IMPROVEMENT PLANS AND INITIATIVES

ImPACT 
PROFESSIONAL DEVELOPMENT

Teaching and learning is in a constant state of change.  As research continues to be done on high impact teaching and the areas of significant influence on student learning, it is clear the professional development has never been more essential to the outcome of increasing student achievement.  We live in an age where the “science of teaching” has provided the answers to the why, how, and what we do to improve student learning.  Job embedded and collaborative models of professional development produce the highest outcomes of instructional improvement.  Pine City Schools’ ImPACT program embraces the idea that professional growth of teachers is the most essential component to student learning.

Mentoring
With today's diverse student population and the recently heightened learning standards, it has become critical that new teachers become equipped with the knowledge and experience necessary to be both successful and happy in their profession.  The mentoring component of ImPACT professional development will help support new teachers and provide satisfaction for them in their new profession.

Through ImPACT professional development, Pine City Public Schools has embraced the need to support new teachers as they enter into the teaching profession.   PCPS recognizes that mentoring is an essential strategy in the teacher induction process, and have set up guidelines to guide and support mentors as they work with novice teachers.   

Teacher Induction
Great teachers help create great students. Research shows that an inspired and informed teacher is the most important school-related factor influencing student achievement.  Pine City Schools believe that it is critical to pay close attention to how we train and support both new and experienced educators who have chosen to become part of the Pine City School system.  The best teacher induction program provides many opportunities for teachers to spend time in situations that promote and develop their skills, knowledge, and professionalism as an educator.  The goals of the Teacher Induction program are…

• to provide an understanding of the working culture, standards, and expectations of Pine City Schools
  
• to enhance the instructional skills of the individual professional
  
• to provide a collaborative support network for the individual professional
  
• to assist the individual professional in progress of continued professional growth as an educator
  

Danielson Framework for Teaching Study
The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC (The Interstate Teacher Assessment and Support Consortium) standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility.

• Planning and Preparation
  
• Classroom Environment
  
• Instruction
  
• Professional Responsibilities
  

Pine City Schools use this framework to enhance professional development and in the teacher evaluation processes. The program’s main goal is to help teachers become more thoughtful and growth minded  practitioners.  This program will help participants develop a common understanding that is critical to accuracy, teaching advancement, and the Framework's impact on students' core learning.   

Technology Integration
Effective technology integration is achieved when its use supports curricular goals. Pine City Schools target five key components of support for learning which are:

• active engagement
  
• participation in groups
  
• frequent interaction and feedback
  
• personalized learning opportunities
  
• connection to real-world communities
  
  

Technology integration professional development across the District is accomplished in two specific ways:

• Technology workshops and conferences are promoted for school leaders to become skilled in technology use and then in turn will provide leadership and training for staff across the District.
  
• Technology integration is built off the coaching model with small group or one to one training.  The goal is to support teachers as close to the classroom as possible so technology may be implemented effectively and will enhance teacher instruction and will directly assist in raising student achievement.
  

Through the intelligent use of technology, combined with new approaches to education, a more personalized style of learning can be realized.

Peer Coaching
The purpose of peer coaching is to positively impact student achievement by creating a culture of continuous instructional improvement through structured and allocated time for professional conversations, observations, and reflection on the authentic application of best practices in every classroom.  Through a confidential, personal approach to professional development, each teacher has the opportunity to be reflective and responsive to their individual needs related to their growth as an educator.   


Peer coaching teams produces greater faculty cohesion and focus and, in turn, facilitates more skillful shared decision making. The focus of this staff development program is that it will develop a  self-perpetuating process for change, as well as new knowledge and skills for teachers and increased learning for students.  

Collaborative Teams:  ImPACT Teams
ImPACT teams  are  school-based programs based on:  grade level or content area.  Groups meet regularly over a period of time (weeks, months, semesters). ImPACT team members share the following beliefs and behaviors.

• Caring deeply about learning.
  
• Feeling free to take risks.
  
• Challenging each other and raising the expectations of everyone.
  
• Respecting and valuing perspectives other than their own by seeking and valuing every member’s input.
  
• Intentional in seeking to do the work better.
  
• Aggressive in continually building capacity of each member to work smarter.
  

In addition to sharing common beliefs and behaviors, successful ImPACT teams share a common focus. The work of each team must be data-informed, standards-driven, and focused on instruction, equity, and results. This important collaboration will expand the knowledge and skill of participants while encouraging innovation and excellence.  The four critical questions that ImPACT teams will address are:

1. What do we expect our students to learning?
   
2. How will we know they are learning?
   
3. How will we respond when they don’t learn?
   
4. How will we respond if they already know it?

TEACHER EVALAUTION

The language states that teacher development and evaluation plans must: 

• Establish a three-year professional review cycle for each teacher that includes an individual growth and development plan, a peer review process and the opportunity to participate in a professional learning community. 
• Coordinate staff development activities with this evaluation process and teachers’ evaluation outcomes. (The plan also may provide time during the school day and school year for peer coaching and teacher collaboration.) 
• Provide for all evaluations of probationary teachers currently required by law. (The plan also may include mentoring and induction programs.) 
• Evaluate teachers by peer review for the years when a tenured teacher is not evaluated by a qualified and trained evaluator. 
• Provide at least one summative evaluation, performed by a qualified and trained evaluator such as a school administrator, during the three-year review cycle. 
• Be based on professional teaching standards established in rule. • Include an option for teachers to develop and present a portfolio demonstrating evidence of reflection and professional growth, and include teachers’ own performance assessment based on student work samples and examples of teachers’ work, which may include video among other activities for the summative evaluation. 
• Give teachers not meeting professional teaching standards support to improve through a teacher improvement process that includes established goals and timelines. 
• Discipline a teacher for not making adequate progress in the teacher improvement process. 
• Use growth data from assessments that are valid, reliable and aligned to standards. 
• Use longitudinal data on student engagement and connection, and other student outcome measures explicitly aligned with the elements of curriculum for which teachers are responsible.
  

PRINCIPAL EVALUATION

PRINCIPAL EVALUATION STATUTORY REQUIREMENTS
Minnesota’s principal evaluation requirements are contained in Minnesota Statutes, section 123B.147.

Purpose
The purpose of the evaluation is to enhance a principal's leadership skills and support and improve teaching practices, school performance, and student achievement. Although the working group was directed to develop a model for evaluation, statute clearly indicates that it is the responsibility of a district to develop and implement a performance-based system for annually evaluating school principals assigned to supervise a school building within the district.

The evaluation must be designed to improve teaching and learning by supporting the principal in shaping the school's professional environment and developing teacher quality, performance, and effectiveness.

Requirements

• Specifications in statute require that the evaluation:
  
• Be an annual evaluation
  
• Include formative and summative evaluation.
  
• Be consistent with the job description, a district's long-term plans and goals, and thE principal's own professional multi-year growth plans and goals;
  
• Include on-the-job observations and previous evaluations;
  
• Allow surveys to help identify a principal's effectiveness, leadership skills and processes, and strengths and weaknesses.
  
• Use longitudinal data on student academic growth as an evaluation component.
  
• Incorporate district achievement goals and target.
  
• Be linked to professional development that emphasizes improved teaching and learning, curriculum and instruction, student learning, and a collaborative professional culture.
  
• Implement a plan to improve a principal's performance
  
• Specify the procedure and consequence if the principal's performance is not improved.