LCAP Update, Feedback, & Input Vision Quality Indicator 5: Professional Learning For All December 9, 2014

Agenda 2  Aligning Professional Learning  Professional Learning  Professional Learning  Cultural Proficiency Professional Learning

3 LCAP Input – Think about… 1. What is Working? (…and should be continued...) 2. What is Needed? (…including improvements or change…) 3. What are the Priorities? (Based on what’s Working and Needed – note the priorities - the most important next steps…)..we will come back to these questions for your Feedback & Input

PROFESSIONAL DEVELOPMENT FOR ALL Destination: Schools hold professional learning among their top priorities for the school community. They recognize that universal high expectations for all students require ambitious and continual improvements in curriculum, instruction, assessment, leadership practices and support systems. These improvements require effective professional learning to expand educators’ knowledge, skills, practices and dispositions. Schools demand effective professional learning focused on substantive results for themselves, their colleagues, and their students. Schools artfully combine deep understanding and cultural responsiveness to the communities they serve. Schools hold high expectations with support for adult learning by providing multiple structures for professional development in order to achieve school goals. They embed professional learning into the organization’s vision by communicating that it is a core function for improvement and by establishing and maintaining a public and persistent focus on educator professional learning.

Professional Learning Alignment 5  Professional Learning :  Leadership and Learning provided Area Superintendent and Principal Professional Learning.  Departments offered a variety of PD options that were not centrally aligned.  Professional Learning :  Instructional Cabinet develops a year long focus.  Principal Institutes are aligned to four learning cycles.  All schools are provided additional professional learning time (PLC).  Common Core Support Teachers are working within schools.  Departments align PD to connect with the four learning cycles.

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The Focus of Our Work Learning Cycles How do we develop students who take an active stance in their own learning and become actively literate, contributing members of society who make a positive difference in the world? Cycle 1 Aug. 15 – Nov. 12 How do we develop an academic, social and physical environment worthy of our children? Cycle 2 Nov. 13 – Feb. 5 How do we create classrooms that are alive with collaborative conversations? Cycle 3 Feb. 6 – April 15 How do we create the learning conditions that maximize the potential that lies within the variability of all learners? Cycle 4 April 16 – June 24 How do we develop students who take an active stance in their own learning and the learning of others?

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Cultural Proficiency – Building a Common Vision of Equity and Cultural Proficiency 14 Background:  Vision 2020 Indicator: Supportive Environments that Value Diversity in the Service of Students.  LCAP Action: Provide cultural proficiency training that recognizes personal and discriminatory practices.  Harvard Study: Recommended an “external” partnership. Action:  Partner with the National Equity Partners (NEP) to provide Cultural Proficiency Professional Learning for:  Teachers: Focus on Beginning Teachers  Principals: All Principals  School Teams: Teaching with a Cultural Eye Institute, Select schools  Central Office: Leadership and Board of Education

15 LCAP Feedback & Input Related to this LCAP Update 1. What is Working? (…and should be continued...) 2. What is Needed? (…including improvements or change…) 3. What are the Priorities? (Based on what’s Working and Needed – note the priorities - the most important next steps…)