The School District of Palm Beach County … September 19... F. DISTRICT GUIDING PRINCIPLES The School District of Palm Beach County values the following principles as demonstrated

The School District of Palm Beach County Professional Development System

The School District of Palm Beach

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Professional Development



County

2012 2017

Professional Development System

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Professional Development


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TABLE OF CONTENTS I. INTRODUCTION AND PURPOSE 3 A. PROFESSIONAL DEVELOPMENT DEFINED 3 B. PROFESSIONAL DEVELOPMENT MISSION 3 C. DISTRICT MISSION 3 D. PROFESSIONAL DEVELOPMENT BELIEFS 3 E. DISTRICT STRATEGIC PLAN 3 F. DISTRICT GUIDING PRINCIPLES 4 G. SCHOOL DISTRICT GOALS 4 H. DISTRICT SUPPORT STRUCTURE 7 I. DISTRICT GUIDELINES 7 J. ALIGNMENT TO INSTRUCTIONAL PERSONNEL AND STUDENT NEEDS 8 II. THE DEVELOPMENT PROCESS 9 A. PROFESSIONAL LEARNING ADVISORY COUNCIL 9 B. TEACHERS 9 C. COLLEGE AND UNIVERSITY INSTRUCTORS 9 D. COLLEGE AND UNIVERSITY CONSORTIA 10 E. LOCAL EDUCATION FOUNDATION 10 F. BUSINESS AND COMMUNITY PARTNERS 10 G. PROFESSIONAL ORGANIZATIONS 10

III. MAJOR COMPONENTS OF THE SYSTEM 11 A. PLANNING 11 B. LEARNING 12 C. IMPLEMENTING 12 D. EVALUATING 14 E. MASTER INSERVICE PLAN 14 F. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS 15 G. INSERVICE ACTIVITIES FOR SCHOOL ADMINISTRATIVE PERSONNEL 15 H. SYSTEMATIC CONSULTATION 17 I. FUNDING 17

IV. APPENDICES 19 A. LEARNING FORWARD ‐ STANDARDS FOR PROFESSIONAL LEARNING 20 B. PROFESSIONAL LEARNING AND TRAINING PROPOSAL 21 C. PROFESSIONAL LEARNING COMPONENT EVALUATION 24 D. COMPONENT EVALUATION RUBRIC 26 E. COMPONENT PROCEDURES CHECKLIST 27 F. COMPONENT FORMATTING GUIDELINES 28 G. NEW COMPONENT CHECKLIST 30 H. NON‐DISTRICT SPONSORED CONFERENCE/TRAINING IMPLEMENTATION EVALUATION 32 I. PROFESSIONAL LEARNING SIGN‐IN 35 J. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN 37 K. INDIVIDUAL OBJECTIVE STATEMENT 39


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I. INTRODUCTION & PURPOSE This system is based on our mission and beliefs about professional learning in the School District of Palm Beach County. These beliefs are grounded in Learning Forward’s Standards for Professional Learning (Appendix A). We view all employees as valuable members of our educational team. To be effective in their roles, employees need opportunities for ongoing learning throughout their careers that foster personal and professional growth within a respectful, supportive, and positive organizational climate. The District recognizes that all employees, instructional and noninstructional, affect student achievement whether directly or indirectly through their job performance.

A. PROFESSIONAL DEVELOPMENT DEFINED The term “professional development” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement (Learning Forward, 2011). This definition of professional development also applies to the learning opportunities offered for our noninstructional staff.

B. PROFESSIONAL DEVELOPMENT MISSION The Department of Professional Development is committed to working in unison with all stakeholders to provide, promote, and monitor high quality professional learning that supports improved job performance for all employees resulting in increased student achievement in alignment with district, state, and national standards.

C. DISTRICT MISSION The School District of Palm Beach County is committed to providing a worldclass education with excellence and equity to empower each student to reach his or her highest potential with the most effective staff to foster the knowledge, skills, and ethics required for responsible citizenship and productive careers.

D. PROFESSIONAL DEVELOPMENT BELIEFS Our beliefs align with the Learning Forward vision of: • Every student learns when every educator engages in effective professional

learning. • Schools' most complex problems are best solved by educators collaborating and

learning together. • Remarkable professional learning begins with ambitious goals for students. • Professional learning decisions are strengthened by diversity. • Sustainable learning cultures require skillful leadership. • Student learning increases when educators reflect on professional practice and

student progress. E. DISTRICT STRATEGIC PLAN

The District Strategic Plan for 2013 outlines the new mission and vision of the School District of Palm Beach County. Prior to this, the Academic Business Plan provided the direction and focus for the District. This document is the action plan to support FCAT preparation, Next Generation Sunshine State Standards, equity issues, and high student achievement standards for all groups of students. The plan established a framework for accountability and continuous improvement for the district providing clear direction and focus to improve student achievement for all students regardless


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of race, ethnicity, gender, socioeconomic status, or disability. The subsection, Achievement Matters for All, addresses specific groups of students and related targeted services. The District Strategic Plan can be viewed at http://www.palmbeachschools.org/academics/documents/StrategicPlanFlyer.pdf and the Academic Business Plan can be viewed at http://www.palmbeach.k12.fl.us/abp/abp2009.html

F. DISTRICT GUIDING PRINCIPLES

The School District of Palm Beach County values the following principles as demonstrated through its operations, instruction and learning environment. • Community • Cultural Sensitivity • Diversity • Equity • Ethics • Excellence • Family • Honesty • Inclusion • Knowledge • Parity • Professional Development • Professionalism • Respect • Skill Building • Social and Emotional Development • Trustworthiness

G. SCHOOL DISTRICT GOALS

All professional learning that is conducted in the District addresses one or more of the School District Goals. GOAL1: STUDENTFIRST PHILOSOPHY • Implement researchbased fully enriched instructional models that enable

students to develop the critical thinking and analytical skills necessary to succeed academically.

• Support each student, not as a collective unit, but with individualized educational plans.

• Provide meaningful followup, monitoring, and mentorships that provide support necessary to succeed.

• Develop ageappropriate life skills training programs for students and families that cultivate soft skills including selfdetermination and selfadvocacy.

• Seek equitable outcomes for all student groups that help each student achieve the greatest success possible.

• Continue and strengthen choice programs, career academies, and other career/technical curricula that meet the needs of our students while supporting the economic development goals of the community.

• Implement methods to identify learning styles and match them with appropriate teaching methods and measurable performance goal.


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GOAL 2: FAMILY MATTERS • Create policies and programs that proactively engage all parents, caregivers, and

families as the primary partners in the education of students. • Implement new policies, procedures and processes to make schools more family

friendly so that the school encourages parent/caregiver participation by providing: an inviting campus; a welcoming atmosphere; mutually beneficial opportunities to interact with teachers and administrators.

• Train principals and teachers how to maximize interactive opportunities through regular communication (facetoface) and through technology with families/caregivers.

• Engage partners to empower families/ caregivers. • Hold teachers/administrators accountable to families/caregivers for parental

involvement efforts. • Create, recruit, and implement on campus volunteer opportunities in all aspects

of school life for families/ caregivers and community partners. • Examine opportunities to improve adult literacy skills and career/technical

training with families/caregivers of students. • Encourage parental accountability for school readiness with support mechanisms

that bolster families/caregivers.

GOAL 3: QUALIFIED AND HIGHLY EFFECTIVE WORKFORCE • Cultivate a fluid leadership development succession planning program that keeps

good teachers teaching, strengthens classroom management efforts, and produces highlyeffective academic leaders, assistant principals, principals, and administrators.

• Conduct a resource allocation study evaluating socioeconomic factors in the School District to identify shortfalls and inconsistencies between schools within the District, and reassign resources, including the workforce, to address equity in a StudentFirst Philosophy.

• Enact a professional development program that is coupled with a system that ensures adequate pay for a welltrained workforce.

• Ensure that professional development supports and strengthens choice programs, career academies, and other career/technical curricula to meet the needs of our students while supporting the economic development goals of the community.

• Provide intrinsic incentives to encourage the reassignment of the best teachers— as measured by student performance, and acceleration data—to underperforming classes, schools, and student populations as demonstrated by need.

GOAL 4: EFFICIENCY AND ACCOUNTABILITY • Streamline and reduce the levels of bureaucracy. • Redistribute savings and maximize limited financial resources to be applied to a

StudentFirst Philosophy. • Conduct a functional audit of the District to enable the implementation of the

StudentFirst Philosophy and Family Matters initiatives. Assess each department and its purpose, expenses and how it serves and meets student needs.

• Strengthen the balance between academic achievement and a robust student services program that will support the social, emotional, and career/


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technical/vocational needs of students through guidance programs following the National School Counseling Model.

• Develop and report on efforts to provide students and teachers with uptodate technology and wireless connectivity at each school campus to ensure the ability to perform and compete successfully in the global knowledge economy.

• Enhance the learning environment of each campus to ensure topnotch facilities that are safe and encourage incredible learning opportunities which will lead to achievement.

• Seek parity in funding and resources among schools throughout the District with a focus on strengthening schools.

• Develop a School Facilities Improvement Plan that will outline campus improvements, renovations, upgrades and more.

• Create a transparent online reporting tool that tracks districtwide and school expenditures and performances measures.

GOAL 5: COMMUNITY ENGAGEMENT • Develop a robust Community Engagement and Empowerment effort that

provides meaningful opportunities for volunteers from stakeholder groups— including business, civic, and social organizations—to support the Student First Philosophy and Family Matters efforts.

• Create a multiyear multifaceted campaign to engage partners in creating a world class education system demonstrate the returnoninvestment economically and socially to partner organizations.

• Regularly acknowledge and reward the participation of volunteers and partner organizations.

• Ensure that there are role models and mentors who represent the diverse student body and relate to the students and families with whom they are working.

• Ensure that principals, administrators, and teachers have professional support from the community to assist with professional development, management skills, and the StudentFirst Philosophy.

• Continually reach out to community organizations—social, civic, business, faith and others—to inform and recruit assistance for students and school personnel.

• Explore ways to develop mutually beneficial opportunities that support community efforts such as the 6 Pillars of Florida’s Future Economy from the Economic Council of Palm Beach County.

• Create and maintain an advisory council to provide advice and counsel in support of choice programs, career academies, and other career/technical curricula that meet the needs of our students while supporting the economic development goals of the community.

GOAL 6: COMMUNICATIONS CAMPAIGN

• Commence with a communications strategy that targets students and families, the district workforce, external stakeholder groups, and the public.

• Outline the efforts underway to create a StudentFirst Philosophy and Family Matters initiative and the resources available to students and families.

• Highlight the best management practices implemented and reward staff in order to help build morale and demonstrate a commitment to the new initiatives.

• Illustrate the successes of the District as well as recognize the performance gap and unmet needs within the District.


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• Promote a message of success and continued efforts to achieve the District’s mission to attain its vision.

• Ensure that the campaign includes efforts for principals, teachers, administrators and others to become regularly engaged in social, civic, business, and faithbased organizations.

H. DISTRICT SUPPORT STRUCTURE

Schoolbased teams, called Professional Development Teams, and district professional learning facilitators design and deliver professional learning that incorporates implementation and evaluation of impact. This model of sitebased and sitefocused professional learning is aligned with Florida’s Professional Development Evaluation System Protocol for high quality professional learning and is critical to the success of the Professional Development System. The specialists in the Department of Professional Development primarily focus on providing leadership to district professional learning facilitators and schoolbased Professional Development Teams regarding Learning Forward’s Standards for Professional Learning. In order to assist schools and departments in maintaining this model of high quality professional learning the Department of Professional Development provides ongoing coaching and mentoring, professional learning forums/academies, district level meetings, school visits, monthly networking opportunities, and online courses. The benefits of this model include: • Building the capacity of schools to provide high quality professional learning. • Enhancing the skills of district professional learning facilitators by providing

coaching and mentoring aligned with high quality professional learning practices. • Modeling the Florida’s Professional Development Evaluation System Protocol for

professional learning utilizing learning strategies/methodologies and devices for adult learners.

• Creating time for jobembedded professional learning during the workday by using faculty meeting time, Professional Learning Community meetings, common planning, and Professional Development Days.

I. DISTRICT GUIDELINES

Florida’s Professional Development Evaluation System Protocol outlines the critical relationship between professional learning and the school improvement process. The following are the district guidelines for high quality professional learning: • Professional learning is organized in a cohesive plan and sustained over time. • Student achievement is the focal point of professional learning. • Utilize multiple data sources to identify professional learning needs. • Professional learning is directed toward transformation versus information. • It is intended to impact job performance and student achievement. • All four areas of planning, learning, implementing, and evaluating must be

addressed when designing high quality professional learning. • Professional learning requires participants to engage in sustained jobembedded

learning that is centered around the issues and challenges they encounter on a daily basis.


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• Inservice points toward recertification are only offered for opportunities that incorporate the high quality professional learning practices in the areas of planning, learning, implementing, and evaluating.

J. ALIGNMENT TO INSTRUCTIONAL PERSONNEL AND STUDENT NEEDS The Professional Development System requires program planners, specialists, and other professional learning facilitators offering districtwide trainings to complete a Professional Learning and Training Proposal as part of the component initiation process (Appendix B). This proposal requires information from the session coordinator/professional learning facilitators that indicates how the program aligns with Learning Forward’s Standards for Professional Learning and Florida’s Professional Development Evaluation System Protocol. Professional learning opportunities are based on needs assessment documents including but not limited to one or more of the following: 1) School Improvement Plans, 2) Annual performance data for teachers/administrators, 3) Annual school reports, 4) Student achievement data and/or other pertinent documents. These documents help to narrow the focus as to which needs the district will support and which needs are schoolspecific.

1) SCHOOL IMPROVEMENT PLANS

School Improvement Plans (SIP) are developed, implemented, monitored, and reviewed yearly by school advisory council members, school staff, parents, community members, and district personnel. These plans provide schools with a roadmap for professional learning during the course of the school year.

2) ANNUAL PERFORMANCE APPRAISAL DATA FOR TEACHERS AND ADMINISTRATORS The School District of Palm Beach County evaluates employees using appraisal systems for the following employee groups: • NonInstructional Employees • Instructional Employees • Administrative Employees

Principals are provided training on the implementation of these systems and are informed that established objectives should link to school improvement and student achievement. Student achievement data and annual school report data are key components of the established objectives. Noninstructional staff is evaluated on job performance as it relates to student services.

3) ANNUAL SCHOOL REPORTS Annual school reports include Gold Report, Florida School Indicators Report, School Accountability Report, and School Advisory Council Reports. These reports contain overviews of student achievement data and other disaggregated data for each school in the county. Professional learning opportunities are planned using the data from annual school reports. As schools review their data, they plan professional learning, develop their School Improvement Plan, and help staff create their Individual Professional Development Plans.

4) STUDENT ACHIEVEMENT DATA The District’s Education Data Warehouse (EDW) produces numerous reports, based on FCAT, Diagnostics, Common Assessments, and surveys, to inform the


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decisionmaking process. The various data assist stakeholders in identifying the professional learning needs of schools that are aligned to the expected improvements in the School Improvement Plan of each school. Identifying and aligning professional learning with specific school objectives is continuously reviewed for the following purposes: • Providing district information for targeting areas of professional learning to

serve a large number of schools in a timely manner and to identify critical need areas for professional learning.

• Allowing district and school collaboration for networking and for efficient use of resources.

• Indicating the professional learning needs of schools, degree of professional learning implementation, and impact of professional learning in the improvement of student and school performance.

• Affording state leaders the ability to identify priority areas for continued and future funding allocation in Professional Development.

II. THE DEVELOPMENT PROCESS

The Professional Development System was developed in consultation with the following stakeholders through the following means:

A. PROFESSIONAL LEARINING ADVISORY COUNCIL

The Professional Learning Advisory Council serves to review updates to the professional development system annually; identify and ensure that district priorities are being addressed through professional learning and coordinate and streamline professional learning opportunities across the district. In an effort to ensure equitable representation of all stakeholders teacher leaders, schoolbased administrators, districtbased administrators and school board members and Classroom Teacher Association (CTA) representatives are invited to participate. The Professional Learning Advisory Council meets four times a year.

B. TEACHERS

Many teachers provide professional learning at the school and district level. The professional learning focus areas are determined based on teacher needs. Teachers are provided the opportunity to provide feedback regarding the areas of need through the use of professional learning evaluations. All professional learning provided is based on the needs of the schools and teachers. Each school selects a dedicated Professional Development Team. These teams are mainly comprised of teachers. The specialists in our department consult with these team members on a regular basis to assist in the professional learning process at each school site.

C. COLLEGE AND UNIVERSITY INSTRUCTORS

Many District departments are staffed by specialists who also work for local community colleges and universities. Feedback is regularly obtained from these staff members via a quarterly Professional Development Forum in order to ensure an alignment between the needs of teachers and students and the district’s priorities.


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D. COLLEGE AND UNIVERSITY CONSORTIA The Department of Professional Development has a partnership with community colleges and universities that participate in a consortium dedicated to the PreService Program. Through our PreService Program, there is constant communication between representatives of community colleges and universities with Professional Development Staff. Feedback is obtained from these individuals through phone, email, evaluations, and consortium meetings.

This consortium meets four times annually. These meetings provide the School District of Palm Beach County the opportunity to provide the community colleges and universities with information pertaining to the PreService Program, and in turn, provide the District with the opportunity to obtain feedback on critical issues from the college and university stakeholders.

E. LOCAL EDUCATION FOUNDATION

Many of the events and trainings provided throughout the district are sponsored, planned, and presented in collaboration with our local education foundation. The Education Foundation of Palm Beach County assists the District with events such as: TeacherFest, Teachers’ Guild Conference, Beginning Teacher of the Year, and Mentor Teacher of the Year programs.

F. BUSINESS AND COMMUNITY PARTNERS

Professional learning priorities included in the Academic Business Plan are continually refined based upon the School Board and community recommendations. This document, developed by district staff and members of the community, is a comprehensive action plan to ensure that all students receive the highest quality education. The School Board of Palm Beach County is comprised of all business and community members. The Transition to Teaching grant/ITEACH program has developed several partnerships with community representatives. Workforce Alliance has become an integral partner in the recruitment and assessment process of prospective new teachers. Referrals are assessed and screened through Workforce Alliance and then submitted to our Division of Human Resources for additional screening. Support by Workforce Alliance is also provided by their active membership on the TTT Steering Committee. Through its educational outreach program, the Scripps Research Institute of Florida has developed a close relationship with the school district. They have collaborated to develop STEM initiatives for our district’s secondary teachers. For the TTT ITEACH grant, we plan to recommend participants to attend the summer STEM institutes offered by Scripps. Also, a representative from Scripps has been invited to become a member of the ITEACH Steering Committee.

G. PROFESSIONAL ORGANIZATIONS

All professional learning provided by the District is aligned with Learning Forward’s Standards for Professional Learning and Florida’s Professional Development Evaluation System Protocol. Each Professional Learning Proposal approved must demonstrate that the training objectives are aligned with these standards in order to be offered inservice points. The Department of Professional Development also maintains active membership in the Florida Association for Staff Development.


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To increase new teacher retention and effectiveness, the Department of Professional Development has formed a partnership with the New Teacher Center (NTC). NTC was initially established in 1998 as part of the University of California at Santa Cruz but is now an independent organization dedicated to improving student learning by accelerating the effectiveness of teachers and school leaders. Through this partnership the New Teacher Program was developed and implemented in selected high needs schools in Palm Beach County. The Department of Professional Development continues to work with the New Teacher Center to assist in the implementation and expansion of the New Teacher Program.

The New Teacher Center (NTC) model for mentoring is used for TTT participants. Mentors from highneed schools with backgrounds in highneed subject areas are trained using the NTC guidelines. These mentors will support the new TTT teachers at the school site for a minimum of two years. Additionally, principals from highneed schools participate in a oneday training, again based on the NTC model, to familiarize these principals in best practices on how to support new teachers.

III. MAJOR COMPONENTS OF THE SYSTEM A. PLANNING

District professional learning facilitators and schoolbased Professional Development Teams use multiple data sources to plan professional learning. These sources include: 1) School Improvement Plans, 2) Annual performance appraisal data, 3) Annual school reports, 4) Disaggregated student achievement data, 4) Discipline data, 5) iObservation data, 6) Individual Professional Development Plans, 7) Surveys or questionnaires, 8) District priorities, and 9) State/federal mandates. As mentioned earlier in this plan, the Department of Professional Development created a tool entitled, the Professional Learning and Training Proposal. This proposal is used to assist professionals in planning their offerings and ensures that they attend to all aspects of high quality professional learning. This form assists in strengthening the effectiveness of professional learning efforts in the District.

1) PROFESSIONAL LEARNING AREAS OF FOCUS

The content focus areas for professional learning are aligned to those of Florida’s Professional Development Evaluation System Protocol. These include: 1) Reading, 2) Next Generation Sunshine State Standards subject content of language arts, math, science, social studies, and fine arts, 3) Instructional strategies, 4) Noninstructional strategies, 5) Compliance, 6) Leadership, 7) Technology, 8) Assessment and data analysis, 9) Classroom management, 10) Family involvement, and 11) School safety.

2) METHODS FOR DETERMINING PROFESSIONAL LEARNING NEEDS As mentioned earlier in this plan, the District’s professional learning needs are determined through a review of School Improvement Plans, annual performance appraisal data for teachers and administrators, annual school reports, and student achievement data for the district and individual schools. In addition, the Department of Professional Development uses the results of Florida’s Professional Development Evaluation System Protocol review to guide


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the planning for professional learning programs at the district and school level. Each school’s Professional Development Team collaborates with the school administration to develop professional learning opportunities for teachers and staff.

3) TARGETED AUDIENCES Each districtapproved professional learning opportunity on the Master Inservice Plan Calendar identifies the target audience as determined by the session coordinator/professional learning facilitator for the specific offering. As mentioned earlier in this plan, the calendar is posted online and updated continuously. In addition, an online registration tool provides a detailed description of the offering to guide participants in selecting activities that would best meet their individual needs.

B. LEARNING

Learning methods utilized by professional learning facilitators incorporate formats and devices for engaging adult learners. These learning methods are transferable and can be utilized in the classroom to engage students. These formats and devices ensure that adult learners are able to see the relevance to their job, share their professional experiences, collaborate with other colleagues, and use the information gained immediately.

The learning process includes the use of a variety of technologies such as: Adobe Presenter, Adobe Connect Pro, PowerPoint presentations, online courses, virtual classrooms, discussion boards, blogs, vodcasts, SMART Boards, Polycom, websites, document cameras, a television station, and The Education Network. The District Professional Development Team requires department professional learning facilitators to maintain a menu of options for alternative learning methods that do not disrupt student learning time. These include online courses, afterhours trainings, weekend trainings, and stipend incentives.

C. IMPLEMENTING

Implementation activities are designed to improve job performance and/or student achievement.

• All professional learning offered for inservice points require implementation of the knowledge upon return to the work site.

• Professional learning facilitators offer support and resources to participants in order to assist them with the implementation process such as: access to a schoolbased coach/trainer, handouts, websites, resources, peer buddies, and periodic progress meetings.

• Instructional personnel must submit evidence of improved job performance or changes in teaching behaviors as well as evidence of student improvements. Student improvements can be academic or behavioral in nature.

• Noninstructional personnel must submit evidence of improved job performance. D. EVALUATING

The Department of Professional Development has established the Professional Learning Component Evaluation, which is utilized to ensure the program was implemented with fidelity and impacted job performance and/or student achievement


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(Appendix C). The professional learning facilitator compiles and synthesizes the implementation submitted by the participants in order to: • Identify patterns and trends of understanding. • Identify improvements. • Identify needed reteaching for those participants still struggling with the

implementation phase. • Evaluate the impact to job performance based upon successful changes in

teaching behavior. • Evaluate the impact to student achievement based upon the increase in scores

or decrease in student offtask behaviors. • Use the results of the evaluation in planning subsequent professional learning

evaluation components related to student performance.

Per Florida Statute 1012.98, the District provides for the continuous evaluation of the quality and effectiveness of professional learning programs in order to expand effective programs and strategies to eliminate ineffective ones. The Department of Professional Development monitors professional learning data to ensure all trainings are aligned with Learning Forward’s Standards for Professional Learning and Florida’s Professional Development Evaluation System Protocol. The Professional Learning Component Evaluation supports this formative process. Using the Professional Learning Component Evaluation, professional learning facilitators document implementation and impact of the professional learning on job performance and/or student achievement. The Department of Professional Development requires that all professional learning opportunities be evaluated by the professional learning facilitator. This evaluation is conducted utilizing the Professional Learning Component Evaluation. This evaluation includes an analysis of preassessment data, learning strategies/methodologies, implementation, and impact. Once submitted to the Department of Professional Development, it is reviewed for completeness, accuracy, and adherence to the standards. This evaluation considers all of Thomas Guskey’s Levels of Evaluation (2000) including: • Participant’s Reactions (Satisfaction) • Participant’s Knowledge (Knowledge Acquisition) • Organizational Support and Change (Implementation Context) • Participant’s Use of New Knowledge and Skills (Utilization) • Student Learning Outcomes (Accomplishment of Specified Achievement Goals)

To gather summative results on professional development programs, the Department of Professional Development evaluates all Professional Learning Component Evaluations on a Component Evaluation Rubric (Appendix D). This measure ensures that professional development programs conducted within the District result in improvements in job performance and/or student achievement. These results are then totaled to identify districtwide patterns, trends, and areas of need. Additionally, to ensure continuous improvement, the Department of Research and Evaluation conducts formal program evaluations on major professional learning initiatives. Based upon the comprehensive evaluation process outlined above, decisions can be made regarding program continuation, revision, and/or elimination.


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E. MASTER INSERVICE PLAN

In order to open a component from the Master Inservice Plan for inservice points, all session coordinators and/or professional learning facilitators must follow the Component Procedures Checklist (Appendix E). If a match cannot be made to the specific content of the training, District program planners may choose to create a new component using the Component Formatting Guidelines (Appendix F). Before a program planner may submit a new component, the New Component Checklist must be completed to ensure it adheres to quality standards (Appendix G). All components are approved by the School Board prior to being added to the Master Inservice Plan. Components included in the Master Inservice Plan reflect the: • District priorities and initiatives • Research base of the professional learning content • Specific objectives required for mastery • Learning strategies or methodology used to address the needs of adult learners • Implementation and evaluation guidelines

The Master Inservice Plan Calendar, a calendar of all districtapproved professional learning opportunities, is published on the Department of Professional Development’s website continuously. All entries must be submitted and approved by the Department of Professional Development using the proposal to ensure adherence to high quality professional learning.

1) INSERVICE POINTS

Only in specific situations are points awarded by hour such as with the NonDistrict Sponsored Conference/Training Implementation Evaluation (Appendix H). Inservice points in Palm Beach County are primarily awarded based upon mastery of the specific objectives within the component. The total point value of the component is divided by the number of objectives contained within the component. The resulting number is the point value for each objective mastered. (Example: A 60 point component, divided by 15 objectives, equals 4 points per objective mastered). This process is evidenced on the Professional Learning SignIn (Appendix I). It is important to include that professional learning facilitators will need to retain evidence that the point value equates to the total program time, as to abide by the statute and avoid abuse.

2) CONTINUING EDUCATION UNITS (CEUs)

CEUs are a way of measuring and officially recognizing the effort an individual has put into “noncredit” enrichment and development coursework for an individual’s job or profession. CEUs can be translated into inservice points provided the course has a set of specific objectives that participants are expected to achieve and there is documentation (such as a certificate of completion with verification of hours) that these objectives were successfully completed and there is evidence that the learning has been transferred to the participant’s specific job. (Example: 1 CEU => 10 contact hours => 10 inservice points). However, the reverse is not possible. The Staff Development Department does not have the authorization to award CEUs or to change inservice points into CEUs.


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F. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS The Individual Professional Development Plan (IPDP) is the foundational document for the planning and implementation of meaningful professional learning that impacts student achievement (Appendix J). Florida Statute 1012.98 requires school principals to establish and maintain IPDP’s for every instructional employee. The Department of Professional Development notifies, instructs, and provides online resources to all stakeholders regarding the IPDP process, timeline, and requirements. 1) INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS FOR TEACHERS

The Individual Professional Development Plan represents a blend of professional learning identified through school and district initiatives and the School Improvement Plan as well as professional growth interests and teacher certification needs. Teachers utilize disaggregated data to determine student needs and then link these to their professional growth goals. The principal or administrative designee meets with each teacher to review the IPDP as it is being developed, make a plan for long term professional growth, and then evaluate the results. School site administrators maintain a record of all IPDP’s. Results from the reviews are incorporated into the planning process for schoollevel professional learning for the following year. The evaluation of the IPDP is part of the needs assessment process for the teacher’s future IPDP development. Principals or their designees work with each instructional employee in developing and maintaining an IPDP to include the following: • Professional learning needs that clearly relate to specific student

performance data for those to which the teacher is assigned. • Clearly defined training objectives. • Specific measurable improvements in student performance resulting from the

learning activity. • An evaluation component that determines effectiveness of the plan.

2) INDIVIDUAL LEADERSHIP DEVELOPMENT PLANS FOR ADMINISTRATORS School administrators create and implement an Individual Leadership Development Plan (ILDP) annually. The plan created is based on disaggregated student achievement data, behavior data, and the needs of student groups not making Adequate Yearly Progress (AYP). Districtlevel administrators also create and implement ILDPs. At the district level, these plans are called an Individual Objective Statement (Appendix K). Both of these plans clearly define professional learning goals that specify measurable improvement in student performance, improvements in teacher effectiveness, changes in administrator practices resulting from professional learning, and an evaluation plan that determines the effectiveness of the Individual Leadership Development Plan.

G. INSERVICE ACTIVITIES FOR SCHOOL ADMINISTRATIVE PERSONNEL

A multitude of inservice activities are provided to administrative personnel. These inservice activities target individuals in various stages of their careers. The following are samples of inservice activities that are available to schoolbased and districtlevel administrators, as well as aspiring administrators.


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1) Teacher Observation & Evaluation System – This evaluation system covers four (4) domains. The domains outline standards for high quality teaching and learning and consist of: Domain 1: Classroom Strategies and Behaviors, Domain 2: Planning and Preparing, Domain 3: Reflecting on Teaching, and Domain 4: Collegiality and Professionalism. Together, these domains are used to assist educators in becoming more effective in the classroom. Training on these domains prepares administrators to practice and become competent in the use of the evaluation instrument.

2) Essential Trainings A series of trainings presented by district departments and staff to enhance the professional learning of Assistant Principals.

3) iObservation – This program provides schoolbased administrators with the

training and tools necessary to obtain a clear, objective picture of what is happening in the classroom. With this data, standards for practice, guides for professional learning, support for reflective dialogue and best practices among faculty can be established. Training in the iObservation process helps to facilitate the schoolbased administrator’s role as an instructional leader. Through daily classroom visits, the instructional leader can collect data about critical instructional practices and lead reflective discussions on this data with their instructional staff that leads to action planning.

4) Aspiring Leaders Academy I – The Aspiring Leaders Academy I (ALA I) is a

comprehensive leadership preparation program designed for highly motivated individuals who have demonstrated remarkable leadership ability/potential at their schools and are aspiring to become assistant principals. Program participation requires a oneyear commitment and an enormous amount of dedication. The fundamentals of ALA I center on leadership experience at the school level. Class sessions target key learning that will give the candidate the content knowledge to be successful in the Assistant Principalship. Candidates will hear from various experts in the field about critical issues related to schoolbased administrators as well as practicing assistant principals that have been recognized to provide a practitioners’ perspective.

5) Aspiring Leaders Academy II – Program participation requires a twoyear commitment and dedication. The fundamentals of ALA II center on leadership experience at the school level. Participants are required to complete Essential Trainings which target key learning and provide the candidate the content knowledge needed to be successful in the Principalship. In addition to the Essential Trainings, class sessions provide an arena for peer discussions and an opportunity to hear from various experts in the field about critical issues related to schoolbased administrators. Over the 2 year fellowship, participants accomplish ten individual goals based on the Florida Principal Leadership Standards and selected William Cecil Golden modules. A Leadership Inventory postassessment then measures growth in the targeted areas. Other assignments designed to enhance the candidates’ abilities include mentorship with a seasoned principal. This jobembedded learning provides the candidate with opportunities to gain the knowledge and skills needed to be successful as a first year principal.


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6) New Principals Cadre – This cadre is designed to provide assistance to first and second year principals. These principals will be meeting periodically throughout the year to share best practices and discuss relevant issues. Workshops, meetings, and mentoring are offered to support the needs of the novice principal.

H. SYSTEMATIC CONSULATION All professional learning that is offered by the School District of Palm Beach County is developed and implemented in compliance with local and state policies applicable to the content area. When questions or support is needed the appropriate state representative is contacted to provide clarification and/or support. Examples of such programs are as follows:

1) Alternative Certification Program – The program coordinator of the Alternative

Certification Program receives correspondence from the state as needed. If the coordinator has questions she contacts the state contact. The coordinators participate in webinars annually to obtain updates on the program requirements. The Alternative Certification Program (ACP) is a free, distance learning program which meets the required college course work needed to reach professional certification for noneducation majors. The ACP is in lieu of having to take and pay for college classes listed on the Statement of Status Eligibility. The tasks are completed while teaching and relate to classroom experiences. The ACP participant is supported by a team consisting of an online mentor, school site mentor, an assistant principal, and district ACP contacts.

2) National Board Certification – The Department of Professional Development has continuous contact with the FLDOE in regards to National Board Certification. The representatives at the state level provide the department with valuable information pertaining to the qualifications for and disbursements of the State National Board Certification Bonus.

3) ITEACH/TTT grant program—The ITEACH program coordinator is in close contact with the state and receives updates and correspondence related to Alternative Certification. The ITEACH program intends to offer webinars to update mentors and participants and monthly forums are scheduled for ITEACH mentors.

I. FUNDING

The School District of Palm Beach County receives professional development allocations for teacher learning. Although the district expends additional funds for professional learning through grants and other revenue sources, the following represent the priority areas for distribution:

• Next Generation Sunshine State Standards, subjectspecific content, teaching

methods • Technology • Assessment and Data Analysis • Parental Involvement • Classroom Management • School Safety • Professional Development System Implementation


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• Research base of the professional learning content

The School District has recently received a fiveyear Transition to Teaching (TTT) grant in order to increase recruitment, support, and retention of new secondary teachers from noneducation backgrounds to teach highneed subject areas such as math and science in highneed schools. This grant supports recruitment in the math, science and engineering departments in Historically Black Universities and Colleges and the recruitment of other minority groups underrepresented in the STEM fields of science, technology, engineering and math. Support will be provided at the schoolsite from New Teacher Center trained mentors. Participants will complete an accelerated certification program through the Alternative Certification Program.


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IV. APPENDICES

A. Learning Forward Standards for Professional Learning B. Professional Learning and Training Proposal C. Professional Learning Component Evaluation D. Component Evaluation Rubric E. Component Procedures Checklist F. Component Formatting Guidelines G. New Component Checklist H. NonDistrict Sponsored Conference/Training Implementation Evaluation I. Professional Learning SignIn J. Individual Professional Development Plan K. Individual Objective Statement


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A. LEARNING FORWARD – STANDARDS FOR PROFESSIONAL LEARNING

Learning Forward

Standards for Professional Learning (2011) 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. Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. 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. Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change. Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.


B. PROFESSIONAL LEARNING AND TRAINING PROPOSAL


PROFESSIONAL LEARNING AND TRAINING PROPOSAL

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PROFESSIONAL LEARNING AND TRAINING PROPOSAL



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C. PROFESSIONAL LEARNING COMPONENT


PROFESSIONAL LEARNING COMPONENT EVALUATION

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EVALUATION



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D. COMPONENT EVALUATION RUBRIC

Component Title:________________________________________________________________ Administrator:___________________

Component Number:_____________________________________________________________ Initial Score:____________________

PreAssessment (Planning)

• analysis of participants’ preexisting knowledge and skills • description of the methods used to determine participants’ preexisting knowledge

and skills • analysis of the degree to which this professional development is linked to

participants’ professional growth goals • description of the needs assessments used to link the professional development

to the participants professional growth goals such as SIP, IPDP, district mandates, etc

ο 4ExcellentDetailed Evidence

ο 3GoodSome Evidence

ο 2MarginalLittle Evidence

ο 1UnacceptableNo Evidence

Delivery Assessment

(Delivery/Learning)

• analysis of participants’ mastery of outcomes • analysis of the degree to which the delivery format facilitated the learning • description of the methods used to determine the effectiveness of the delivery

format such as a training evaluation form, smiley sheet, etc





Implementation Assessment (Followup/

Implementing)

• analysis of the degree to which learning transferred into the participants’ workplace

• description of the methods used to show evidence of implementation into the workplace Includes detailed evidence of an analysis of the degree to which the resources facilitated the transfer of learning

• description of the methods used to evaluate the effectiveness of the resources provided to facilitate the transfer of learning





Impact Assessment (Evaluation/ Evaluating)

• analysis of the impact to participants provides significant qualitative or quantitative data to support the impact to participants

• analysis of the impact to students provides significant qualitative or quantitative data to support the impact to students

• analysis of the impact of the program provides significant qualitative or quantitative data to support the impact of the overall program and its return on investment






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If any section of the Component Evaluation receives a score of 1 or 2 in the initial scoring, the session coordinator must be contacted to ensure that their Component Evaluation is comprehensive enough to receive a score of 3 or 4.


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E. COMPONENT PROCEDURES CHECKLIST

DONE 4 COMPONENT PROCEDURES CHECKLIST

1. Meet with your department team members to determine topics and content to be covered for the year. (Review student & teacher data, district priorities, focus areas, and other data)

2. Create a schedule for when training will be offered. Be sure to confirm all locations and times. If you do not have this information, your training is not ready for approval.

3. Find a component from the Master Inservice Plan that will cover your content. (Be sure not to reuse a component that you have

already ‘maxed out’. If you are unsure of prior component usage, please contact the Department of Professional Development at PX53696. The Master Inservice Plan is located at http://www.palmbeachschools.org/staffdev/MIP_Alpha.asp In order to search by keyword, click on “Edit”, then “Find on This Page”. When you locate a component you like click the hyperlink to read the Specific Objectives. Try to get as close as possible to your content focus.)

4. Determine the number of inservice points to be awarded for program completion. If a component is worth 60 inservice points, that doesn't mean all participants in your training get 60 inservice points. When you award 60 points, you are verifying to the state that the participant has completed the equivalent of 60 hours of training in that content area with appropriate classroom implementation. If you do not have evidence to support this, please avoid doing so in case of an audit. Always be sure to award points based upon the specific objectives you will be covering and the total program time per (6a) and (6b) of Florida Statute 6A5.071

5. Complete the Professional Learning and Training Proposal (Form 1853) on Liquid Office. (Forms are located at http://www.palmbeachschools.org/Forms/Index.asp ) Please use this new form to submit your requests to open components. We will no longer be accepting the paper version. When prompted for your login, enter the one you use every day. If you need help filling in the form, a tutorial presentation is available at http://breeze.palmbeach.k12.fl.us/proposal/ This form should be completed at least two weeks prior to the onset of your PD Program. You must specify all training dates.

6. The person that completes the form in Liquid Office will be the one to receive the confirmation email with the 4digit course code. If you have not received your 4digit course code within two weeks, please contact the Department of Professional Development at PX53696. This 4digit code should be on all of the signin sheets you use for training.

7. Use presenters/trainers that are experts in the content areas you are covering. (For expertise outside the district, use the Conversation Guide to help you at http://www.palmbeachschools.org/staffdev/documents/ProfessionalDevelopmentConversationGuide.docx)

8. Make sure that the presenter(s)/trainer(s) have all materials needed. (Signin sheet, handouts, computer, LCD projector, PowerPoint, posttest, evaluation form, adult learning activities to engage participants, followup/implementation assignment should include ‘teacher products’ and ‘student work samples’, a rubric for quality completion, and a firm deadline for submissions.) Make sure all professional learning offered in contains adult learning strategies. If you need assistance with choosing adult learning formats and/or devices, please contact the Department of Professional Development at PX53696.

9. Be sure that your content experts (PD Team and/or trainers) are monitoring teacher implementation of new learning. • Setting deadlines for implementation evidence to be submitted for points • Providing rubrics or specific guidelines for high quality implementation products • Collecting and reviewing all implementation products for correctness and completion • Providing support and assistance to those teachers needing additional practice

10. Track attendance and completion of the followup/implementation on a spreadsheet or grade book. Points should be awarded by hour or by specific objective. (Ex. 3 hours of training + 2 hours implementation = 5 points) Avoid awarding points in excess. Even using the specific objectives, your points should somewhat align to the total program completion time in order to be in compliance with the statute referenced above.

11. Professional Learning Facilitators/Trainers are not eligible to earn inservice points for completing the component procedures process (Planning, Learning, Implementing, and Evaluating). Employees are only eligible for inservice points when in the role of a ‘participant/learner’. If PLF/Trainers are interested in inservice points, they can complete the TrainU courses for professional developers.

• Planning & Evaluating Professional Learning http://trainu.palmbeach.k12.fl.us/course?id=1129 • Creating Conditions for Professional Learning http://trainu.palmbeach.k12.fl.us/course?id=1160

12. At the end of the year, compile all inservice points for each participant (for each component opened) on a Master Signin Sheet with the total points earned for the year next to each of their names. (This is Form 0484. Forms are located at http://www.palmbeachschools.org/Forms/Index.asp Be sure to fill in the form completely or it will be returned to you for edits.)

13. Fill in the Component Evaluation, Form 0471. Forms are located at http://www.palmbeachschools.org/Forms/Index.asp If you

need assistance with completing this form; please contact the Department of Professional Development at PX53696. Both the Master SignIn Sheet and the Component Evaluation should be submitted together by the end of the fiscal year. All inservice points for FY12 must be received by June 30th. No points are supposed to be entered after this date per state guidelines.


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F. COMPONENT FORMATTING GUIDELINES

Component Formatting Guidelines

PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION

Be sure to format the document with 1” margins, header and footer at .7”, Times New Roman 12 point font, with one space between sections. COMPONENT TITLE: IDENTIFIER NUMBER: MAXIMUM POINTS: RESTRICTED: “This component may only be opened by the Department of ______.” If the component is not restricted and is available for districtwide use, this section is unnecessary. GENERAL OBJECTIVE: RESEARCH BASE: This can be a national organization, vendor program, or state/federal initiative. It should not be an article from a journal. SPECIFIC OBJECTIVES: Within the duration of this component, participants will: 1. Can have more or less than 12 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Year ______ Dept. ________________________


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PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION

Be sure to format the document with 1” margins, header and footer at .7”, Times New Roman 12 point font, with one space between sections. LEARNING STRATEGY/METHODOLOGY PROCEDURES: Participants will:

1. Can have more or less than 5 2. 3. 4. 5.

EVALUATION OF PARTICIPANTS: Participants must demonstrate a mastery of the training content as measured by an assessment or other valid measure. Participants will provide feedback regarding the format of the professional learning opportunity via an evaluation tool. (Insert this standard blurb) IMPLEMENTATION ACTIVITIES: Participants will:

1. Can have more or less than 5 2. 3. 4. 5.

COMPONENT EVALUATION: Professional learning facilitator(s) will assess the degree to which the activities addressed the specific objectives and will make recommendation for revision through a component evaluation. (Insert this standard blurb)

Year ______ Dept. ________________________


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G. NEW COMPONENT CHECKLIST

New Component Checklist Please be sure to use this checklist when creating and submitting a new component and work closely with your Professional Development Specialist. This will help prevent delays in processing your submission and ensure that your component is ready for Board Approval in a timely manner. 1. ___I have labeled in bold red print that this is a restricted component. 2. ___The maximum points match the number of specific objectives targeted

(60 pts = 12 obj. / 30 pts = 6 obj.). 3. ___The component title is reflective of the component content and the department that

submitted the component. 4. ___The Header “PROFESSIONAL LEARNING INSERVICE COMPONENT

INFORMATION” and the Footer “Year – Department” have been placed within the document at .7 formatting.

5. ___Research base information has been placed alphabetically in current APA format. 6. ___ Section titles are congruent with the “Component Formatting Guidelines”. 7. ___The “SPECIFIC OBJECTIVES”, “LEARNING STRATEGY/METHODOLOGY

PROCEDURE”, and “IMPLEMENTATION ACTIVITIES” are formatted with numeric bullets.

8. ___The component is typed single spaced throughout. 9. ___The component is typed in Times New Roman 12point Font. 10. ___The component has one (1) inch margins on all sides. 11. ___This document is free of grammatical errors. 12. ___The “SPECIFIC OBJECTIVES” begin with “learning verbs”

(see attached action verbs for Bloom’s Taxonomy). 13. ___The LEARNING STRATEGY/METHODOLOGY PROCEDURE” clearly outlines the

adult learning strategies and activities that will be used during training. 14. ___The “IMPLEMENTATION ACTIVITIES” clearly outlines the steps participants will

take to implement their new knowledge back at the worksite and/or with students.


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1. Submit the final version of the new component electronically via email to the Department of Professional Development by July 1st. If corrections are needed, your Professional Development Specialist will support you in making the revisions.

2. If no corrections are needed, your Professional Development Specialist will request that you pony a signed original of your new component to the Mary and Robert Pew Leadership Development Center.

3. Once the signed original is received, the new component will be assigned a component number and prepared for submission to the Board for approval in the fall.

4. Once Board approved, the new component will be added to the Master Inservice Plan on the Professional Development website.

KNOWLEDGE

VERBS: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state

• remembering; • memorizing; • recognizing; • recalling identification and • recall of information

o Who, what, when, where, how ...? o Describe

COMPREHENSION

VERBS: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

• interpreting; • translating from one medium to another; • describing in one's own words; • organization and selection of facts and ideas

o Retell...

APPLICATION

VERBS: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

• problem solving; • applying information to produce some result; • use of facts, rules and principles

o How is...an example of...? o How is...related to...? o Why is...significant?

ANALYSIS

VERBS: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

• subdividing something to show how it is put together; • finding the underlying structure of a communication;

identifying motives; • separation of a whole into component parts

o What are the parts or features of...? o Classify...according to... o Outline/diagram... o How does...compare/contrast with...? o What evidence can you list for...?

SYNTHESIS

VERBS: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up

• creating a unique, original product that may be in verbal form or may be a physical object;

• combination of ideas to form a new whole o What would you predict/infer from...?

o What ideas can you add to...? o How would you create/design a new...? o What might happen if you combined...? o What solutions would you suggest for...?

EVALUATION

VERBS: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate

• making value decisions about issues; • resolving controversies or differences of opinion; • development of opinions, judgments or decisions o Do

you agree...? o What do you think about...? o What is the most important...? o Place the following in order of priority... o How would you decide about...? o What criteria would you use to assess...?


H. NONDISTRICT SPONSORED CONFERENCE/TRAINING IMPLEMENTATION EVALUATION


DISTRICT SPONSORED CONFERENCE/TRAINING IMPLEMENTATION EVALUATION

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DISTRICT SPONSORED CONFERENCE/TRAINING



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The School District of Palm Beach County

I.


PROFESSIONAL LEARNING SIGNIN

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J. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN


INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN

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INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN



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K. INDIVIDUAL OBJECTIVE STATEMENT


INDIVIDUAL OBJECTIVE STATEMENT

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Documents

The School District of Palm Beach County … September 19... F. DISTRICT GUIDING PRINCIPLES The School District of Palm Beach County values the following principles as demonstrated