Embed Size (px)
Citation preview
PROFESSIONAL DEVELOPMENT PLAN
Westbury Union Free School District September 2017-2020
2 | P a g e
Table of Contents
PROFESSIONAL DEVELOPMENT PLAN Philosophy and COMMITTEE ................................................. 3
Section I ....................................................................................................................................... 5
Introduction ............................................................................................................................. 5
The Ten NYS Standards for High Quality Professional Development ............................................ 7
The Standards for Professional Learning from: Learning Forward ............................................... 8
Goals 2018-2019 ....................................................................................................................... 9
Section II .................................................................................................................................... 10
Identification of Professional Development Activities .............................................................. 10
Professional Development for Staff Members Certified after February 2004 ............................. 10
Curriculum .......................................................................................................................... 10
Data Analysis ...................................................................................................................... 10
Instruction .......................................................................................................................... 11
Social/Emotional Learning ................................................................................................... 12
Technology ......................................................................................................................... 12
Alternative Education .......................................................................................................... 12
Cultural Proficiency ............................................................................................................. 12
In-Service District Sponsored Workshops/Training ............................................................... 13
New Teacher Program ......................................................................................................... 13
Superintendent’s Conference Day ........................................................................................ 13
Faculty Meetings ................................................................................................................. 13
Grade-Level Meetings .......................................................................................................... 14
Department Meetings ......................................................................................................... 14
District-Level Committees .................................................................................................... 14
Section III - Needs/Data Analysis for Professional Development Plan ........................................... 17
Needs Assessment Sources...................................................................................................... 19
District Mentoring Program ..................................................................................................... 20
APPENDICES ............................................................................................................................... 22
Appendix 1: New Teacher Program .......................................................................................... 22
3 | P a g e
Professional Development Philosophy “The purpose of the Professional Development Plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.”
Section 100.2 General school requirements,(dd) Professional development plan
4 | P a g e
2017-2019 Members of the Professional Development Committee
Administration: Eudes S. Budhai, Superintendent of Schools Dr. Roger Bloom, Assistant Superintendent for Personnel Maria Meyer, Director of Instruction Assessment and Funded Programs Jorge Santiago, Jr., Director of Special Education Dr. Wanda Toledo, Principal, Drexel Avenue David Zimbler, Principal, High School Jeff Smith, Supervisor of Security Teachers/ Teacher Assistants: Roxanne Basandella, Teacher, Drexel Avenue Donna Sabella, Dryden Street School Evelyn Bunger, Dual Language Teacher, Powells Lane Christine Corbett, Westbury Teachers Association Nicolette James, English Dept. Chair, High School Rebecca Robledo, Westbury Teacher Assistants Association Alexa Sakal, Special Education Teacher, Drexel Avenue Christie Thiel, English Department Chair, Middle School Andrea Thompson, Math Coach, Powells Lane Michael Villanti, English Teacher, Middle School Lisa Zizzo, Teacher, Dryden Street Milagros Santiago, Bilingual Teacher, Park Avenue
PURPOSE OF COMMITTEE:
To improve the quality of teaching and learning by ensuring that teachers participate in substantial professional learning opportunities in order to remain current with their profession and meet the learning needs of our students.
CHARGE OF THE COMMITTEE:
1. To review mandates and make a recommendation regarding operations of the committee.
2. To conduct a needs analysis based on standards, assessments, and student needs including but not limited to linguistic, cultural diversity and special needs and teacher capacities.
3. To establish goals, objectives, strategies, activities and evaluation standards for professional learning.
5 | P a g e
Required District Information
District Name: Westbury Union Free School District
BEDS Code: 28-02-03-03-0000
Superintendent: Eudes S. Budhai
Address: 2 Hitchcock Lane Old Westbury, NY 07621
Phone: 516-874-1832
Fax: 516 876-5181
Email: [email protected]
6 | P a g e
SECTION I
Introduction Professional teachers must have a strong foundation and an opportunity to exchange, develop and implement meaningful instruction. Quality teachers, who continue to improve their knowledge and skills, will greatly impact student achievement. In order to be more effective in the education of children and to consistently operate in their best interest, the Westbury School District’s Professional Development Plan (PDP) focuses on providing support, motivation and tools to assist the professional staff in providing the best possible education for children while demonstrating the guiding principles of the Comer Model: Collaboration, Consensus, and No Fault. Professional Development will provide opportunities for teachers to hone and develop instructional practices to improve student achievement. State and local assessments will be used to assess and monitor student growth. Such data will be used in planning and making decisions that impact Professional Development. The PDP must be aligned to the Westbury UFSD Strategic Plan in order to ensure consistent and pervasive delivery of professional development for all staff. Faculty meetings, local school training and staff development days should be aligned with the PDP.
7 | P a g e
Professional Development Plan
The Westbury Union Free School District is committed to attaining the goals established by the Strategic Plan and initiatives set forth by NYSED and USDOE. Specifically, WUFSD believes that the quality of the classroom teacher is central to the improvement of student achievement. The district believes that . . .
• High rates of student achievement are directly related to the quality of classroom instruction, regardless of the gender, ethnicity, primary language, or socio-economic status of the student.
• The quality of classroom instruction is dependent upon the content knowledge, pedagogical skills, and belief systems of the teacher.
• Teachers develop these characteristics through quality pre-service preparation programs, thorough induction processes, and ongoing professional development opportunities.
The process of preparing, supporting, and retaining new teachers is called Induction. Induction includes all of the things done to train and support new teachers and acculturate them to teaching, including the responsibilities, missions, and philosophies of their districts and schools.
Harry Wang
8 | P a g e
The Westbury Union Free School District recognizes that quality professional development is valuable and important in achieving the district’s mission to:
• acquire the knowledge and skills needed to lead a productive, responsible and culturally enriched life in the 21st century;
• develop attitudes that reflect empathy and caring for others and respect for the differences and diversity in our society;
• understand our cultural heritage and the need to participate in the community as an informed and involved citizen;
• work cooperatively in a group while becoming an independent learner and productive thinker;
• develop the ability to be creative through music, visual or performing arts, or literary expression;
• achieve physical and emotional well-being; • understand the need to appreciate the earth and protect the environment
As educators, one of our most exciting privileges is having the opportunity to take part of our practitioner’s professional growth. For this reason, the Westbury UFSD is fully committed to providing professional development opportunities that support teachers on expanding and refining their practices over time. We are committed to this endeavor knowing that those opportunities have an immense, positive impact on both the teacher and all the students they work with over the course of their careers. Therefore, we strongly believe that it is imperative to the success of our students, that our professional staff be provided the same opportunities for high quality professional growth from educators who understand the content, best practices and the needs of the participants. These opportunities must be flexible and responsive to teacher needs, yet firmly committed to teacher growth. Professional learning sessions provide multiple opportunities to exchange and share best practices so that the participants can develop, plan and implement meaningful instruction. High quality teachers, who know both their content area and their students well and who continue to improve their knowledge and skills, will continue to have a deeper and more meaningful impact on student achievement. The Westbury School District’s Professional Learning Plan (PLP) focuses on supporting, motivating and providing effective tools to support teaching and learning while demonstrating the guiding principles of the Comer Model: Collaboration, Consensus, and No Fault. Multiple points of data are analyzed and used to monitor student progress and growth. That data analysis is used in developing instructional action plans to address student strengths and areas of need as well as making informed decisions that guide the planning of Professional Learning opportunities that are provided to ALL stakeholders. We focus these opportunities on the criteria listed below so that all stakeholders are provided with tools for planning, implementing, and reflecting on high quality teaching and learning. Our professional learning framework is cyclical and consists of: • Work sessions
9 | P a g e
• modeling (job embedded coaching) • sharing of best practices (collegial circles) • courses/workshops (e.g. on subject matter or methods and/or other education-related
topics); • education conferences or seminars (at which teachers and/or researchers present their
research results and discuss education problems); • qualification programs (e.g. a degree programs); • Inter-visitations: School to school, classroom to classroom, district to districts) • participation in a network of teachers formed specifically for the professional
development of teachers; • individual or collaborative research on a topic of professional interest; • mentoring and/or peer observation and coaching, as part of a formal school
arrangement • book study: reading professional literature • engaging in informal dialogue with peers on how to improve teaching through
professional learning
The evolution of learning will lead to the evolution of teaching. The Westbury UFSD’s goal is to establish a culture of professional learning and collegial sharing that maximizes teaching and positively impacts student growth. In order to ensure consistency among the district, the Professional Learning Plan is aligned to the Five Year Westbury UFSD Strategic Plan, the Ten NYS Standards for High Quality Professional Development and The Standards for Professional Learning from: Learning Forward. This consistency ensures that the monthly faculty/department meetings, district wide and/or local school trainings and professional learning days are connected and aligned with the PLP.
10 | P a g e
The Ten NYS Standards for High Quality Professional Development
1. Designing Professional Development: Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn.
2. Content Knowledge and Quality Teaching: Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.
3. Research-based Professional Learning: Professional development is research-based and provides educators with opportunities to analyze, apply and engage in research.
4. Collaboration: Professional development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment.
5. Diverse Learning: Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students.
6. Student Learning Environments: Professional development ensures that educators are able to create safe, secure, supportive, and equitable learning environments for all students.
7. Parent, Family and Community Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education.
8. Data-driven Professional Practice: Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.
9. Technology: Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.
10. Evaluation: Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.
11 | P a g e
The Standards for Professional Learning from: Learning Forward
1. Learning Communities • Engage in continuous improvement • Develop collective responsibility • Create alignment and accountability
2. Leadership • Develop capacity for learning and leading • Advocate for effective professional learning • Create support systems and structures
3. Resources • Prioritize human, fiscal, material, technological, and time needs • Monitor how resources are used • Coordinate resources
4. Data • Analyze student, educator, and system data • Assess progress • Evaluate impact of professional learning
5. Learning Designs • Apply learning theories, research, and models • Select learning designs • Promote active engagement and deep learning that inspires action
6. Implementation • Apply research on change • Sustain support for implementation • Provide constructive feedback
7. Outcomes • Meet performance standards • Address student learning outcomes • Build coherence through alignment
12 | P a g e
Based on the data from a variety of needs assessments and to ensure that all teachers are able to effectively implement these ideals, WUFSD will implement the following design to integrate an extensive professional development program that focuses on five main areas:
• recruitment and hiring • certification/licensure • induction/retention • professional learning • accountability
A variety of scientifically based programs and services are offered that support these objectives. All programs are designed with the use of scientifically-based research on high quality professional learning, in accordance with the guidelines established by the National Staff Development Council. In accordance with these standards, high quality professional learning is defined by the following criteria:
Content
• Is determined by student and teacher needs • Incorporates knowledge of content and teaching pedagogy
Process
• Is closely linked to concrete classroom practice • Involves opportunities for collaboration with colleagues • Involves opportunities for observation, critique, and reflection
Context
• Is embedded in the daily routine of teachers • School leaders have the knowledge and skill set to support the implementation of new
teaching content and pedagogy
Needs Assessment
The Westbury Union Free School District utilizes multiple sources of data to establish its district’s Professional Development Plan (PDP). The needs assessment process includes student data, teacher and administrator focus groups, surveys, review of previous professional development plans, teacher credential and staff projections, pre/post-tests of teacher knowledge base at professional development offerings, and participant satisfaction surveys. This information coupled with plans for new curriculum adoptions assists the district in planning effective professional development programs at the district level. The district’s PDP sets the framework for school sites to plan their professional development activities around unique student and teacher needs. The district further supports the implementation of the PDP and evaluates its effectiveness by analyzing data on a yearly basis.
13 | P a g e
Strategic Plan Focus/ District Wide Goals Curriculum and Instruction (Student achievement)
• To strengthen and develop standards-based lessons that improve the quality of students’ reading and writing across the curriculum.
• To integrate technology into the instructional practices of teachers. • To establish a plan for systemic articulation and monitoring of curriculum and instruction
Kindergarten through Grade 12. • To provide effective instruction to culturally and linguistically diverse students. • To develop a Kindergarten to Grade 12 standards-based system to evaluate and analyze
student data that is aligned to NYSED standards.
Family and Community Engagement
• To strengthen the home-school-community connection by effectively communicating with and engaging both students and families.
Culturally Responsive and Sustaining Practices
• To develop culturally-responsive schools and classrooms. ______________________________________________________________________________ SECTION II Implementation of the Plan, Monitoring, and Updating Implementation Accountability and responsibility for implementation of the PD Plan lies with all staff, that includes the superintendent, assistant superintendents, directors, building principals, department chairs, professional support staff, and teachers. The goals will be reflected in comprehensive school plans, faculty meeting agendas, department meetings agendas, workshops, conferences, in-service courses, Superintendent Conference Days, Staff Development Days, and the efforts of staff developers. The District Professional Development Committee will assist in planning and monitoring the implementation of the plan and report back to the committee at regularly scheduled committee meetings. The Assistant Superintendent for Curriculum and Instruction will collect and analyze data. Then the PD Committee will determine the various levels of success with application of the goals. Identification of Professional Development Activities
14 | P a g e
The Westbury Union Free School District’s Board of Education identifies goals which reflect specific needs of the school community. These goals are communicated and reviewed by the leadership team and communicated to the K-12 staff. Professional Development for Staff Members Certified after February 2004 Beginning with the 2016-2017 school year, the Professional Development Plan of each school district must describe how the school district will provide their newly certified teachers and Level III teaching assistants with opportunities to participate in 100 hours of professional development every five years by a sponsor approved by NYSED. The professional development provided by the district must align with the goals outlined in the Professional Development plan. The ultimate goal of all efforts in this area is to increase the capacity of faculty members to enable and assist all students to higher academic achievement. The New York State Education Department recommends that the content of these professional development opportunities be directly related to:
• Enhancement of teachers’ subject matter knowledge [content] • Teacher knowledge, use and application of appropriate teaching techniques [pedagogy] • Broadening and enhancing teacher abilities to apply more accurate and appropriate
assessment methodologies [assessment] • Enhancing teacher skills and options in effectively managing individual students and
classrooms in both heterogeneous and homogeneous settings [student/classroom management]
The following professional development activities are part of the sustainable development of Professional Learning Communities established in our school district:will be available to K – 12 professional staff during the 2018-2019 school year: The Westbury UFSD’s professional learning framework is cyclical and consists of (1) work sessions, (2) side by side modeling (job embedded coaching), and (3) sharing of best practices (collegial circles/fish-bowl). The methods used include but are not limited to:
• Use What You Are Teaching.... • Develop Something That You'll Use Right Away.... • Use the Lesson/implement the strategy and Receive Feedback.... • Improve and Level Up With Another Lesson.... • Local Responsibility and Buy-In.... • Long-Term Focus.... • Good Timing.... • Empower Peer Collaboration...
Teachers have access to a menu of options through a variety of approved CTLE sessions within the Westbury School District as well as external partnership/ sessions. Below are the names of the collegiate professional learning practitioners with which the Westbury UFSD partners with to offer high quality opportunities. Their qualifications of the professionals are reflected in their curriculum vitae which have been included in the application packet:
• PLC Associates • American Reading Company • Institutions of Higher Education • RBERN
15 | P a g e
• RSE TASC • BOCES
o Nassau BOCES o Eastern Suffolk BOCES o Questar III o Putnam Northern BOCES
• Professional Learning Sessions offered by NYSED The district provides a minimum of contractual 30 hours of Professional Learning Sessions yearly as well as sessions designed to support Professional Learning Communities, Targeted Feedback as a result of a culmination of Learning Walks. Additionally, we offer two full days and one half day Superintendents Professional Learning. The sessions are aligned to district focus areas and to support the shift of the Next Generation Learning Standards in Language Arts, Mathematics, the Music and Arts and our instructional focus areas mentioned in our narrative. Prior to professional learning sessions/opportunities are offered and/or approved, we must determine the impact the session activities must have by asking the following questions:
1. Does the professional learning impact long-term instructional behavior? 2. How will we know that professional learning activities will, in fact, improve learner
performance? Evaluation of the process of professional learning sessions ensure practitioners are engaged in the process. Furthermore, our Learning Walks and professional learning communities provides the learning community with data related to the implementation of and outcomes of our practices. Five questions must be considered when using the following evaluation as a mechanism to promote continuous program improvement:
1. What would we like to see happen? Examine goals identified in needs assessments. When correctly done, needs assessments detail the learning needs of participants, which are then reflected in professional development activities. Such assessments should provide a clear reading of the specific objectives of professional development activities.
2. How can we make that happen? Design a professional development plan that includes information on delivery, timing, and use of professional development approaches, and evaluation questions that need to be answered.
3. How is it going? Collect information and monitor progress on an ongoing basis. (Student
Data) 4. What are the results?
Assess the extent of both short and long-term changes (Student Achievement)
5. What should be done with the results? Evaluate options and make decisions.
The Westbury UFSD fully believes that an essential component of professional learning activities involves an ongoing and systematic evaluation procedure. As a result, the district has implemented
16 | P a g e
the following procedures and methods to evaluate the effectiveness and overall quality of the Professional Learning sessions offered:
• Exit Ticket/Evaluation Survey • Learning Walk Rubric aligned to our Instructional Focus Areas (Reviewed monthly
with Staff to drive Professional Learning Opportunities) • Qualitative Feedback Job embedded support • Data Wise Protocol of Student Growth/ Achievement
All professional learning opportunities are differentiated to support the learning of our diverse learners, which include ELL/MLL, Students Differently-Abled, Gifted to ensure that they have access to a high quality, rigorous curriculum.
The district uses the Professional Learning Standards provided by Learning Forward to establish the expectations of the district leaders in respective fields:
• Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
• Apply Learning Theories, Research, And Models • Learning Communities: Professional learning that increases educator effectiveness
and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
• Select Learning Designs • Promote Active Engagement
The leadership participates in extensive professional learning through Leveraged Leadership. Administrators use the training resources to support the Foundational Instructional Five Focus Areas:
• Unpacked Student Learning Targets (SLTs) “I can…”- work has been conducted since September.
• Continual Checks for Understanding with Targeted Feedback (CFUs/formative assessments/Growth Mindset)
• High Student Engagement (> 60/40% student/teacher and student to student) and ownership of learning
• Higher-order thinking questions (HOTQs) • Differentiated teacher strategies and student practice (flexible grouping, tiered
assignments, instructional extensions, etc.) The following are the instructors, partners with whom the district collaborates:
o PLC Associates supports professional learning sessions for teacher leaders to engage in Professional Learning Communities.
o The district collaborates closely with RBERN (NYSED) to support the training of Bilingual/ ENL technical support to address the needs of our Multilingual Learners.
o The district collaborates closely with RSE TASC (NYSED) to support the training of Social Emotional Learning through Positive Behavior Intervention Services (PBIS).
17 | P a g e
o American Reading Company: The implementation of the Independent Reading Level Assessment/ Evaluacion del Nivel Independiente supports our literacy movement. Our professional learning sessions are conducted by American Reading Company with key Teacher Leaders and embedded in class support to increase literacy for our culturally and linguistically diverse students with multiple abilities.
o ERASE Racism, Long island Parent Center /Center for Community Inclusion at Long Island University Post and Molloy College are supporting Culturally Responsive and Sustainable Practices.
Monitoring and Updating
There are three methods of assessing the learning of participants in which we evaluate The district utilizes our Data Triangle to capture our overall voices of staff, students and families through our: School Performance Scan, Student Voice and Family and Community Engagement surveys (PLC Associates).
Additionally, our Learning Walk Rubric (included in the application packet) is designed to support our cohesive understanding of Teaching and Learning. The information is collected as a holistic methodology of the Instructional Focus areas and shared monthly with the staff to determine effectiveness and/or necessary shifts. It is further supported by the teacher led Professional learning communities to review research the drives impactful change.
The rubric data review learning walks to establish the impact of professional learning session on the instructional foundational five. Our Data Wise Protocol cultivate the habit of mind of intentional collaboration. By offering structure to conversations, protocols allow groups to delve deeply into important issues, make the most of limited time, and ensure that all voices are heard. Some of our favorites include:
• Coherence
Purpose: To allow teams to acknowledge the work they are already doing to use data to improve learning and teaching, to create a sense of coherence between that work and the Data Wise Improvement Process, and to help identify a point of entry into the Data Wise Improvement Process (for use after the Stoplight Protocol)
• Constructing the Improvement Process Purpose: To help a group of people come to a common understanding of how they view the improvement process and discover for themselves that improvement processes are not linear and that there is no one “right” way to do it.
• Hopes and Fears Purpose: To give participants an opportunity to get expectations and concerns out in the open so that they can begin to establish a group commitment to addressing them.
• Inquiring Introductions Purpose: To practice skills of inquiry, listening, and responding to evidence. As a side benefit, it also gives members of a team an opportunity to get to know one another.
• Norm Setting Purpose: To come to consensus about how a group will work together.
• Stoplight
18 | P a g e
Purpose: To inform participants about the steps of the Data Wise Improvement Process and provide an opportunity for reflection about where a school is with respect to the process using the Data Wise Arrow handout. It also helps participants cultivate the habit of mind of maintaining a relentless focus on evidence. Data Wise, Harvard The district uses MyLearning Plan (MLP) to advertise, register, take attendance, and provide the evaluation survey for each session offered. The information supports each individual member with a historical collection of all professional learning activity he/she has attended. This includes internal and external sessions supported through CTLE:
a. the date and location of the CTLE activity b. the name and curriculum vitae of the instructor/presenter c. the objectives and learning methods of the CTLE activity d. the outline of the CTLE activity and the number of CTLE hours awarded e. a summary of any evaluation of the CTLE activity f. copies of all promotional materials used in CTLE activity g. any evaluation of the need for the CTLE activity and h. the list of certified professionals in attendance, including the attendee’s first name, last name, last four digits of the attendee’s Social Security Number and their dates of birth.
SECTION III The district has been aligning curriculum, instruction and professional development with the New York State Learning Standards. All activities including professional development, curriculum development, and designing and implementing student interventions have been part of a shared decision making process actively involving teachers, administrators, parents, community representatives and other professionals as needed. This plan continues that process. Programs, workshops, conferences and other activities that qualify for the 175 hours of professional development required each 5 years for teachers with professional certification. Teachers certified February 2, 2004 and thereafter hold a professional certificate and are required to complete 175 hours of professional development over each five-year period. These hours may include –
a) Graduate credits at an approved college or university b) District in-service courses c) Other in-service courses approved by the Assistant Superintendent for Curriculum and
Instruction* d) Faculty and department meetings that are devoted to staff development issues** e) Curriculum writing and curriculum mapping f) District mentoring program
19 | P a g e
*In accordance with the contract between the Westbury Teachers’ Association and the Westbury Board of Education, all in-service courses must be approved by the Assistant Superintendent for Instruction prior to participation in the course.
**To qualify for hours of professional development, faculty and department meeting agendas must be approved by the Assistant Superintendent for Instruction. Copies of agendas of these meetings will be kept in the office of the Assistant Superintendent.
Teachers are strongly encouraged to complete a minimum of thirty-five (35) hours of professional development each year toward the requirement of 175 hours over a five-year period. A record of the required 175 hours of professional development will be recorded and stored in My Learning Plan, a web-based software program maintained by the District. My Learning Plan is also used to record the activities of mentors and teachers new to the district and course work taken for salary advancement. 2017-2020 AREAS OF PROFESSIONAL DEVELOPMENT It is crucial that we focus our efforts on a select number of goals.
• Leveraged Leadership • Data Wise Protocol • Professional Learning Communities • Instructional Technology • New York State Science Learning Standards Planning/Implementation • School Safety • Next Generation ELA/Math Planning/Implementation • Differentiated Instruction/Response to Intervention • Integrated Co-taught Classes • Sheltered Instruction Observation Protocol/English as a New Language • Intervention Assistant Training • Social Emotional Learning
20 | P a g e
As previously stated, the process of identifying instructional needs and building teachers’ capacities has been ongoing. The district with authority from the Board of Education and supported by substantial funding both through the district budget and through multiple other sources of revenues, has a long standing history of investing in ongoing, multi-faceted multi-year staff development. The District Plan provides for a variety of training programs to ensure that the needs of the students, teachers, and the district are addressed. Particular emphasis will be placed upon training in Next Generation Learning Standards, New York State Science Learning Standards, and data analysis. A large portion of the planned programs are aimed at increasing teacher knowledge and understanding of current initiatives in order to improve student performance. This, of course, is consistent with the goals of the district. The District has, and will continue to commit considerable resources to support staff in-service programs. In order to meet the District’s professional development plan goals, the District will utilize the following internal and external resources: Needs Assessment Sources In creating the Westbury UFSD Professional Development Plan, the Committee utilized the following needs/assessment sources: The following sources are utilized to identify professional development needs for the Westbury Union School District:
• School Report Card • NYSED SIRs Data • BEDS Data • STAR 360 Data • Student Attendance Rates • District Report Card • Advanced Placement Data • Graduation and Drop-Out Rates • Curriculum Surveys • Community Employment Opportunities • Student Discipline Data • Student performance results disaggregated by ethnicity, gender, socio-economic status,
Description of Mentoring Program for New Teachers Purpose The goal of the mentor program is to provide research-based support for new teachers as they begin their professional career. The mentoring program will provide support to teachers with less than two years full-time experience who have not earned their professional certification. A record of meetings, staff development, and other mentoring opportunities will be monitored on My Learning Plan.
The program is a collaboration between mentors and new teachers that builds a connection for all in a professional learning community. Through the use of research articles, mentors and teachers will engage in the study of effective instructional strategies, developmentally-appropriate activities, and culturally-responsive classrooms.
21 | P a g e
Criteria Mentor relationships are most successful when there is a commitment and strong interest on the part of the mentor to contribute to the success of the teacher new to Westbury. Faculty interested in serving as mentors will complete an application and participate in a selection process. Selection Process of Teacher-Mentor The prospective mentor will be interviewed by a building level team comprised of the principal, WTA building representative, department chairs (at middle and high school), and two other tenured teachers (one at the middle and high school) appointed by the building representatives, upon completion of an application. Applications to mentor must be submitted to the building principal by June 1 and interviews must be completed by June 15 for the training. These selections must be submitted to the Assistant Superintendent for Instruction immediately after selection.
• All participants will be instructed to maintain confidentiality concerning the Mentor/ Mentee’s
interactions. • The Mentor will participate in training activities and support sessions. • The Mentor will meet regularly with his or her Mentee to provide support and coaching. • The Mentor will open his or her classroom for visitations by the Mentee and/or provide for
other visitations. • The Mentor will model techniques and behaviors for the benefit of the Mentee. • The Mentor, in conjunction with the Mentee, will set goals for the mentoring experience. • The Mentor will review the Mentee’s background and education with the Mentee and assist with
recommendations for further study. Release Time
Scheduling of common meeting time and opportunities for mentors to both observe and be observed by new teachers must be provided. The best time for meeting is a common preparation. It is expected that the mentor and new teacher will meet once a week to discuss matters of interest to the new teacher. At the beginning of the school year it may be advisable or necessary to meet more frequently. Coaching, class visits and modeling are also an important part of the program’s success. If scheduling does not allow for the mentor and/or new teacher to be observed by each other, coverage should then be provided. Activities for Mentors and New Teachers Mentors and new teachers will determine topics to discuss during their weekly meetings. These topics but not the content of the discussion will be posted on “My Learning Plan.” In addition, mentors and teachers will participate in reflective journals to support and follow-up discussions. Role of Principal
22 | P a g e
The principal will chair the selection committee and develop a schedule that provides common planning time. In addition, the principal will arrange for coverage (if necessary) for observations at times identified by the mentor and new teacher. The mentor will provide three days’ notice to the principal of the need for coverage. Evaluation
Ongoing evaluation and revision of the program will be conducted throughout the school year. Aside from participating in the district's New Teacher Orientation Program, the Mentor/Mentee may choose from areas, including the following, to effect an appropriate mentoring experience:
• Building familiarization • Arrangement of classroom • Assignment of homework • Visiting other classrooms • Report card grading • Questioning techniques • Test grading/test preparation • District procedures • Mentee’s observation of mentor • Mentor’s observation of mentee • Lesson execution • Use of resources • Classroom discipline • Professional growth • Lesson planning • Personal support • Family and community engagement
Description of methods of providing Level III Teaching Assistants with professional development with seventy-five (75) hours every five (5) years.
a. Graduate credits at an approved college or university b. District in-service courses c. Other in-service courses approved by the Assistant Superintendent for Instruction* d. Faculty and department meetings that are devoted to staff development issues . ** *All in-service courses must be approved by the Assistant Superintendent for Instruction prior to participation in the course. **To qualify for hours of professional development, faculty and department meeting agendas must be approved by the Assistant Superintendent for Instruction. Copies of agendas of these meetings will be kept in the office of the Assistant Superintendent.
23 | P a g e
Summary and Conclusion
All decisions about professional development will be based upon requirements of the New York State Education Department and the goals within the District’s Five-year Strategic Plan. Also included in decisions about professional development are teacher recommendations, interest surveys, school and department reviews, curriculum reviews, and data analysis. The District Staff Development Committee serves both as authors of the plan and is responsible for monitoring its implementation. The Assistant Superintendent, school and district leaders are responsible for execution of the plan.
24 | P a g e
APPENDICE
25 | P a g e
DISTRICT WIDE
Activity Title Facilitators Organizatio
n
Description Outline Target Audience
Leveraged Leadership Facilitated by: Dr. Deana Stevenson Organization: PLC, Associates
Leveraged Leadership (LL) is a high-impact program designed to give school leaders the specific competencies to impact teaching/learning and establish the structures, practices and systems that drive student achievement and school success. This will further the capacity of school leaders to successfully implement Professional Learning Communities according to the DuFour model as well as operationalize DTSDE protocols and processes.
The Leveraged Leadership coaching program will: • Increase the knowledge and skill set of school leaders (and others, as included) to accurately and precisely conduct classroom visits, identifying the instructional strategies which are both effective and high impact, as well as to note those areas where instructional staff must change practice to improve learner outcomes. • Increase the capacity of School Leadership Teams and school leaders (Principals and Assistant Principals, administrators etc.) to utilize their influence to shift practices within their respective schools and operate as an interdependent, high impact Leadership Team. • Create a high trust, confidential coaching relationship with each school leader so that the PLC Coach and school leaders are able to work in an exceptionally effective manner with the intended outcome of improving school-wide instructional practices. • Provide information and support so that schools leaders are able to engage in critical conversations and provide explicit feedback to staff subsequent to instructional visits. • Review critical research and equip school leaders with detailed knowledge of research-based best practices so that they are able to cite this information and provide highly specific guidance when working with staff. • Utilize integrated protocols, in alignment with research based best practices, which will assist all school leaders in conducting daily walkthroughs and then following up on several levels: individually with the teacher, grade levels/content area teams/full faculty and School Inquiry Teams. This will create a fully functioning system where information on instruction will be shared so that not just individuals, but grade level/content teams and full faculty will have accountabilities in moving instruction. • Install critical structures, practices and systems that drive and sustain successful learner outcomes and a high performance educational system.
School Leaders
Instructional Walkthroughs Through the Leveraged Leadership Facilitated by: Dr. Deana Stevenson Organization:
• Identify and understand the value, process, tools, and implementation of an effective walk-through and how it can
Instructional Walkthroughs are brief, focused, and frequent for the purpose of observing:
• instructional delivery • instructional management • Instructional needs
Instructional Focus Areas: o Unpacked Student Learning Targets (SLTs) “I can…”-
work has been conducted since September. o Continual Checks for Understanding with Targeted
Feedback (CFUs/formative assessments/Growth Mindset)
District/School Leaders can: • Become more
familiar with curriculum and instructional practices
• Confirm and establish progress monitoring data
26 | P a g e
PLC, Associates
strengthen and enhance instructional leadership
• Link the instructional walk-through with other critical components of school improvement
o High Student Engagement (> 60/40% student/teacher and student to student)
o Higher-order thinking questions (HOTQs) o Differentiated teacher strategies and student practice
(flexible grouping, tiered assignments, instructional extensions, etc.)
Schools can: • Guide and inform instructional practices • Focus in-class/grade level coaching sessions • Develop school-wide professional development plans
• Gauge the climate of the school
• Influence team atmosphere
• Model value of teaching and learning
• Establish leadership in a professional learning community
Instructional Staff (Classroom Teachers) can: • Improve
teaching strategies
• Strengthen the link with instructional planning
• Build professional development and/or growth plans
5 year Strategic Planning Facilitated by: Dr. Randy Richards and Dr. Deana Stevenson Organization: PLC Associates,
Agendas included in the application packet
Strategic Planning is both Strategic and Operational to develop a long-range focus and direction. It involves a global perspective and positions the district or school for the future. It creates a “blueprint.” Accordingly, has been established Core Team and charged with detailing the Strategic Intents, Vision, Mission, Beliefs and Parameter components of the plan. The Core Team has the ultimate responsibility for presenting the entire Strategic Plan to the Board of Education/Trustees for response and approval. The Core Team works interdependently with the Task Forces, which develop the Operational aspects of the Strategic Plan. Specifically, Task Forces are charged with examining a particular area of opportunity such as student achievement, fiscal stewardship, culture, community connections, and creating Strategies with supporting Action Plans. The Task Force works in concert with the Core Team to develop Strategic Intents for their respective Task Force, with clear metrics. The Core Team is facilitated by the PLC Associates. This process follows a very specific, detailed, sequential protocol detailed in the PLC Associates, Inc. Strategic Planning Workbook ©. Strategic Planning. PLC Facilitators serve as ongoing advisors, responsible for directing the forward progress of the Core Team and Task Forces in developing the Strategic Plan, according to designated timeframes. PLC Facilitators conduct regular briefing sessions (video webinar or conference call format)
A representation of the entire School Community. Included in the application packet
27 | P a g e
with Task Force Facilitators. This assures continuity across the Task Forces.
Cultivating Professional Learning Communities Facilitated by: Carolyn Tinsley and Jan Lutterbein Organization: PLC, Associates
GOALS: (1) To build capacity of teachers working within a PLC, (2) strengthen the work within PLCs • Shared
Vision • Collective
learning • Shared
leadership • Supportive
conditions • Shared
feedback
PLC Facilitators will work with each school to establish and support their PLCs. This will include understanding the shifts in PLCs: job-embedded learning, frequent common formative assessments, sharing of practices, learning by doing and professional interdependence. We will assist each PLC in establishing their beliefs and commitments, determining their agenda formats in terms of how they will be responding to the Four Critical Questions of a PLC, establishing data dashboards, participating in Teacher-Led Learning Walks and monitoring impacts on student learning. Professional development will be delivered through the PLCs. For common training, PLCs may join together. At the High School, the PLC will have responsibility for the 9th Grade Academy.
All Staff members. The district is a Comer Model district that engages all stakeholders in the developmental pathways of our children.
DataWise Facilitated by:
Organization: Nassau BOCES Harvard
Goal: To build capacity of administrators and teachers analyzing data in ways that would strengthen action, strategy and assessment practices.
Data Wise provides a Step-by-Step guide to Improve Teaching and Learning based on assessment results and presents a clear and carefully tested blueprint for school leaders. It shows how examining test scores and other classroom data can become a catalyst for important schoolwide conversations that will enhance schools’ abilities to capture teachers’ knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate.
Administrators, professional staff, teacher assistants
Independent Learners (IRLA/ENIL)
To provide a ormative assessment tool for reading that changes the daily behaviors of teachers, students, and administrators.
The IRLA is not intended to limit what students read. Rather, the IRLA's reading taxonomy simplifies the complexity of the reading process, allowing teachers to support every reader, with whatever books that reader chooses. As one user said, "the IRLA takes the mystery out of teaching reading."https://www.americanreading.com/leveling/overview/
Administrators, Professional Staff, Teacher Assistants
Culturally and Linguistically Diverse Learners
To ensure that our English Language Learners receive a high quality education based
All programs and supplemental resources have the following key ingredients: Bilingual or multilingual Differentiated Resources Integration of Instructional Technology
All staff members: Leadership, Professional Staff Teacher Assistants Security and Nutritional Staff,
28 | P a g e
on the NY Standards
We serve our students through Bilingual programs, ENL services in grades K-12. Our professional learning sessions address the diverse needs of our students. Our data is reviewed in student outcomes in both home and new language to determine areas of strengths and areas to improve. We promote students taking ownership of their learning.
Clerical staff, and custodial staff
Family Engagement
Cultivating a positive, cohesive, and collaborative partnership between the school community, the home, and the community at large
Define culture • Discussion about cultural competence • Discussion about how to address linguistic diversity • Explore strategies to promote family engagement
All staff members: Leadership, Professional Staff Teacher Assistants Security and Nutritional Staff, Clerical staff, and custodial staff
Monthly Professional Learning Sessions
Goal: Leaders and staff utilize our Data Wise Meeting Protocol, Data Wise Data Protocol, Instructional Foundational Five and Learning Walk Results to support to support differentiated professional learning opportunities.
The one or two hour sessions are part of our minimum 30 hours a year professional learning sessions. Additionally, we host professional learning sessions through our Professional Learning Communities as an ongoing dialogue to shift our practice from a Teacher Centered to a Learner Centered environment. Examples of school activities are below.
Professional Staff
The Culturally Responsive Classroom Facilitated by: Yvonne Sinisgalli Organization: Long island Parent
These sessions focus on best practices educators can use to bridge cultural, racial and linguistic differences that exist between the staff and families of students they serve. Culturally responsive
Define culture • Discussion about cultural competence • Discussion about how to address linguistic diversity • Explore strategies to promote family engagement
Teachers Teacher Assistants Custodial Staff Secretarial Staff Security Staff
29 | P a g e
Center /Center for Community Inclusion at Long Island University at CW Post
classrooms empower students intellectually, socially, emotionally, and politically by making standards-based content and curricula accessible to students by incorporating relatable aspects of students' daily lives into the curriculum.
SCHOOL WIDE: MENTORING PROGRAM
Activity Title Facilitators
Organization
Description Outline Target Audience
Mentor Program Facilitated by: Michael Villanti, Mentoring Facilitator
The goal of the mentor program is to provide research-based support for new teachers as they begin their professional career. The program is a collaboration between mentors and new teachers that builds a connection for all in a professional learning community. Through the review of research articles, mentors and teachers will regularly engage in the study of effective instructional strategies, developmentally appropriate activities, and culturally responsive classrooms. Through meetings, peer observations, and reflective dialogue, the mentors will work to provide supports so the new teachers can grow both instructionally and professionally.
The faculty mentors will provide support, guidance, and advice to their mentees/new teachers in the following areas: · establishing goals and expectations for the school year · research-based strategies and methodologies · planning and implementation of instruction · the observation/evaluation process · classroom management · communication skills · technology literacy · professional development · reflective feedback · Professional Learning Communities
Instructional Staff (Classroom Teachers) with less than two years full-time experience who have not earned their professional certification.
SCHOOL WIDE PROFESSIONAL LEARNING
30 | P a g e
Activity Title Facilitators
Organization
Description Outline Target Audience
Review of NYS ELA, Math, Science and NYSESLAT State Assessment Data Facilitated by: Principals, Directors, Assistant Principals, Teacher Leaders
The entire staff devotes several hours to the analysis of the NYS assessments in order to engage in vertical and grade level articulation.
Generate a list of observations (Notice) and a list of questions (Wonder) based on examination of data Review and discuss trends over the past 3 years Review and analyze WASA (Wrong Answer Summary Analysis) and other item analysis reports Identify question stems that can be replicated using school materials Engage in vertical articulation among the grade levels Identify skills that need to be strengthened on each grade level Engage in backwards design
Teachers Teacher Assistants
Use of Formative Assessments to Drive Instruction Facilitated by: Principals, Directors, Assistant Principals, Teacher Leaders
Several hours are devoted to the analysis of formative assessments that are administered throughout the year in order to gauge student progress, address identify areas of need in order to differentiate instruction.
Review of the following test results: Star 360 Reading Star 360 Math Star 360 Reading Spanish Star 360 Reading English IRLA ENIL Identify areas of growth Identify skills/standards that need to be strengthened Establish instructional groups based on data Review materials and strategies to be used to address targeted skill areas
Teachers Teacher Assistants
Learning Walks/Instructional Walkthroughs Facilitated by:
Learning Walks/Instructional Walkthroughs are 10- minute classroom visits with a specific focus area. Several hours are devoted to each of the five targeted areas. The PD offered in this area is to have the teachers and teacher
· Writing and unpacking learning targets · Review of rubric used to assess the unpacking of learning targets
Teachers Teacher Assistants
31 | P a g e
Principals, Directors, Assistant Principals, Teacher Leaders
assistants understand the criteria associated with the five look-fors : Unpacking Learning Targets, Checking For Understanding, High Student Engagement, Higher Order Thinking Questions, and Differentiated Instruction
· Exploring various checking for understanding/ formative assessment tools · Review of rubric used to assess the use of formative assessment tools · Investigating strategies that promote higher student engagement ·Review of rubric used to assess level of student engagement ·Examining Depth of Knowledge questions and Bloom’s Taxonomy in order to develop higher order thinking questions · Review of rubric used to assess the level of questions asked of students · Examining practice and student data to determine how to differentiate instruction for students · Review of rubric used to assess differentiation of instruction
The APPR Process: Understanding the Danielson 2007 Rubric Facilitated by: Principals, Directors, Assistant Principals, Teacher Leaders
This series of workshops focuses on the teacher evaluation process and the instrument used to assess teacher effectiveness.
· Identify the four domains in the Danielson rubric and their purpose ·Deeply examine off-stage and on-stage domains ·Analyze the elements represented in each of the components · View videos of teacher practice reflective of Domains 2 & 3
Teachers
32 | P a g e
The Culturally Responsive Classroom Facilitated by: Yvonne Sinisgalli Organization: Long island Parent Center /Center for Community Inclusion at Long Island University at CW Post
These sessions focus on best practices educators can use to bridge cultural, racial and linguistic differences that exist between the staff and families of students they serve. Culturally responsive classrooms empower students intellectually, socially, emotionally, and politically by making standards-based content and curricula accessible to students by incorporating relatable aspects of students' daily lives into the curriculum.
·Define culture · Discussion about cultural competence · Discussion about how to address linguistic diversity · Explore strategies to promote family engagement
Teachers Teacher Assistants Custodial Staff Secretarial Staff Security Staff
The Data Wise Improvement Process Facilitated by: Principals, Directors, Assistant Principals, Teacher Leaders
The Data Wise Improvement Process is a step-by-step guide to using assessment results to improve teaching and learning. This project was developed at the Harvard Graduate School of Education. The process moves teachers through three phases –Prepare, Inquire, and Action. The steps in each phase lead us from analysis of data, examination of practice and development of action plans.
· Complete a KUD activity based on targeted ELA standards · Triangulate Data · Identify a Priority Question Per Grade · Analyze student work based on targeted learning standards · Examine instructional practice · Create a lesson plan per grade level on targeted ELA · Teachers to observe one another on delivery of collaborative lesson plans
Teachers Teacher Assistants
Family Engagement Facilitated by: Principals, Directors, Assistant Principals, Teacher Leaders
These sessions focus on effective strategies to promote a collaborative partnership among the school, home and community.
Identify strategies/practices that foster the development of positive relationship Explore effective communication strategies to use with parents and family members Develop awareness of cultural norms
Teachers Teacher Assistants Secretaries Security Custodial Staff
33 | P a g e
Positive Behavioral Interventions and Supports (PBIS)
Facilitated by: Teacher Leaders PPS Staff
These sessions focus on the implementation of PBIS and multi-tiered strategies.
Review of behavior matrix (HEART) Refine Major and Minor Referral Forms Discuss and generate a list of Multi-tiered Strategies Analyze behavior data recorded into SWIS Goal setting Establishing a school wide reward system Employing classroom reward systems
Teachers Teacher Assistants Secretaries Security Custodial Staff
Google Classroom Facilitated by: Director
These sessions will teach educators how to use Google Classroom and other google-related programs as educational tools.
Learn how to: · Use Google classroom · Share documents using Google Docs
· Create spreadsheets using Google Sheets · Create presentations using Google Slides
Teachers
Culturally and Linguistically Diverse Learners
Facilitated by: Principals, Directors, Assistant Principals
These sessions focus on effective instructional strategies to be implemented with second language learners.
Review CR Part 154 Regulations Discuss strategies for Home Language Arts Instruction Share strategies for content area instruction in the home language ENL instruction—Discuss effective ENL teaching strategies—SIOP Model
Teachers Teacher Assistants
Professional Learning Communities Facilitated by: Principals, Directors, Assistant Principals, Teacher Leaders Math Coaches Reading Specialist
These sessions will focus on the power of teacher collaboration to improve student achievement.
Examine the importance of PLCs Discuss the How and Why of PLCs Building the Collaborative Culture of PLCs
Teachers Teacher Assistants
34 | P a g e
SCHOOL WIDE Professional Learning Communities
Activity Title Facilitators
Organization
Description Outline Target Audience
Effective Literacy Strategies Facilitated by Principals, Directors, Assistant Principals, Teacher Leaders
Constructed Response Questions - Claims and Details
Classroom Teachers
Data Driven Instruction ELA Writing Facilitated by Principals, Directors, Assistant Principals, Teacher Leaders
Data Analysis of 2017 Constructed Response Questions Areas of Success and Concern Alignment with Materials
Teachers
Data Driven Instruction Multiple Choice Questions Facilitated by Principals, Directors, Assistant Principals, Teacher Leaders
Data Analysis of 2017 Multiple Choice Questions Areas of Concern Strategies that Promote Success
Teachers
Culturally Responsiveness Training for Teachers and Administrators Facilitated by Yvonne Sinisgali Center for Community Inclusion
Introduction to Culturally Responsive Schools
Teachers, Principal, and Assistant Principal
The Importance of Learning Targets Facilitated by Principals, Directors, Assistant Principals, Teacher Leaders
Using the Learning Target to Check for Understanding
Teachers
Checking For Understanding Facilitated by Principals, Directors, Assistant Principals, Teacher Leaders
Focus on TAPPLE (Teach First, Ask a Question, Pause, Pick a Non-Volunteer, Listen to the Response, Effective Feedback) Ways to Check for Understanding
Teachers
35 | P a g e
Components of Checking For Understanding Facilitated by Principals, Directors, Assistant Principals, Teacher Leaders
Formative vs. Summative Assessment Criteria Student Responsibility Targeted Feedback Teachers Style/Approach How to Check For Understanding
Teachers
Checking for Understanding Facilitated by Fran Fishman, RSE-TASC
The Teacher Assistants Role in the Classroom
Teacher Assistants
Reading in the Content Area of Science, Principals, Directors, Assistant Principals, Teacher Leaders
Using Science Articles and Text to teach Reading Strategies
Teachers
High Levels of Student Engagement Principals, Directors, Assistant Principals, Teacher Leaders
Activities that Promote High Levels of Student Engagement
Teachers
The following are the names, titles, and affiliations of presenters/facilitators who provide professional learning sessions in the Westbury UFSD. All are certified in their areas of expertise and their curriculum vitae are included in the application packet: Name Title Affiliation
Eudes S. Budhai Superintendent Westbury UFSD
Dr. Robert Bloom Assistant Superintendent of Personnel Westbury UFSD
James P. Robinson Assistant Superintendent for Finance and Operations Westbury UFSD
Doric Capsis Director of Athletics Westbury UFSD
Deadra Faulkner Director of Guidance Westbury UFSD
Maria Angelica Meyer Director of Instruction Assessment and Funded Programs Westbury UFSD
Jorge Santiago Director of Special Education Westbury UFSD
Rocco Varuolo Director of Instructional Technology and Information Westbury UFSD
Fernando Agramonte Principal, Middle School Westbury UFSD
Robert Chambers Principal, Park Avenue School Westbury UFSD
Gloria P. Dingwall Principal, Dryden Street School Westbury UFSD
Claudia Germain Principal, Powells Lane School Westbury UFSD
36 | P a g e
Dr. Wanda Toledo Principal, Drexel Avenue School Westbury UFSD
David Zimbler Principal, High School Westbury UFSD
Reginald Warren Assistant Principal, High School Westbury UFSD
Marcia Crayton Assistant Principal, High School Westbury UFSD
Dr. Paul Pelech Assistant Principal, High School Westbury UFSD
Keria Blue Assistant Principal, High School Westbury UFSD
Felicia Crawford Assistant Principal, WMS Westbury UFSD
Christy Baralis Assistant Principal, WMS Westbury UFSD
Dr. Amy Kenton Assistant Principal, Park Avenue Westbury UFSD
Cherri DeBellis Assistant Principal, Drexel Avenue Westbury UFSD
Sharron Malagreca Assistant Principal, Powells Lane Westbury UFSD
Juanita Sherwood Assistant Principal, Dryden Street Westbury UFSD
Dr. Elizabeth Alexis Chairperson, Special Education Westbury High School
Seth Brechtel Chairperson, BIL/ENL Westbury High School
Nicollette James Chairperson, English Westbury High School
Jesse Woronstoff Chairperson, Social Studies Westbury High School
Ken Zarra Chairperson, Mathematics Westbury High School
Brumsic Brandon Chairperson, Science/ STEAM District Wide
Kashana Clyburn Chairperson, Special Education Westbury Middle School
Xiomara Gonzalez Chairperson, BIL/ENL Westbury Middle School
Dr. Christie Thiel Chairperson, English Westbury Middle School
Kevin Ehrlich Chairperson, Social Studies Westbury Middle School
Dr. Kamala Watt Chairperson, Mathematics Westbury Middle School
Troy Fried Chairperson, Science Westbury Middle School
Michael Villanti New Teacher Mentor District Wide
