Pascack Valley presents expanded professional-development plan, defends calendar trade-offs
Summary
Dr. Mark Russo told the Pascack Valley Regional High School District Board of Education the district’s approved professional development plan centers on 26 professional learning communities, targeted training for diverse learners and staff-wellness initiatives, and uses five delayed openings and selected full-day PDs to balance teacher learning with student seat time.
Dr. Mark Russo, district curriculum lead, outlined a three-goal professional development plan the board approved in August and posted on the district website, saying the work is designed to ‘‘build the capacity of faculty to engage in continuous growth,’’ provide targeted growth for diverse learners and ‘‘empower faculty to foster a school culture and climate that promotes engaging and purposeful learning.’’
The plan organizes staff into 26 professional learning communities (PLCs) focused on subjects, pedagogy, grants and schoolwide priorities — from world-language placement and algebra transitions to AI, neuroeducation and classroom greenhouse projects. Russo said the district uses five delayed-opening days, multiple full- and half-day PDs, and a district share-out in April so PLCs can ‘‘do deep work around teaching and learning’’ and share findings across schools.
The presentation addressed how PD days fit with state and district testing windows. Interim Superintendent Derek Phillips and Russo explained that the NJGPA (typically in March for juniors) and the NJSLA (typically in May) create alternate schedules in which testing days shorten classes. Russo described midterm and final exam procedures: school schedules use two-hour blocks for exams with optional work periods for extra help. ‘‘Our PD plan . . . finds the right balance between professional learning and student seat time,’’ Russo said.
Russo also highlighted district initiatives tied to PD: a beloved community program linked to MLK Day, a climate-change grant that produced hands-on learning with pre-K students, and pilot training for teachers of multilingual learners and collaborative general/special-education partnerships. The director of technology, Tracy Lee, reported earlier in the meeting on equitable access, disaster-recovery planning, cybersecurity and an evolving district approach to responsible AI — described in the meeting as a district philosophy, not yet a binding policy.
Board members asked for comparisons with neighboring districts and for more detail on how PD days affect instructional minutes. Russo said nearby districts use varying numbers of delayed openings (he cited Northern Valley as having more), and noted many departments decide whether to administer midterms or use the two-hour blocks for meaningful instruction or project-based work.
The presentation closed with staff-survey feedback Russo said the district uses to shape future PD: teachers asked for more sustained opportunities for collaboration and additional time for planning and stress-management resources. Russo said two new PD requests since the last meeting involve expanded training for teachers of multilingual learners and more comprehensive partnership training for general- and special-education teachers.
