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District outlines professional learning plan; officials report improved teacher retention signals
Summary
District leaders described professional learning structures, calendar and supports during a presentation on April 8; separate HR data showed the district’s teacher retention rate is above the state average and intent-to-stay indicators have improved.
Donald (Don) Holmes, district director of professional learning, briefed the board April 8 on how Rock Hill Schools structures professional development, including five district professional learning days, nine early-release site-based days and five teacher workdays.
Holmes said the district aligns training to school continuous improvement plans, uses a four-level competency framework to target support, and deploys a mix of district specialists, school-based coaches and outside partners (for example, Winthrop University) to deliver instruction and coaching. He described tools such as KickUp for walkthrough data and noted LETRS literacy training accounted for four required days this year.
Board members asked about the balance between district-led PD and site-based learning, options for singleton subject teachers (for example, arts teachers who have few colleagues in a school), and how PD success is measured. Holmes said evaluation combines teacher feedback, classroom observations and student-learning measures and that the district offers grant opportunities and leadership academies for teacher leaders.
On turnover, Dr. John Jones and HR staff presented a three-year teacher retention report. Jones said district retention is above the state average (roughly 85% versus 83% statewide) though still below a 90% benchmark. HR’s Melissa James said intent-to-stay survey responses show a “significant decline” in teachers indicating they plan to leave, which the district interprets as a positive signal. Jones and HR staff said multiple factors influence turnover — retirements, promotions, compensation, school-level working conditions — and noted the district has started “stay interviews” to surface reasons teachers remain.
Trustees asked for more granular trend data and for staff to provide summary reports to the board showing PD outcomes tied to classroom practice and retention measures.
