams to follow and communicate with their principal as to what they are studying/learning and how they are applying that knowledge and using student data to drive their collaboration.

View We need more time to work on building goals or team goals. We don't have enough time to focus on new learning. We have lots of new ideas coming our way and not enough time to teach with fidelity. I do not want any more inservice days added. I wish we went to a later start or early out. I feel we could get everything done in less time. Seems like things are added to our PL days when things could have been accomplished in less time.

View We need more time to meet as a grade level team so we can plan and deliver instruction that is consistent and well planned out. We do not have enough time to meet to plan BHH and do a good job at planning for instruction. We have many resources but are unable to use them because we continue to focus on new learning. My desired structure would include meeting with my team once a week at a given time to plan for meeting the needs of all of our students.

View I agree that we are doing most of these things but a lot of it occurs on our own time. We need more time to collaborate to be effective.

View We need more time to prepare for our wide range of students. We have time to cover district topics but no time to cover building or team topics that need to be covered.

View Disagree was chosen because of the language "adequately supports" because time is given to plan but not for preparation, analysis, and assessment of learning. There is not an adequate amount of time given to implement deeply through reflection, discussion, and further planning or revision of plans based on student needs.

Number 5 was unchecked because the majority of time spent during PD collaboration is data entry and specifically assigned tasks. Collaboration for the PD task is a small portion of what needs to be planned during a school day. Planning and getting materials ready for lessons, parent communication, co-teaching planning, etc. all are important portions of our planning time and are part of collaboration. The fact that the above are not marked does not mean that they are not important but they cannot be regularly done without sacrificing time away from what also needs to be prepared for the typical class day.

View Once a week 45 minute collaboration is not enough time to plan effectively lessons with colleagues that will have a positive impact on students. By the time we gather materials and thoughts about PD learning it is time to pack up. We need more time thoughtfully implement learning about the Iowa Core and work with our teammates on how to implement these ideas in an appropriate manner for their developmental stage.

Our collaboration time is not spent regularly on any of the above items. The above items are hit and miss. A lot of time is spent working on PLP, completing tasks given from PD, or dealing with technical glitches. Collaboration is not planning time- Planning time is spent doing the many other tasks of teachers. Such as correcting papers, running copies, calling parents, writing newsletters, putting away materials, setting up materials for science and social studies, etc., etc,. It is as if we forget all of the responsibilities that classroom teachers have. Especially elementary teachers who are teaching all core areas every day. While we try to spend some time during planning to collaborate- in reality- we have to cut it short just so we are ready for the kids who will be back in their seats in 40 minutes.

View I strongly disagreed or disagreed with many statements. I believe are PD days and the information we receive is valid. However, we are simply never given enough time to collaborate effectively with our team. We are told what tasks to complete and not trusted. We were hired in this district because we are highly effective at what we do. We need time to gather with our team and look at our individual students to discuss how they are doing in particular areas and then plan for them to better. We can't base our collaboration on district data alone. We teach individuals. You can't improve teaching if you don't have planful teachers. Planful teachers are not teachers planning on their own at home they plan together on tasks they decide are important to their students. Here at CCSD we plan what the district tells us to based on data collected as a whole. Individual children are ignored in the process.

A great deal of collaboration is spent entering data. I did not check any items above because I do not think we regularly do any of the above. All of the things listed are valid, but our collaboration is continuously interrupted to address district issues. We spend a great deal of time complying. It is not spent having valid discussions or meaningful planning to make our teaching more effective in order to increase student achievement. We know we will spend time out of school working. That is our job and we understand there may at times be several hours spent outside of school. However, we need time to collaboratively plan. We need the district to remember during our scheduled planning time we also have papers to correct, parent phone calls to make, newsletters to write, individual student personal needs to address, plan for co-teaching, set up for lessons, run copies, post objectives and essential questions, write notes home, and many more things; thus making effective team collaboration not possible.

View We do engage in professional learning, a lot of it, and we're given great information and research and articles....however, we absolutely do not have the time to effectively implement the new learning that occurs with fidelity. We have 45 minutes of collaboration a week, often times which is interrupted or filled with other "tasks" that must also be completed. Planning time is also so short, especially when you factor in the reality that we also have papers to grade, assessments to plan, co-teachers to meet with, parent scheduled meetings, etc. We have had many mornings/meetings in ICC, but we've really just skimmed the surface. It seems to be something we're just "expected" to go back to our classrooms and understand and do, but we're never given the time to dive in as a team and understand it better on a deeper level.

In reference to number 5, I do not feel we regularly do ANY of those things. The majority of our time is spent entering data into the computer or onto logs, entering the same repetitive statements into a PLP, mapping, or completing other tasks that come up along the way out of something specifically assigned. It seems like some of these things don't really seem to directly impact student instruction in the same way having meaningful reflective conversations about lessons we taught, or looking at our own student data and making instructional decisions about it could. Collaboration is 45 minutes once per week. If it were used in a way that was relevant to our individual grades based on trends/needs we have, it would be great. Still not enough, but a huge improvement. I worry that this is going to cause our planning time to be jeopardized, because that is not nearly enough either to do all that is demanded of our job. We have newletters to write, lessons to write, papers to grade, data to enter into our own grade books, parents to call, and many other tasks that come up along the way and vary from day to day. It seems as though we spend the majority of our time complying with what is asked of us via PD days.

View Make it clear that this time is sacred only to our PLP. Keep mapping, daily business, and interruptions out of our Collaboration time.

If you look at all items checked in question number 5, you can see that we attempt to maximize our time, however we are unable to use the time in a CONSISTENT meaningful chunk.

View We need more time for quality, effective collaboration. Because of the need to implement Iowa Core with fidelity and to meet a more diverse group of students' needs, it is nearly impossible to do it all well. While we say we can be good at some things, we're not able to be great at all things. More time is needed in order to meet the increasing demands. If we want to provide a quality education, we need the time in order to become better teachers. Just adding one more thing to our list of initiatives is not the answer. We need to find a structure that will support weekly release time for additional collaboration. More focused collaboration leads to better, more thoughtful curriculum maps, which means better aligned between Iowa Core and CCSD standards. Teachers who have extended periods of time to collaborate reach a much deeper level of implementation and planning than the current structure of meeting for only 40 minutes once per week.

It is evident from question #5 that we have MUCH on our plates for collaboration. How can we work on ALL of those professional learning tasks when we don't have enough time and too many things pulling at our attention?

View Not all teachers have adequate planning time throughout their day to engage in professional learning. This makes planning with your team or co-teachers almost impossible.

View more time to plan and collaborate with other teachers View The biggest issue is spending 80% of our time learning new PD, but only

20% of out time doing lesson plans for it since we have so many meetings so we end up with crappy lesson plans and minimal implementation as the next day we are learning about another PD initiative and we've moved onto "the next thing"

Less time with PD more time planning quality lessons instead of having a meeting before school and only having 10 minutes before the kids come into the classroom to plan lessons for an entire day.

View The learning that we do throughout the year is valuable learning. However, it is TOO much learning to implement the learning with fidelity.

Initially, collaboration was a time for the level to do grade level things that needed to be done with some restrictions. Collaboration has become another PD day in which we are told what we are to be doing and not so much as what the grade level NEEDS!!!

View Our PD is very effective but can sound like a broken record. If we are talking about one subject, writing for instance, that you collaborate with for your team, building, and every PD during the year it is monotonous. Other subject areas need attention as well and would be beneficial to teachers.

View Teachers are given proper inservice/instruction for Iowa Core and 21st Century structures, but we spend our PL days doing that and never given time to work on what we should be doing for best practices and student learning.

It is a fact that we don't do the things listed above on a "regular" basis because we absolutely do not have any more time to devote to so many learning initiatives. We need time to learn about these and then have time to learn FROM them without feeling pressure and stress.

View There is a tremendous focus on educational strategy based research practices but there is little attention given to brain-based research and development and the role this plays on the effectiveness of these educational strategies. The two are strongly aligned and if the brain is not responding to the interventions, the district is not providing opportunities for teachers to learn alternate strategies and professional development opportunities to reach the challenges associated with the under-developed brain.

View Our collaboration time would need to be more specific to the ICC and specific goals that we would work on, once understanding that goal as it applies to our grade level. Once fully understanding the goals because they are not necessarily written in kid friendly terms, then having time to reflect on how to implement and did it work or not and trying again.

After PD days, I feel like we have a ton of new learning but not the time meet with our teams to sit down and figure out how we will apply the new learning effectively and then once we apply it discuss how things are going. This doesn't occur until maybe a week later and by then you have forgotten some of the things taught.

Board Report Professional Learning Survey September 20, 2010

Rationale for the survey Definition of Professional Development According to NSDC (National Staff Development Council), the definition of professional development means a comprehensive, sustained, and intensive approach to improving teachers' and principals' effectiveness in raising student achievement. (Journal of Staff Development, Fall 2009, Volume, 30, No. 4) College Community has been conducting Professional Development Surveys since the establishment of "Collaboration Structure" in each school. The collaboration structure includes both PL days (workshop learning) and job-embedded weekly collaborative and planning sessions (workplace learning). We are updating the survey to align with the current research. The survey assesses our school's professional development in relationship to NSDC's new definition for professional development. The result of the survey should guide the school and district's continuous improvement cycles. District Level Data The top three strongly supported items: Item % strongly

and agree Questions

2 97 Our professional development is aligned with state and district academic standards for student achievement

1 95 Our professional development fosters collective responsibility for improved student performance

4 95 Our professional development is facilitated by well-prepared school principals and/or school based professional development coaches, mentors, master teachers, or other teacher leaders

The lowest three items: Item % Questions 15 66% Our PD practice is supported or provided by for profit and nonprofit entities outside

the school such as universities, education service agencies, technical assistance providers, networks of content-area specialists and other education organizations and associations

13 70% Our PD practice is supported by activities such as courses, workshops, institutes, networks, and conferences that address the learning goals and objectives established by the school

16 75% Based on the new definition on effective PD, our current collaboration structure (both workshop and workplace learning adequately supports all teachers in implementing Iowa Core deeply and consistently)

12 75% Our PD uses external assistance thoughtfully and effectively to enhance the improvement cycle

What do teachers do during collaboration? The top four activities are: 78% Collaborative unit/lesson design 78% Analyze student work 74% Map and talk 74% Analyze student achievement data The lowest four activities are: 8% Analyze video-taped lessons 27% Research review 32% Peer observation and debriefing 40% Lesson study Data Patterns There are similar patterns among all schools. However, Ridge’s pattern is significantly different. Patterns in Written Comments 46 Need time to plan and implement 23 Need meaningful/quality of PL 17 Need to make it relevant to special ed/elective teachers 5 Need technology/21st century learning 5 Need to stay focused 3 Need external PD support 3 Positive comments 3 Need to draw input from teachers 2 Need to provide PD to paras

Documents

College Community School District Professional Development ... · coaching (i.e. structured peer coaching, instructional coaching, best practice demo and debriefing, analyzing student