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Sheboygan district leaders report progress, challenges on new full-day professional development model
Summary
District administrators told the board the 2024–25 switch from early-release PD Wednesdays to full professional development days has produced gains in coherence and collaboration but has prompted mixed staff feedback and a heavy workload during rollout.
District administrators on Tuesday told the Sheboygan Area School District Board of Education that the district’s midyear check on its 2024–25 professional development plan shows measurable progress on training completion and classroom implementation, but that staff feedback has been mixed as people adapt to a new full-day format.
“Ultimately, what we wanna do is we want to nurture our staff growth. That’s what professional development is all about,” said Rachel, a district staff member who presented the update. She introduced two SNI coordinators, Kelly Bloom and Jim Rizzelman, who outlined how the plan is being implemented across elementary, middle and high schools.
The presentation explained why the district replaced shorter early-release sessions with full eight-hour professional development days this school year: to provide time for research-based training, for teams to create and implement instructional action plans, and for administrators and coaches to calibrate classroom observation and feedback. The curriculum-focused work includes the science of reading at the elementary level and common-assessment and essential-standards work at the secondary level.
Jim Rizzelman described the metrics the district is using to measure success: completion of assigned trainings, evidence that classroom practices in the training are being implemented, calibrated team and building structures, and continued staff feedback. “Do we complete the training that we said we would? And are the practices that are part of the training being implemented?” he asked, summarizing the evaluation framework.
Administrators said the district has paired online modules with consultant-led, hands-on sessions after staff requested more applied learning. Presenters cited a November visit and follow-up sessions by a high-school practitioner identified as Troy Gobble, and noted plans for additional consultant coaching in March and April to focus on fluency and read-aloud strategies at elementary schools.
Board members asked about staff buy-in and workload. The vice president asked whether the district intends to continue the approach next year; presenters said the core focus areas will continue but that the format is likely to evolve as the district layers in assessment data and curriculum work. Rachel and Jim said principals are reviewing team action plans monthly and using learning walks and PLC reflection forms to monitor implementation.
Administrators emphasized that some staff found the first full-day sessions “a lot” because several required elements were scheduled together, but they said familiarity with the structure and ongoing adjustments have reduced that strain. The team also reported the district met the winter assessment window requirements tied to Act 20 and plans a more detailed Act 20 update in March.
Board members voiced support for the shift while acknowledging the “heavy lift” for teachers and interventionists during the first year. The presentation closed with a plan to continue consultant coaching, learning walks and monthly principal reviews so that the work can be sustained into the next school year.
Looking ahead, presenters said they will use staff feedback to plan summer or next-year PD days, expand cross-site visits and continue calibration tools so instructional changes translate into classroom practice.
