Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Professional Development topic
No spam. Unsubscribe anytime.
District outlines professional-development plan and DCIP with emphasis on literacy and teacher collaboration
Summary
Administrators presented a district professional-development plan aligned with the comprehensive improvement plan, highlighting CTLE tracking, mentoring, backward planning, and a literacy push described as the "year of the sentence." They also discussed challenges adding regular collaborative time for elementary teachers and said they will monitor outcomes with surveys and walkthroughs.
District administrators presented a professional-development plan designed to support the district comprehensive improvement plan (DCIP) and strengthen instruction across preK–12.
Mrs. Hendrickson described formatting updates, live links to resources, a needs analysis and clearer monitoring steps tied to CTLE eligibility. She walked trustees through a chart intended to make CTLE hours and qualifying sessions easier to track and said the district had reviewed sessions with frontline to indicate CTLE compliance. "We actually spent some time with Mr. Sherman today looking at frontline to really indicate this is, this is, meets the requirement for CTLE," she said.
The plan emphasizes five priorities: high-quality instruction and literacy (including a concentrated focus the presenters called the "year of the sentence"), the MTSS/I process, collaborative professional teams, mentoring, and aligning graduate requirements. "Our focus next year is really the year of the sentence," Mrs. Hendrickson said, describing an intent to tighten writing and speaking expectations in the first 10 weeks and embed practices across grades.
Trustees pressed on implementation challenges, especially scheduling regular collaborative time for elementary teachers who often cover multiple grade levels. Administrators noted possible approaches — adjusting bell schedules, reallocating half days, or finding supervisory coverage — but cautioned each option has trade-offs for instruction and supervision. They said the district will continue exploring scheduling options and will use monitoring tools (surveys, walkthroughs, coaching supports) to measure progress.
Presenters also reported integrating student voice into planning: they conducted 1-on-1 interviews with students and said the findings (students repeatedly cited friends and teachers as key to comfort at school) informed priorities and monitoring choices.
The board had no formal vote on the professional-development plan at this meeting; staff said they will continue to implement the plan and report monitoring results to the board.
