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Collaborated with cross-functional NeST (i.e., School Communities) to create a more coherent development map for roles beyond teacher, assistant principal and principal.

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Incoherent long term PD scope and sequence by roles (i.e., what does PD look like for a year 1 Principal vs. year 5 Principal?)

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Audit current practices and structures related to development, and create a long term scope and sequence map by roles and tenure.

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Work to create competency maps by role, aligned to evaluations. Create relevant professional learning experiences based on these competency maps

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Work with regionalized achievement teams to further customize learning experiences.

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National PD, while valuable to create culture and mission orientation, does not sufficiently address regional needs.

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Launched a feedback tour this past year, to better understand the needs of regions and roles, which will be instrumental in further shaping the scope of work that the PD team engages in over the next year.

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Summer PD priorities and establishing a strong start to the school year

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Summer PD priorities and establishing a strong start to the school year

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Summer PD sessions made it challenging to set up teachers (especially new teachers) for success with a strong start to the year. Some content PD was relevant to the first day/week/month of school, but other PD would have been better delivered later in the year (such as guided reading/LLI during data days) to allow for more time to build strong staff/student culture foundations during summer

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Providing a scope and sequence of PD that aligns to the experiences of APs over the course of the year. Communication of when they would occur was fairly timely and appropriate.

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I think there needs to be more differentiation of PD for first year teachers and returner teachers who have proven to be high performing. I feel like first year teachers need more of summer PD where it's really about how to be a teacher. How do you lesson plan, how do you deliver instruction, how do you analyze data and adjust accordingly, how do you manage a class. Whereas returners might need more coaching around differentiation and data analysis so that they can deliver instruction more effectively. And lastly, high performing returners may need more development around career pathways and development in whatever skills they feel they are in most need of developing.

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I think there needs to be more differentiation of PD for first year teachers and returner teachers who have proven to be high performing. I feel like first year teachers need more of summer PD where it's really about how to be a teacher. How do you lesson plan, how do you deliver instruction, how do you analyze data and adjust accordingly, how do you manage a class. Whereas returners might need more coaching around differentiation and data analysis so that they can deliver instruction more effectively. And lastly, high performing returners may need more development around career pathways and development in whatever skills they feel they are in most need of developing.

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I would love if PD (espeically for SLs) is transitioned back to in person as soon as safely possible. It is almost impossible to embody our norm of being fully present when participating in PD from school with frequent walkie calls, limited meeting spaces (often with many SLs on different zooms at once), and staff requests since they know we're on campus. I gained so much more from these critical experiences when collaborating in person, off-site

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Summer PD needs to be regionally led and in person. Zoom PD's eliminate authentic practice and create gaps for new teachers teaching in person. Lean more on APs and the Achievement Manager to lead these sessions.

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The professional learning hub was easy to navigate staff members to. It helped see how to complete required trainings (mandated reporter, etc)

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That this team is taking on the construction. logistical planning and execution of Annual Planning. Will they also be the main ones to help plan SLL?

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There is robust work in developing PD for SLs and teachers, and I think a similar development for ILS will be fruitful. They operate much like teachers (eg: leading a class and intervention groups). I would love to see a scope and sequence developed for them regarding classroom culture, data analysis, and staff collaboration to not only enhance their work as ILSs and also to better develop them into content teachers (if they so choose to develop in this way).

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Clear Program Focus of Leadership Competencies

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Clear Program Focus of Leadership Competencies

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Our new/novice SLs really lack the development around adaptive leadership and DEI. Their focus in Rising Leaders seems to be mainly on instructional leadership skills, which is important, but our leadership pipeline programs must include strong, ongoing, and balanced PD in instructional leadership, adaptive leadership (performance management and decision-making), and DEI. These three components need to be the thread throughout all our programs. Furthermore, we need more than just a Rising Leaders program that is one size fits all. It would be most effective to have a teacher leader program, a program for rising SLs, and program for first year/novice  SLs. All three groups have incredibly different needs that are important to develop in order for our schools to be successful.

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If we seek to build agency & independence in our students, our development of adults should match these priorities - When do individuals have choice points regarding PD? How can we increase this?

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NEST should not be the only ones traveling across regions. There are high quality APs, AMs, Rising Leaders who are exemplar in their practices. Invest in them traveling and provide more trust in our school leaders to support in other regions. (i.e. a Nashville AP can help run Phonics PD in Milwaukee).