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District officials report strong staff response to new professional-learning model
Summary
District leaders reported high favorable ratings from teachers and paraprofessionals for a new district-level professional learning series implemented across three district days; staff described follow-up supports and plans to continue the model next year.
District staff reported positive feedback from teachers and support staff after piloting a new district-level professional-learning model across three full-day sessions.
The model offered multiple "pathways" targeted to job assignments (for example, social workers, school psychologists, multilingual learners, science of reading, play-based early childhood, and a personalized learning pathway). Staff said facilitators emphasized practical application, provided practice time, and offered follow-up supports within buildings.
Administrators reported more than 200 teacher responses per session on end-of-day surveys and 93% favorable ratings on facilitator organization and engagement. Presenters said 91% of respondents found the pathways applicable to their work. The afternoons were intentionally designed for cross-building collaboration, allowing teachers from different schools and grade levels to meet and plan together.
Staff said the district will continue the pathway model next year, streamline access to materials through a centralized hub on the redesigned district website, and seek to balance consistency with flexibility so teachers can request pathway changes only for substantive reasons. District administrators also noted the effort required to run the program and thanked the union and PDAC (Professional Development and Advisory Committee) for collaboration.
Board members praised the work and noted that the intent is to improve classroom practice and student outcomes by investing in staff learning.
