1. August Professional Development 1 Janise Lane, Interim Executive Director of Teaching and Learning Linda Chen, Chief Academic Officer August 25 – 28, 2015

2. Theory of Action 2 If we as a school system are to raise the bar for every student to be college and career ready, Then we must support and increase the capacity of principals as instructional leaders so they are equipped to support and develop every teacher to meet the differentiated needs of every student.

3. Theory of Action in Practice 3 (Know your content) (Know your pedagogy) (Know your students) Embracing Equity, Access and Agency Student Intellectual Engagement & Racial Equity (Know your students) Student Intellectual Engagement & Racial Equity (Know your students) Instructional Framework & Leadership Rubric (Know your pedagogy) Instructional Framework & Leadership Rubric (Know your pedagogy) Maryland College and Career Ready & Other State Content Standards (Know your content) Maryland College and Career Ready & Other State Content Standards (Know your content) Monitor, Measure and Modify Instruction

4. Professional Development Vision & Outcomes 4 VisionCompetenciesOutcomes Effective school leaders and their instructional leadership teams share a common understanding of high quality instruction. They are able to discuss and analyze data, practices, and make informed decisions related to ongoing school improvement. Identify and provide instructional leadership support to implement school- wide collaborative professional learning Monitor evidence of progress toward student achievement goals and alter the course of action, as needed Instructional leadership teams will develop a plan to improve adult learning to improve student learning outcomes Instructional leadership teams will develop specific strategies focused on effective teaching across the school Effective instructional leaders encourage and leverage teacher leadership to collaboratively support a school-wide, results- oriented focus on teaching, learning, and student achievement. Understand the power of instructional leadership teams in addressing student achievement Facilitate the development of SMART goals that identify areas of school and classroom improvement Develop coaching and mentoring skills Teachers will use protocols and data analysis to maximize effectiveness of collaborative planning Teachers use data and research to make decisions and measure progress toward school goals

5. Professional Development Philosophy Based on principal and teacher advisory groups, educators desired: 5 More collaborative time with school-based teams Increased ability to make connections to school-wide goals based on new learning Tailored professional development considering the individual school context Variety of professional development learning experiences via digital platforms Opportunity to apply new learning immediately in the classroom

6. August Professional Development 6 August 25 th - 28 th When School leaders create a plan of professional learning experiences for their staff members What Schools choose from a variety of sessions to help create the professional learning experience: Plug & Play Sessions Turnkey Sessions District-led Sessions How

7. Plug & Play Sessions Content offices will provide Plug & Play modules for school- based delivery by the principal or designee. Modules will include a PowerPoint with annotated agenda, facilitator notes, and any associated handouts. Modules are designed to be delivered in a 2- 2.5 hour session. Sessions can be delivered at individual school sites or within groups of schools within the Community Network. 7 *Note: Multiple sessions will be available. Schools who choose not to deliver Plug & Play sessions during August Professional Development could deliver the modules during collaborative planning meetings, school staff meetings, etc.

8. Turnkey Sessions Principals and Instructional Leadership Teams will deliver the CAO Academy module for school- based implementation. Module will be uploaded to the CAO Leadership site with all associated materials. Module is designed to be delivered in a 3 hour session. Sessions can be delivered at individual school sites or within groups of schools within the Community Network. 8 *Note: This is the only Turnkey Session for August Professional Development and must be delivered as part of the week long professional learning experience at all schools.

9. District-led Sessions District offices will provide and lead face- to-face professional development for small and targeted teacher populations. Sessions will be offered on August 26 th and August 27 th. Principals will sign- up their teachers for appropriate district- led sessions. 9 *Note: This is the only Turnkey Session for August Professional Development and must be delivered as part of the week long professional learning experience at all schools.

10. District-led Session Examples 10 AudienceOfferingDescription Kindergarten Teachers Kindergarten Readiness Assessment (KRA) Kindergarten teachers will become certified to administer the state-mandated Kindergarten Readiness Assessment (KRA) that occurs during the first 10 weeks of Kindergarten. Participants will understand how to navigate the KRA platform, accurately assess student understanding, and use KRA data to inform instructional decisions. ESOL Teachers Curriculum Updates and Instructional Guidance for Low Incidence ESOL Schools Participants will demonstrate an understanding of the updated curriculum guides and will demonstrate a common understanding for working across grade bands in a small population school, and prepare unit overviews to ensure that students are served in ESOL classes within the first week of school. School Test CoordinatorsiReady: Math and ELA Participants will develop an understanding of how iReady supports individualized, differentiated instruction and learn how to successfully administer the iReady assessment to maximize results.

11. Future Offerings Foundational Knowledge Courses These courses are introductory level learning that provides foundational professional development relating to specific instructional practices, programs, terminology, and/or professional responsibilities. Courses will be made available in September 2015 on TSS as a digital modules. Teachers may choose from a variety of course offerings that support their individual professional development goals. Teachers can self- enroll and complete the self- guided module. 11 *Note: Once available, these courses will be open access for the duration of SY15-16. Teachers will earn badges for each completed course and principals can monitor course completion by teacher on Principals’ Dashboard.

12. Next Steps & Expectations: August Professional Development 12 1 Principals and ILTs create a professional learning plan for August 25 th – August 28 th based on school needs and offerings. 2 Principals submit their professional learning plan by August 10 th Plans are submitted on O365 CAO Leadership Site click on August 25 – 28 Professional Development in the menuO365 CAO Leadership Site 3 District staff and ILED will provide feedback and plan confirmation by August 14 th 4 Upon approval of their plans, Principals will receive guidance for registering their staff members for the district-led sessions of interest. Registration for sessions will open August 17 th and close on August 20 th. Seats are reserved on a first come, first serve basis.

13. 13 Appendix

14. August Systemic Professional Development Structure School leaders and ILTs use two ½ day sessions to welcome staff back to a new school year and set expectations. Topics covered may include: School- wide routines and procedures Climate and culture Professional responsibilities Team building activities 14 August 25 Orientation I Orientation II Example

15. August Systemic Professional Development Structure CAO Cycle Input School leaders and ILTs use a ½ day session to deliver content from the CAO Academy to staff members to develop common understanding and practice for SY15-16. 15 August 26 CAO Cycle Input Choice Input Example Choice Input School leaders and ILTs use three ½ day sessions to determine professional learning needs of their staff. Schools may conduct their own professional learning session or implement a Plug & Play session. Targeted groups of teachers may sign-up to attend district-led professional development during this time.

16. August Systemic Professional Development Structure Choice Input School leaders and ILTs use three ½ day sessions to determine professional learning needs of their staff. Schools may conduct their own professional learning session or implement a Plug & Play session. Targeted groups of teachers may sign-up to attend district- led professional development during this time. 16 August 27 Choice Input Example

17. August Systemic Professional Development Structure Teacher Planning & Prep Teachers use one (1) full day to plan and prepare classroom environments for student entry on August 31 st as part of the BTU contractual agreement.* 17 August 28 Teacher Planning & Preparation Example *Teachers are contracted one(1) full day of prep.

18. Systemic Professional Development Days 18 Oct. 15, 2015 Jan. 25, 2016 Feb. 26, 2016 Full Day Nov. 6, 2015 Apr. 25, 2016 Half Day School leaders and ILTs will determine and deliver professional learning to school- based staff for all systemic PD days.