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District outlines academic excellence plan, learning-walk cadence and teacher-led professional learning
Summary
District leaders told the board the instructional vision centers on grade-level, high-quality instruction supported by a recurring cadence of leader check-ins, learning walks, district and school professional learning, and teacher-led planning; presenters cited pilot work at Edison Middle School and provided participation counts for recent learning walks.
District leaders presented an academic excellence update at the Jan. 12 work session, describing an instructional vision "grounded in grade level standards" and a set of strategic actions to build teacher capacity and increase grade-level learning. Angie Lacombe, director of curriculum, said the district is focusing on high-quality, engaging instruction and work to ensure students have materials and tasks aligned to standards.
Dan Sloy, director of secondary leadership, described the district'level cadence used to support principals and teachers: week 1 one-on-one check-ins to review school success plans; week 2 learning walks with principals; week 3 district-level professional learning and teacher-led planning; and week 4 flexible time for follow-up. He said the approach embeds professional learning in the school day and aims to make coaching and feedback routine rather than occasional.
Edison Middle School staff described local implementation. Andrea Huggett, sixth-grade math teacher and department chair, and Principal Bridal Whitfield said they shifted away from over-scaffolding so students experience "productive struggle" and can demonstrate grade-level mastery. They credited structured collaboration time and facilitated learning walks with helping teachers refine instruction.
Presenters shared participation metrics: in October district teams visited four schools, observed 41 classrooms and recorded 73 participants; in December they visited four schools, observed 26 classrooms and recorded 82 participants. District leaders said those visits create post-visit conversations that identify trends and support instructional alignment.
Board members asked what supports are needed; presenters requested continued emphasis on time for teacher collaboration, access to high-quality instructional materials and substitute coverage to allow half-day planning work. Presenters said the same cadence is applied at elementary levels by directors and named several elementary leaders working on implementation.
