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District outlines multi‑year instructional framework, curriculum review and new literacy resources
Summary
The district presented a coordinated professional‑development rollout tied to a six‑standard instructional framework, a seven‑year curriculum review cycle and new K–6 ELA materials (UFLI and MyView/MyPerspectives). Buildings described personalized PD models and learning‑walks to increase engagement.
District instructional leaders described a multi‑year professional development plan anchored in a six‑standard instructional framework and a seven‑year curriculum review cycle designed to align curriculum, assessment and teacher growth.
Director of Teaching and Learning Jim Shot and colleagues described the “strong instructional framework,” with six standards (professional knowledge, instructional planning, instructional delivery, assessment, learning environment and professionalism). “It gives us a common language,” Shot said, and the district set a long‑range goal that 100% of staff will use the framework by 2029.
Building‑level work and new resources - Heritage Elementary instructional coach Abby Crannell described a personalized PD approach in which teachers selected focused goals, implemented research‑based strategies, collected data and repeated the improvement cycle. Crannell reported a kindergarten classroom increased measured active engagement from about 70% in November to 95% by May after targeted coaching and implementation. - High school coaches described a strategy symposium in which teachers share tested classroom techniques tied to effect sizes from John Hattie’s work; examples included scaffolding (0.82 effect size) and data‑driven practice in vocational and arts classes. - Curriculum facilitators said math and music are in year two of the seven‑year review cycle; K–2 teachers received UFLI training for foundational literacy and grades 3–6 received MyView/MyPerspectives professional learning tied to newly adopted ELA resources.
Why it matters
Superintendent and board members praised the expanded Wednesday professional learning blocks as producing tangible classroom changes. Leaders said the approach is intended to build coherent instruction across buildings and to support the district’s improvement goals and state assessments.
What was not decided
No policy or contract changes were proposed; the presentation was informational and detailed how district PD days and coaching will be used in the coming year.
