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Klamath County SD leaders outline expanded professional development, new-teacher mentoring and district in‑service options
Summary
District professional development leaders presented a three‑tier teacher development framework, proposed a revised in‑service schedule to increase collaboration and time for medical trainings, and described growth of mentoring, library services and curriculum adoptions.
Lacey Teeters, co‑chair of the professional development committee and lead elementary mentor, and Laurie Ross, lead secondary mentor, presented the district’s updated professional development plan and mentoring work to the Klamath County School District Board of Education.
The plan defines three levels of teacher development — Level 1 for new teachers, Level 2 for developing teachers and Level 3 for master teachers — and emphasizes sustainability by having experienced teachers return as in‑district trainers. “We are just gonna work hard at providing professional development that is specific to content areas and professional development that applies to just good teaching strategies all around,” Teeters said.
Why it matters: district leaders said the revisions are intended to build internal capacity, reduce reliance on one‑time vendors, and ensure continuity if staffing or leadership changes. The committee also proposed changes to the districtwide in‑service day after a survey showed teachers wanted more time for breakout sessions and collaboration and less emphasis on a single keynote speaker.
The committee described three possible in‑service schedules and favored “Option 3,” which would, in a best‑case layout, provide four 30‑minute breakout sessions and a two‑hour professional learning community (PLC) block for elementary and high school staff while preserving two hours for medical trainings such as CPR and medication checkoffs. Teeters said the change would free time for more varied sessions and reduce overcrowding in breakout rooms.
Mentoring: Ross described expansion of the New Teacher Academy and the shift from a two‑day event this year to a fuller new‑teacher week in the coming year, coordinated with HR. Ross said mentors offer non‑evaluative classroom observations, one‑on‑one feedback and a menu of support services. The district currently lists six mentors (two full time, four part time), 37 first‑year teachers and 29 second‑year teachers; the program participates in the Oregon Mentor Grant.
Library and curriculum work: Miranda Doyle, the district’s lead licensed librarian, and PD leaders described an initiative to “weed” outdated library materials, add front‑facing displays and expand ebook/audiobook access through Sora. District staff also reported adoption of hands‑on, lab‑based science materials (LabAids for grades 7–8), new high‑school lab equipment and upcoming health curriculum materials from the Goodheart‑Willcox publisher.
Funding: Teeters and others said most PD contract and resource funding comes from the Student Investment Act (SIA) and Title funds rather than the general fund. District staff said Title I and Title II funds also support PD and that they intend to use SIA for well‑rounded instruction and associated training costs.
Board reaction: Board members thanked the committee for the work and for creating sustainable internal capacity. No formal board action was taken at the time of the report; the committee said some items (schedule changes, use of facilities for in‑service) still require logistical planning and possibly further board review.
Looking ahead: PD leaders said the Craterleaf Learning Center, when available, will serve as a central site for PD, a district elementary book fair in May and other family and student events.
