Professional Development Plan-Hall

1 Professional Development Plan for Big Walnut Intermediate Ashley Hall Department of Educational Administration, Youngstown State University EDAD 7020: Human Resource Leadership Dr. Mlakar November 10, 2023

2 Professional Development Plan for Big Walnut Intermediate At Big Walnut Intermediate Professional Development is crucial, and is offered multiple times a year during teacher work days. In order to meet the district's goals and academic vision of; inspire and guide each student to his or her maximum potential the teachers need to be educated on the best strategies to use in order to personalize instruction, engage students, and grow minds in every subject. In addition, the district focuses on building upon human capital by providing their educators multiple days of professional development a year. Leana & Pil (2014) define the term of human capital as, “Human capital encompasses a teacher’s cumulative abilities, knowledge, and skills developed through formal education and on-the-job experience. For many years, teacher human capital was assumed to be assured through a combination of formal education, certification, and on-going professional development. Building human capital was an individual endeavor undertaken by each teacher”(para.8). The professional development days that are set outside for teachers in the Big Walnut district are designated as waiver days. At Big Walnut Intermediate during waiver days instead of having outside sources or individuals come in to lead the professional development courses the school utilizes its teachers who are knowledgeable about different subjects, and uses them to instruct the different trainings. Hargreaves and Fullan (2014) have offered excellent perspectives of how to transform education in every school. Education is at the crossroads: “It is time to invest and reinvest in our own and our colleagues’ professional capital” (p. 148). Their perspective matches with the perspective of Big Walnut’s school district that in order for teachers to exponentially grow and learn, they should participate in not only attending the professional development opportunities, but also in leading them. In addition, the days that the teachers lead these trainings are called waiver days, and they happen when students are not in attendance. Finally, due to Big Walnut Intermediate

4 materials after the trainings are over. Furthermore I would set up an LMS so that employees can work together, access materials, and monitor their progress. 4. Personalization: Finally, I would make sure the professional development is personalized in the following ways: a. Give employees a choice: During this professional development plan I would let the educators choose what professional development trainings suits their needs and interests. b. Coaching and Mentoring: In addition, I would assign specific coaches or teacher mentors to assist employees in developing professionally. c. Self-directed learning: Finally, I would try to motivate employees to delve into their interests and seek self-directed learning. I could hope that the self-directed learning done by the educators could lead to more teacher-led trainings in the future. Communication Plan: First, I will begin by introducing the professional development plan by making an announcement, and sending an email to the educators about upcoming professional development opportunities. Included under this paper is an example of the email that will be sent to educators. Next, I will call a staff meeting to present the strategy that I’m using to implement professional development into their yearly waiver day schedules. During the meeting I will stress the value of technological integration and customized development. Furthermore, I will describe the relationship that exists between the needs assessment that they will take, and the creation of the plan. Next, I will go over the whole plan with the educators in detail. I will start by explaining that the needs assessment will be done in order to gauge the teachers interest and needs. I will remind the teachers of the goals and academic visions of the district in order to help them better

5 understand why some of the trainings are being offered. Once I finish reviewing the goals and visions of the district, and the questions on the needs assessment I will proceed to explain how the trainings will be done. I will begin by explaining to the educators that the trainings will be reviewed at the beginning of each waiver day, and they will be sent out in the agenda for the day. I will show them an example of the table developed with trainings included in it. In addition, I will also show them the other table that is linked on the first agenda that has the description of each training being offered on it. Finally, I will wrap up the meeting by explaining the established online resource bank that includes tools related to the professional development opportunities. In addition, I will establish a regular communication plan to communicate updates, resources, and success stories (e.g., meetings or a monthly newsletter) surrounding the upcoming trainings. I will also encourage employees to discuss their experiences and provide feedback after the trainings are completed using the google form sent to them. In conclusion, after the implementation of this professional development plan, the school will hopefully be increasingly better at educating using the best strategies in order to personalize instruction for every student, engage students, and grow minds in every subject. First Communication to Educators The professional development planning process will begin with an email to the educators in the district about the needs assessment that is being given to them about professional development growth. The letter will state;

7 If there is a session you would like to learn more about that is not listed below please add it on the Session Idea Line, and we can try to find a colleague who can present on that topic. Thank you for taking the time to complete this questionnaire! 1. Behavior Management 2. Literacy Collaborative 3. Effective Advisory/Collaborative Strategies 4. Writing Rubrics/Conferencing 5. Small Group Work 6. Student Supports (Interventions) 7. Writing Conferences (1:1/Small Groups) 8. Data Chats/Goal Setting 9. *Your Idea Here* Your Name* Your answer Session Idea* Your answer After the needs assessment is given the teachers will be introduced at their staff meeting to the two tables that will be shown during the waiver day. In the first table will be all of the trainings being offered during the waiver days, and the second table will show the descriptions of all of the trainings in the first table. It is important to show both tables to the teachers in order for them to better understand how they pick out the trainings they want to attend each waiver day. Shown below is table 1 that includes all of the trainings being offered, and table 2 which is the description of all the trainings being provided by the other educators in the building. Table 1 is located below, and Table 2 is located on the next page.

8 Table 1 9:00-9:25 ADHD in the Classroom: P. Clark ELL Support : N. Devalt Behavior Managemen t in the Classroom L.Grimm Canva for Beginners: C.Wallace Literacy Collaborativ e: A.Hall Building Relationships in Advisory : J. Dargush 9:30-9:55 ADHD in the Classroom: P. Clark Balancing Small Groups & Independent Work: K. Madson Behavior Managemen t in the Classroom L.Grimm Canva Next Level: C. Wallace Writing Rubrics & Conferencin g: C. Stone Literacy Collaborative: A.Hall 10:00-10:2 5 Classroom Incentives: L. Fox Balancing Small Groups & Independent Work: K. Madson Behavior Managemen t in the Classroom L.Grimm Feedback Groups: M.Spencer 1:1 Conferencin g: R. Burke Literacy Collaborative A.Hall 10:30-10:5 5 Literacy Collaborati ve A.Hall Literacy Collaborativ e: A.Hall. Behavior Managemen t in the Classroom L.Grimm Feedback Groups: M. Spencer 1:1 Conferencin g: R. Burke Building Relationships in Advisory : J. Dargush

10 each component modeled. Writing Rubrics & Conferencing: Room 217 I will be sharing how I use the Step Up to Writing scoring guide and a goal setting sheet with students in 1:1 conferencing to improve their writing. Informational Writing Rubrics and Conferencing Presentation Building Relationships in Advisory Room 202 Other than the slideshow shared with us, what are some things you are doing in advisory that build your classroom community? We will share how we use a "student interest curriculum" style to guide advisory times and classroom discussions. Building rapport with students goes a long way in seeing the type of classrooms we all wish to see and getting students to work hard on process v. product. Link to Slideshow Advisory Activities (growing list) Canva for Beginners Room 140 Does Canva seem daunting or overwhelming? Do you want to learn how to use the tool, but don’t know where to start? Come join a session where you will be taken step by step in how to use Canva as a design and instructional tool. Walk away with a base knowledge on how to manipulate a template and create engaging materials for your students. There will be time dedicated for you to explore and ask questions about simple tips and tricks! Canva Next Level Room 140 Have some Canva experience but want to learn more? Come join a session where you will get to see how to make videos, interactive slideshows, and websites to promote interest and efficiency in the classroom. There will be time dedicated for you to explore and ask questions about specific tools and techniques! Classroom Incentives Room 118 Are you looking for ways to motivate your students? Would you like to see your students working as a team towards a common goal? This session is all about taking time to brainstorm and discuss class incentives. I will share the incentive systems I use like my class contest, sticker store, and positive note home raffle. The rest of the session will be time Classroom Incentives Handout (printed copies will be available)

11 to share ideas(what have you tried before that worked or did not work?) and brainstorm cost effective incentive systems that will increase student buy-in. ELL Support Room 115 This will be a Q and A about how to support ELL students in your classroom at school. Feedback Groups Room 205 If you are looking for a way to provide specific and timely feedback in your classroom, I've got your back! Feedback groups are a great way for students to see what they are doing well and for you to communicate what specifically they need to do to progress toward mastery or demonstrate mastery. These groups are also a great way to differentiate content to make sure you are addressing the needs of all students. In this session I will show you what these groups look like, how to implement them, and provide resources to get you started! Concluding Activities When the waiver day is over these questions will be sent out for the educators to fill out. These questions will be used to evaluate the Professional Development Opportunities that were offered. The questions on this google form will include; 1. What did you like about the professional development training? 2. What additional resources would you like to continue to implement the literacy strategies in your classroom? 3. What information needs to be added or removed for future professional development training on this topic? 4. What do you still need after attending the professional development training?