1. Welcome New PDC Reps and Alternates! …and current PDC members!

2. Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

4. How are you??????????  Please choose an object from the table and make a group of 3.  How does the object you chose represent how you are feeling in these first weeks of summer?

5. New to PDC…HMMMMM???  Please choose a different object from the table and make a group of 3.  How does the object you chose represent how you are feeling about being a Professional Development committee rep?

6. Your two hats… Building PDC Chair & PD Leader Member of the District Committee Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

7. Your two hats… Building PDC Chair & PD Leader Planning PD Days Evaluating PD time in the building New teachers in your building Member of the District Committee Oversight of district development Suggestions & improvement, evaluations PD Workshop funds Staying current with district initiatives Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

8. Context

9. Process

10. Context Process Content

11. Parkway CSIP Coordinator of Professional Development Professional Development Department Professional Development Committee Building Level PD Committees Cohort LeadersLead MentorsMentors Other programs: TIP, DEEP, LENS, Year 1 teachers, Admin PD Curriculum Coordinators Year 1-2-3 teachers Literacy Coaches Technology Integration Specialists Facilitators: Elementary Middle Technology

12. Enduring Understanding & Essential Questions for 2009-10  Enduring Understandings: PDC reps are leaders at the building level and the district level. PDC reps are lead learners.  Essential Questions: How does a PDC rep impact the building? How does the PDC influence the district?

13. Who is in the room? Learning Communities: Staff Development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district Four Corners…sort of… Group 1: 0-5 years in the district 5+ years in the district

14. What is your level of concern about being a PDC rep?  Concerns Based Adoption Model (CBAM) Levels  Levels of Concern

15. Levels of Concern…  0: Awareness  PD-What?

16. Levels of Concern…  0: Awareness  PD-What?  1: Informational I’m here to get more information Nuts and Bolts

17. Levels of Concern…  0: Awareness  PD-What?  1: Informational I’m here to get more information Nuts and Bolts  2:Personal How will this leadership role affect me?

18. Levels of Concern…  0: Awareness  PD-What?  1: Informational I’m here to get more information Nuts and Bolts  2:Personal How will this leadership role affect me?  3: Management  I seem to be spending all my time with the nuts and bolts, answering questions etc.  Still not in the “zone”

19. Levels of Concern…  0: Awareness  PD-What?  1: Informational I’m here to get more information Nuts and Bolts  2:Personal How will this leadership role affect me?  3: Management  I seem to be spending all my time with the nuts and bolts, answering questions etc.  Still not in the “zone”  4: Consequence  How am I going to impact my building?  How can I refine my role to have more?

20. Levels of Concern…  0: Awareness  PD-What?  1: Informational I’m here to get more information Nuts and Bolts  2:Personal How will this leadership role affect me?  3: Management  I seem to be spending all my time with the nuts and bolts, answering questions etc.  Still not in the “zone”  4: Consequence  How am I going to impact my building?  How can I refine my role to have more?  5: Collaboration  How can I relate what I’m doing to what others are doing? (Lead Mentor, Cohort Leaders, Administrators, Data teams…)

21. Levels of Concern…  0: Awareness  PD-What?  1: Informational I’m here to get more information Nuts and Bolts  2:Personal How will this leadership role affect me?  3: Management  I seem to be spending all my time with the nuts and bolts, answering questions etc.  Still not in the “zone”  4: Consequence  How am I going to impact my building?  How can I refine my role to have more?  5: Collaboration  How can I relate what I’m doing to what others are doing? (Lead Mentor, Cohort Leaders, Administrators, Data teams…)  6: Refocusing  I have ideas about something new that would make the role of PDC rep even better in my building.

22. Levels of Concern…  0: Awareness  1: Informational  2:Personal  3: Management  4: Consequence  5: Collaboration  6: Refocusing Talk with your group about where you fall on the CBAM scale and why!

23. Who is in the room? Learning Communities: Staff Development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district Four Corners…sort of… Group 2: South and North Area Central and West Areas

24. What do you already know about what a PDC rep does?  Work with your CBAM group.  List what you already know in blue.  List what you THINK might be true of PDC in green.  Add your questions in purple.

25. PDC Roles & Responsibilities  Created by PDC 05-06, used for the first time 06-07 Learns and Applies Advocates for HQPD Acts as a resource Communicates Evaluates PD

26. INNOVATION CONFIGURATIONS  A road map of what an innovation could look like.  Not evaluative, just helps you gauge your progress.  Look through the IC’s Any questions answered? Any questions raised? Back to your poster….what is left unanswered?

27. Exhibits deep understanding and meaning of new concepts (HQPD) and strategies by ensuring that these strategies are integrated in building PD. Shares new learning with others on a regular basis. Gaining a deeper understanding of concepts and strategies and shares new learning with others but does not act upon new learnings. Gains awareness of new content and skill. Passes on information to principal; no deep understanding. Gains awareness of new content knowledge; no deep understanding. The PDC Rep Learns and Applies

28. Advocates for high quality professional development (results driven, research based, job embedded) by collaborating in the planning of school based and district professional learning. Ensures that the needs of ALL staff members, including specialists are met by gathering input, planning accordingly, and evaluating professional development. As member of district PDC, actively participates in discussions around the district PD plan. PDC rep contributes to the planning of professional development at the building level. Development planned may include components of HQPD, but not all. Input is gathered from staff for PD. Learning is differentiated to meet the needs of the majority of staff members. Is aware there is a definition of HQPD. Building level development is planned and facilitated but does not reflect goals, collaboration or input from staff members. Input is gathered from staff for PD. Learning is not differentiated, everyone hears the same message. Is unaware of district PD plan. Does not know definition of High Quality Professional Development. PDC rep is not involved in the planning of professional learning at the building level. Development is a “one size fits all” model. The PDC Rep Advocates for HQPD

29. Actively solicits self as a resource by:  sharing information from PDC district meetings  regularly offering support to mentors and new teachers Is sought out by others in the building as a resource for topics such as:  School and district goals  0-30+ Development and Evaluation model  Mentors and new teachers Is known by some as a resource. Shares information with some. Keeps in contact with mentors and new teachers and shares information from district PDC. Shares information upon request. Keeps in contact with mentors and new teachers Is not seen as a resource nor acts as a resource. The PDC Rep Acts as a Resource

30. Has a system for regularly communicating with staff members in the building (newsletter, email after PDC meeting etc.) and routinely shares information on topics such as: HQPD PEERS Mentoring The PD Calendar PD days The MSIP survey District PD plan Etc. Collaborates and communicates with colleagues by engaging in meetings to maintain content. Content shared is in relation to input gathering only. Communication limited to those who ask for information. Works alone without professional exchange with colleagues. The PDC Rep Communicates

31. Uses data to evaluate the impact of professional development including:  Yearly HQPD survey  School goals  PGP topics  Evaluation from PD days Collects and analyzes that data and works with others to determine the impact of professional development and need/next steps for building. Evaluations are of a higher level: how will new knowledge be used? What is the impact on students? Contributes to decisions surrounding PD funding (district level) Collects data including: Yearly MSIP survey School goals PGP topics Evaluation from PD days Data may or may not be used to plan development. Evaluations are of a slightly higher level: assessing the learning, looking for connections to the classroom Is aware and knowledgeable about issues surrounding PD funding (district level). Collects evaluations from PD days and verbal information. Evaluations are of a lower level: reactions and rating scales Is aware of PD funding (1% funding). No evaluation of professional development occurs at the school level. The PDC Rep Evaluates Professional Development

32. INNOVATION CONFIGURATIONS  A road map of what an innovation could look like.  Not evaluative, just helps you gauge your progress.  Look through the IC’s Any questions answered? Any questions raised? Back to your poster….what is left unanswered?

33. Who is in the room? Learning Communities: Staff Development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district Four Corners…sort of… Group 3: Experience on PDC at district or building level First time! Staff Development Website

34. Where does the work of PDC come from?  State of Missouri Guidelines

35. Major responsibilities and Job Description  Building PD (building)  School goals: Where is the PD to accomplish the goals?  Building level Professional Development time 09-10 PD Calendar  Overseeing district professional development  New Teacher support (building)  Mentors (building)  1% funding approval

36. Building Hat…  New teachers & MentorsMentors Do you know who your Lead Mentor is? New Teacher Orientation  August 6-7, 10-11  Website Website

37. New Parkway Teachers…  Website Website  What do teachers new to your building need to know to start the school year?  Who do you as PDC rep need to connect with regarding new teachers?

38. Building PD/District PD Days  PD Calendar  Your school goals should guide your planning. Where are your school goals located?school goals located Directions to locate school goals. Directions to locate school goals

39. Details….  Meeting dates  PDC Mentors  National Staff Development Council National Staff Development Council Staff Development Basics

40. Review…  Roles & Responsibilities  IC’s  Next steps? Highlight on your IC’s Circle items others need to know  Share!

41. Thank you…  Teacher leaders play a highly significant role in the work of the school and in school improvement efforts. Precisely because of its informal and voluntary nature, teacher leadership represents the highest level of professionalism. Teacher leaders are not being paid to do their work; they go the extra mile out of a commitment to the students they serve. Teacher Leadership That Strengthens Professional Practice

42. Mentors…  No architectural firm would ask a newly licensed architect to single handedly design a major building the first week on the job. Rather she would work on a team with more experienced architects. Similarly a newly licensed accountant would not be assigned a major client to handle on his own. At the very least, he would be mentored by an experienced colleague and would gradually assume greater responsibility for the firms clients. Teacher Leadership That Strengthens Professional Practice back