St. Joseph academic committee reviews 2026–27 professional learning plan, expands supports for new teachers

St. Joseph School District curriculum staff presented a draft 2026–27 professional learning plan to the district academic committee at its April meeting, outlining a push for instructional coherence, additional supports for beginning teachers and a plan to expand use of a nationally recognized reading screener.

Tabitha Keyser, director of curriculum and instruction, led the presentation and urged a shift "from professional development to professional learning," arguing that the district should measure success by evidence of classroom practice change and improved student outcomes. Keyser framed the plan around four pillars—high-quality instructional materials, high‑leverage practices, content knowledge and belief systems—and emphasized developing an "instructional playbook" of a few district non‑negotiables to be implemented preK–12.

The draft proposes expanded supports for beginning teachers. Keyser described enlarging the Beginning Teacher Assistance Program (BTAP) to include in‑building half‑day sessions and continued evening offerings, plus a stronger mentor structure and instructional coach alignment to wrap new teachers in on-site support. The committee heard staff recommendations that mentors be paid $500 and that building PDC representatives receive $1,500, subject to district PDC approval in May.

District leaders also discussed assessment and instructional time. Staff said the assessment calendar has been streamlined to reduce testing burdens and free instructional minutes. Lacy Adams, director of elementary, explained the district will expand use of the DIBELS reading assessment as an elementary screener and progress‑monitoring tool, saying it "will be our screener next year for dyslexia" and offers national benchmarks and quicker, more actionable reports for teachers.

Committee members pressed for clarity and consistency in professional learning teams: principals told staff that PLCs (professional learning communities) currently vary widely by site and that teachers wanted a district framework so meetings are data‑centered and consistent across buildings. Keyser said the plan will co‑construct non‑negotiables using principal feedback, instructional coaches and committee input before going to the board in late May.

On funding, presenters noted that a portion of state funds (commonly described as 1% of state foundation funding) is allocated to PDC/professional learning for certified staff and that those dollars have strict rules about eligible uses; Keyser stressed that some elements of the draft are contingent on PDC approval and that recommendations are not final. Staff also described measurement goals for implementation observations: this year’s target was about 45% and staff expect a goal of 50% or higher next year, using learning walks and model lessons to track progress.

Members and community participants praised the district's data dashboard as a concise public snapshot and discussed ways to get it into wider community circulation (ParentSquare, PTAs and local networks). Key next steps: committee feedback will be incorporated into final drafts, district PDC review and a board presentation in late May; several implementation details (PDC rep selections, final stipend approvals and some non‑negotiables) remain to be finalized.

The committee paused for members to work on graphic organizers and invited further questions and document requests before adjourning; staff offered to circulate supporting documents and readings about instructional coherence to committee members.