State Model of Professional Development: Rhode Island Panel Discussion State Model of Professional Development: Rhode Island

Outcomes Participants will develop an understanding of: the role of the State Federation in building a strong PD system, supporting locals, and developing partnerships how to integrate PD with state and local priorities how to build and sustain a local PD program the importance of labor-management collaboration in PD

Rhode Island Context The RIFTHP represents half of RI educators represents 14 K-12 locals is geographically advantaged works closely with the Rhode Island Department of Education (RIDE) and institutions of higher education has a strong influence on educational policy, legislation and PD in the state is facing the same issues & challenges as our colleagues nationwide

RIFTHP Professional Issues Built on ER&D LSC Networking Trainers’ Support State & Local PD Offerings Connections to State & National Initiatives & Mandates

Role of the State Federation Coordination and Support Locals and union leaders LSCs and Trainers Course Offerings Customized PD “Modulized” traditional offerings Made connections to CCSS and Ed. Eval. Integrated technology Created new modules (i.e., Tech Tools for Teachers)

Role of the State Federation Connections Between locals Cross-local Training Shared Trainers (w protocols) With state & national initiatives i.e. Educator Evaluation Reading First SWD & ELL With state and local administrators i.e. Evaluator leadership structure Higher Education Policy and legislation Trainers are also union activitists

West Warwick Context Small, urban ring community 7 schools 3500 students 335 certified staff 50% of students receive free/reduced lunch 20% receive special education services 1:1 computing

“Back in the Day” Professional Development Academy established in 2002 Incorporated into CBA PDA Director (bargaining unit position) PDA Board of Directors 30 paid hours outside of the school day Based on ER&D model & Connectionsto RIFTHP Network PDA Board consists of WWSC member, WWTA member appointed by our EB, a parent, the Supt and union president

Over the Years... Continue to build our PD cadre of trainers Strengthened the WWTA Ed. Committee Budget constraints necessitated contractual changes Professional Development staff has grown PD designed to meet targeted needs Scaffolded Literacy Inclusive Classrooms CCSS Implementation Educator Evaluation Note that many of our PD staff are EB members

PD Today in WWPS Still governed by PDA Board and Director PD Menu Options: Traditional “embedded” PD Lab Classroom PD Unit/Lesson Support Common Planning Time Looking at Student Work Targeted Classroom visits Real time and asynchronous

Administrator’s Perspective Distributive Leadership Communication Culture of Trust Shared Vision Shared Ownership of Outcomes Relief and support for principals School/District Plan Connectedness Transition to Keith - give his perspective on why this approach has benefitted - administrator's’ point of view as a principals/ local Keith - History - 9 years ago on the verge of bankruptcy, poor test scores, “dropout factory” - worked to overcome - admin alone could not take on the leadership needed DL = three legged stool - SIT Chair, Union Rep, Principal Communication = include stakeholders to ensure collective vision in pd, curriculum decisions, etc. Culture of Trust = check egos at the door, district mission and vision is bigger than self Shared Ownership = celebrate success together (btw - team recognizes individual roles because we all like an “attaboy” Relief and Support = principals cannot move mountains alone - paradigm shift takes a village - eval and pd - the “power” is being central to the big picture and influencing successful outcome Plan Connectedness = Building and District teams are often one in the same

Benefits of a Collaborative System State Leads to a well rounded relationship with locals and local leaders Stronger voice for the State Federation with RIDE, legislature and state leaders Local Shared problem solving Shared accountability Shared pride

Helpful Tips State Local Establish a structure for coordination and support Identify priorities based on member, local and state needs Develop partnerships Local Identify common goals Establish a leadership structure Be respectful of distinct rights & responsibilities Check our egos at the door Management retains distinct responsibilities (Title 16) Budgets, Class/subject/room assignments, Disciplinary actions. The WWTA retains collective bargaining rights (Title 28) Working conditions & Duty of representation

Questions For You: If you are representing a state federation, what are you doing / what can you do to support your affiliates’ involvement in union sponsored & collaborative PD? If you are representing a local, what do you need from your state federation to grow and/or strengthen your local PD program? For Us: Contact Info: Colleen Callahan riftcol@aol.com Pat D’Alfonso pdalfonso@westwarwickpublicschools.com Keith Remillard kremillard@westwarwickpublicschools.com