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Ongoing PD with the same consistent group is highly effective and builds relationships!

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As we determine PD for next year, it might be good to ask TOSAs, who are on the ground, at schools, what PD we think people need or allow TOSAs to be a part of the principal conversations that determine to PD outlook for the year.

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Allowed to provide job-embedded PD!!!! SO POWERFUL! (modeling in schools, observing each other, lesson studies, PLCs with student contact)

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How do we keep momentum going next year, if we are not here?

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Having the time to do the depth of work that I know we are moving toward with each of my teachers.

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Getting an opportunity to have a deep connection with my teachers that I mentor.

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Secondary Collaboration needs to be driven by school need (SIP, goals, etc...)

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Incorporating EL and SPED Specialists into Secondary Collaboration this year, AND carving out specific pd just for Secondary EL Specialists

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Not enough purposeful planning with admin. and their leadership teams for PD specific to student achievement.

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Our district is experiencing initiative overload.

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Limited alignment between PD offered at the four high schools and middle schools--not everyone is getting the same message, opportunities or learning

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The learning curve is steep the first year, and I worry that I may be missing important information.

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Never enough time to do it all, so we have to be acutely mindful of what's offered and in what progression

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Providing purposeful, engaging PD that is followed up in buildings with TOSAs and/or administrators.

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TTT: advertisement to schools, low participation, lack of follow-up with participants

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I have been able to start laying the foundation of supports for dual credit and CTE teachers; however, I have not been able to provide the PD that these teachers are asking for.

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Reaching everyone as often as I would like to see if strategies are being implemented with success.

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Difficult to determine if the strategies teachers learn in PD are implemented or shared with colleagues.

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Pushing participants to think about HOW productive discourse student routines & habits elevate PURPOSE in our instruction.

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Mentor team has been able to focus our PD around the same areas that are the focus of the district

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Working with the recruiters to connect with Case Managers, and strengthen our connection,  communication and sense of community.

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The focus on Engagement, Purpose, and Assessment has helped to narrow my focus on what types of professional development I deliver.

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TOSAs design PD opportunities based on needs (Purpose)

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Lack of a venue for teachers to share what they learn back at the school site. No consistent system to measure implementation. (Assessment)

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TOSAs working as a team of experts.

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No real measurement of the success of PD we offer--no real system for implementation at school sites. (Assessment for Learning)

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It is hard when schools are at different levels of knowledge and implementation. Some get upset because they feel we are repeating and others are not up to speed.

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Narrowing the focus helped us be more in line and spread the same message across the district.