Cheltenham emphasizes 'deep implementation' and PD tied to classroom change

Dr. Johnson told the committee the district’s professional development (PD) philosophy centers on meeting staff where they are, creating high‑functioning teams and ‘‘chasing PD back into the classroom’’ with a progress-monitoring approach. She said principals and school teams will lead data analysis days and that the district plans four professional days and an induction program for new teachers.

The office described job-embedded coaching, restorative-practice and trauma‑informed PD offerings, and a leadership academy launched this year to develop building-level thought partners. Dr. Johnson noted the district will provide process observations and non-evaluative feedback to facilitate reflective practice and said the district will collect data after each PD session to assess whether practice in classrooms is changing.

Board members with PD experience praised the approach but urged that the district ground implementation in research‑based practices. A community member sought more specifics on evidence-based methods; the presenter said a detailed, internal plan exists and offered to share it with interested stakeholders. The committee also discussed how principals and school leaders will be integral to PD scheduling and participation.

Next steps: district staff will continue PD rollouts, gather session surveys and classroom fidelity data, and consider possible grant-funded instructional coach positions.