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District outlines professional‑learning strategy, coaching and literacy work
Summary
The professional learning team described coaching, "impact cycle" coaching, district PD on literacy and science, instructional coaches embedded in buildings, and technology initiatives to support project‑based learning and assessment alignment across the five schools.
District instructional leaders presented a compact overview of the professional learning work supporting the KLSD 2030 plan, including instructional coaches, interdisciplinary planning, literacy initiatives and technology integration.
Julia (introduced by the board) said the team offers content‑focused learning and partners with outside organizations to build capacity across elementary and secondary levels. "We have a variety of professional learning experiences for the teaching staff," she said, and highlighted continued implementation of science progressions, Amplify curriculum work and a planned bio‑for‑all experience for ninth graders.
The presentation included short videos and testimony. In a recorded segment Susan Hirsch, a third‑grade special education teacher, described work with G& R consultants supporting co‑teaching pairs: "They have helped promote trust and collaboration and communication within the co teach teams," she said in the video, noting consultants observe, plan with and provide feedback to teacher teams.
Instructional coaches described impact cycles—data‑informed cycles of learn, improve and study—where coaches collect classroom evidence (participation, quality of student talk, instructional time measures) and work shoulder‑to‑shoulder with teachers. Coaches are spending more concentrated time in single buildings (three days in one building, two days districtwide) to deepen relationships and increase leverage, the team said.
Technology and innovation efforts were also highlighted: the district hosted creator and innovation camps, has a middle‑school podcasting lab and runs summer and reboot camps to prepare teachers with new tools and lesson planning structures. The team previewed a Nov. 21 board agenda item on technology and the recent audit findings.
Board members asked about targeting interventions across five buildings; presenters said they use data and building‑level needs to prioritize and aim for common, research‑aligned practices available to all students. Next steps include TriState follow‑up in April and continued alignment with the superintendent's 2030 vision.
