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Instructional update: professional learning and revisions to the 'profile of a graduate'
Summary
District instructional staff reviewed professional development initiatives funded by Title II/TSI and summarized edits to the district's 'profile of a graduate' including removal of some models, added assessments and career pathway changes; board thanked staff and no vote was required.
Dr. Browning presented the district’s school improvement professional learning work and a refreshed 'profile of a graduate' intended to align curriculum and instructional practices across grade levels.
The professional learning update described a multilayered approach that includes PD sessions, cohorts, instructional coaching, PLCs, embedded coaching, a master coaching cohort, regional VDOE collaborations and job‑embedded supports funded in part through Title II and TSI grants. Staff said regional instructional teams and external partners (VDOE, NIET) have supported sector‑specific cohorts (secondary English, reading specialists) and that participants will receive paid stipends or reimbursement when applicable.
On the 'profile of a graduate' update, staff described content edits: removal of references to balanced literacy in English, replaced by 'high‑quality instructional material'; removal of some assessments no longer available from the state and additions of balanced literacy assessment and CIP benchmark; changes to math pedagogy language, addition of high‑impact tutoring, program adjustments (removal of French, diesel technician JTTC at present), and changes to workplace skills sequencing for juniors and seniors. Staff also noted additions to elementary and middle school offerings, including civic engagement events and peer mentoring, and a planned reverse career fair at the high school.
Board members thanked staff for the concise update; no formal board action was required at this point.
