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Norwalk reports positive teacher ratings after Oct. 14 professional development; district plans Nov. 4 follow-up
Summary
District leaders said 400 staff responded to a post‑PD survey after Oct. 14 professional development day; 82% rated sessions a 4 or 5. The district is using teacher-led sessions, literacy coaches, and outside partners like TNTP for targeted training and will hold another full day Nov. 4.
Superintendent Dr. Alexandra Estrella and district staff reported to the board that the district’s Oct. 14 professional learning day drew substantial participation and generally positive feedback, and that work continues to align professional development with the district’s portrait of a graduate and its PreK–12 literacy vision.
Rob (staff member) told the board the district received 400 survey responses after the Oct. 14 session; 82% of respondents rated the professional learning a four or five on a five‑point scale, 13% rated it a three, and 4% (about 16 respondents) rated it a one or two. The district is analyzing feedback, he said, to refine sessions planned for a full professional learning day on Nov. 4.
Rob described a mix of approaches: site-based rotations led by literacy coaches, teacher-led lesson-share sessions (including elementary strings and band teachers who led peers), and some externally led work. The district said it intentionally uses district expertise where available and brings in outside partners when the content is new. Staff estimated approximately 60% of professional learning is led by district personnel and about 40% is from external partners, with TNTP cited as a partner on literacy work.
The district also highlighted training for paraeducators. Rob said paraeducator offerings this year include de-escalation strategies, CPR, and role-specific trainings for registered behavior technicians and speech‑language pathology assistants; he said those sessions are meeting and exceeding state required hours.
Board members praised the district’s approach to surveying participants and using teacher leaders in professional learning. One board member said the feedback‑analysis work was “thoughtful and reflective,” noting that some lower survey scores (threes) help identify where content should be differentiated for new versus veteran teachers.
Staff said outcomes praised by teachers included grief-counseling and LGBTQ training for counselors and site visits that produced “authentic ideas around critical thinking.” The district plans to use feedback from Oct. 14 to shape the Nov. 4 day and future sessions.
No formal vote was taken on the professional learning update; staff said the program is ongoing and iterative.
