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The Professional Development Committee vision MUST include a culture of continuous learning where all educators engage in job-embedded, collaborative, and equitable professional growth. Guided by high-quality curriculum, student learning data, and a shared commitment to belonging, our work MUST ensure that every teacher is supported to improve practice so that every student can achieve, graduate, and thrive in postsecondary pathways.

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Our PD work should embody the same principles we expect in classrooms: equitable access, intentional use of strong curriculum, reflection through data, and a culture of belonging.

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HQIM - implementation at T1 for all students

Reading/Writing - provide PD for ALL content areas in order to better understand how we can support reading and writing growth as a school community.

Strengthen T1 to reduce over scaffolding.

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Student Centered - we need to make sure everything we do is designed to help push our students forward.

Respectful of Time - we need to make sure that the PD we have is efficient, provides direct strategies or tools that can be used and takes into consideration the current level of the staff member attending.

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PD should follow a long term plan, connecting throughout the year(s). It should be engaging, and whenever possible, differentiated to support staff who are coming from different perspectives and experiences. It should also provide immediate strategies and/or tools that can be used in the classroom the next day.

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HQPD needs to be aligned to state expectations (i.e. HQIM and attendance goals), aligned to the district strategic plan and be designed as part of a multi-year approach/strategy designed to change the trajectory of the district. I needs to be designed with intent and differentiated based on those who are attending it in order to provide them with what they specifically need in order to make gains towards the larger goals.

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Our PD vision must include strengthening tier 1 instruction first and foremost. If we continue to over scaffold then rigor is thrown out the window. Differentiation has been discussed forever but it continues to be a struggle with teachers.

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HQIM to ALL students regardless of age, ability and grade level. How to differentiate curriculum across grade levels/ subjects and implement the appropriate scaffolding so that all students can meet with success, graduate on time with a meaningful post secondary credential.

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Vision Priorities:

*Students at the center

*Students Can Do practice/opportunity/belief

*Developing "Students Want to learn" initiatives rather than students checking off a box to get a grade

*Would love to see less grade focus (or elimination!) and more holistic feedback.. (talking high school here)

Question: Can we start to track;

a. Students after they leave WHS? How many go to college and graduate? Or work force? or trades? Or military? Where are they 4 years later?

b. Can we collect the data for Concurrent Enrollment students as we do for AP? How many rec'd credit and grades they earned?

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We should strive to value teachers time, and all HQPD should be thematic/relevant and build upon each PD throughout the year giving teachers time to implement. We should be building educators up, and not making them feel as though the day way was not beneficial/ just a contractual obligation.

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Priorities:

1. HQIM implementation at T1 to ALL students

2. Appropriate differentiation to support students who are below, on grade and above grade level.

3. Teachers feel equipped to to deliver high quality instruction to all learners, and have resources available when they need support (i.e. coaches, materials, toolbox, cpt, etc.)

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The PD committee must be timely and aligned that is ongoing and impact-driven to support both staff and student growth. Teachers time is crucial and we must respect that.

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PD must be connected to real classroom challenges as determined by administrators, teachers themselves, and what the data suggests. We must elevate those high-yielding research-based practices that can be measured.

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Students at the center of course, first and foremost, but teachers also need to be at the center of feeling understood about the pressures of the position... Thinking teachers need to feel uplifted and not downtrodden...

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PD should be well planned out in advance to offer choices to staff to pursue meaningful HQPD that meets the points of the strategic plan, but most importantly meets the educators needs. Educators should have choice/ options as applicable to their teaching area. There should also be time for implementing the PD that was learned.

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We need to value teachers' time. We need to make the PD timely and relevant. We should select high impact PD that can spiral throughout the year. Less is more.

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By Giving Time to learn, think, focus, experiment; Careful to phrase it so that Teachers do not feel there is another "thing on our plates" as they are now involved with Perf Matters, and constant reviewing of curriculum practices and incorporating new teaching strategies to create more engaging classroom... All of this is important, but pacing the initiatives to avoid teachers feeling overwhelmed is also important

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Meaningful – Aligned to our goals, relevant to daily practice, and focused on student success. Accessible – Flexible, differentiated, and respectful of the teachers time and needs. Impactful – Supported with follow-up, collaboration, and evidence of improved teaching and learning.

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PD needs to be planned out a year in advance for logistical and contextual reasons. It should be available to all that its relevant to and not conflict with another initiative. PD should be grounded in the most recent research and pedagogy of how students learn.

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HQPL should have a direct impact on student outcomes. It should foster collaboration, incorporate evidence-based practices, and provide opportunities for continuous reflection, feedback, and support to drive growth in both teaching and learning.

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HQPD is aligned to what teachers are expected to implement in their context. The pd has a short or long term plan, not a one day model. The plan includes observing application of goal setting to apply new learning, observing application of new learning, feedback with supports, and review of progress towards goal and/or new goal setting.

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High-quality PD in our district must be practical for the classroom and responsive to teacher needs. It has to be collaborative, ongoing, and measured by looking at student learning and teacher growth.

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HQ PD should be engaging and interactive, and provide time enough to experiment/interact with the learning before leaving the Session(s)

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Purposeful professional development that is applicable to all stakeholders to benefit all students, with opportunities to have HQPD in their specialty area.