ELO - System available for teachers

Prof. Dev. days throughout the rest of the year

Leaders - APs monthly sessions; Principals monthly sessions (2nd Wed. of each month);

based on the FELS; tied to strategic plan

Job Embedded Program- Principal Coaches for new Principals

Pl Courses for teachers and District leaders- 3 cohorts - 20-30 courses

Online programs, Podcasts

NEFEC- Level II Programs of various districts, NEFEC Connect, FDLRS

Open Houses - see best practices

UF - Ed Leadership & Policy - courses - microcredentials considering

Want to provide more podcasts, videos, etc.

Admin/AP- monthly PL and some is traditional face to face and others are synergy walks (instructional rounds at schools) focusing on look-fors

Monthly instructional learning for coaches and then follow up provided

Virtual asynchronous PL for teacher and leader onboarding

Know better; Do better.

UCF has year round PD, and a faculty center for teaching and learning. There is also grant support.

Tampa Univ: Center for Teaching and Learning offers various opportunities facilitated by faculty members. Professors are trained in professional development as a core tenet. Collaborates with Hillsborough County to provide services and support.

More flexible professional development for teachers - opportunities provided

Like a campus conference with break out sessions that reach and connect all attendees

SCPS - We are having to be more strategic in the use of our Title I and Title II funds. There is less $ allocated for learning.

Creates instability if we can't count on it or predict it. Have to be prepared to go without.

All have experienced budget cuts.

Consortium that serves multiple school districts and creates networks and cadres of like minded and like-minded educators for districts that are too small to have their own PL Departments.

Year round professional learning in districts looks like on-demand professional learning for school sites based on need, new teacher year round PL, Aspiring Leader programs at all levels, district wide PL days, early release PL days, self-paced book studies or self-paced courses.

Grant funding used in the past may no longer be available

Fewer opportunities for professional learning

May have to offer summer PL opportunities with either no funding or less than before

Maximizing instructional coaches and using school based meetings to provide PL during staff meetings

Self-paced learning on learning platform and virtual meetings as well.

SCPS- We have a common curriculum and live writing of our lessons based on each schools PLC feedback; this feedback is focused on differentiation, time, and sequencing; sometimes student artifacts are uploaded to show exemplar work; we also target high-needs schools for training on conditions for learning, engagement, and their individual asks

Ethical leaders - discussion in Flagler - foundation for all training; common language for participants

Common language for interacting, collaborating, and discussing issues.

Focus on development of current administrators to build capacity.

Collaborations and discussions have helped to eliminate the silos.

Professional learning coordinates all professional learning.

Provide various settings and offerings for PL.

Be transparent about the change.

Make the change relevant and involve/engage people in the change. Clearly communicate the “why”/importance of the change.

Have a forward thinking/resilient mindset-expect changes. Have a plan with checkpoints along the way

Develop a collective efficacy

Leaders have to show compassion while in the process of change

Providing support through the change process in terms of supporting the overall well being of people.

Using the vision/mission to help anchor the change

Have effective processes in place to support resiliency and sustainability

Honor their feelings and understand experiences to bring them along.

Share the "why" so they can understand the importance to move forward. Sometimes it's in the data.

Transparency is important.

The Change Framework is helpful to support building knowledge.

Check the pulse throughout the change. Can be a quick survey to get more insight - can be powerful questions. Then take action.

Feelings around change might be different depending on what the change is and their past experiences.

Stakeholders need to feel heard and valued so they will know we are committed to the change. Communication is key here!

In prep for the loss, we try to consider what is going away. We want stakeholders to understand what will be going away ahead of time. Clear communication of what the new will look like in flow charts and organizational charts/responsibilities, so that everyone understands where they are going and when, so they can make the best decisions for their families. Process documents help us make sure nothing gets missed in the change.

Listening was repeated multiple times.

Great communication allows for great responses. Keeping everyone informed is key.

Sense of loss is sometimes your relationships at some school and/or your "value" that you know feel like you have to rebuild.

While changes are often "here to stay" (for the time being!) and may bring benefits, it might be wise to empathize with the sense of loss and/or the fear of loss. Give people a chance to be heard as to where they are about the impact of changes on them before asking them to accept the changes.

Also remind and encourage individual agency available in the face of change. Change can also occur like victimization. :( But, that does not mean one must play the role of victim.

ex - If we provide coaching at the different levels of leadership with tailored coaching...then we will retain and build strong leaders aligned with our district instructional priorities.

Implement the vision across groups/departments throughout the district.

Coherence is a process that takes time

Coaches have the same training as administrators leads to more coherence

Differentiated increased levels of support create a common language of expectations

Broward - over 17 different CTE career clusters that is state aligned paid by district. Do job placement for them.

Promise is a Promise - committed to going to college for teaching and districts guarantee a job when completion of certification

Para to teacher Program - go through a program and come back and teach in the district. paid internship and have to start with a 2-year degree.

-Teacher apprenticeship with USF

-Level 2 leadership development with USF and Level 3 partners with district leadership and utilize talent

Teacher Leader program with USF

Level 3 partners with USF for Principal Leadership

Partnership with FAU - SLPS & Broward - Propel, ELITE - Masters in Ed Leadership partnership. Adjuncts are district employees

Time, funding are obstacles in meeting future potential strategies.

We will need to find unique ways to recruit and get more individuals to want to become educators. Strategically adopting AI to make job easier for teachers. Leverage AI to hopefully recruit more teachers.

Discussed enrollment and future projections.

How do we provide PL to alternatively certified teachers and then get them to remain in the districts.

Signing Days with high school students. Partnering with community partners for scholarships

Flagler- Para to Profesional Program for ESE

Discussed Funding- Intent is to start up programs at College Level, HS programs are part of CAPE funding

High School Programs to Build Teachers/ District Level PLCP/Internship Programs