001thank you we have two motions coming out of closed session Dr a cup would you like to start us off [Music] I'm going to move that we accept this resolution to be sent over to the Board of Supervisors and I will now read it so resolution requesting re-affirmation of property transfer to the school board of Albemarle County Virginia and approval of its use as an elementary school whereas on December 22nd 2000 Albemarle County purchased three Parcels of land located at 133 Galaxy Farm Lane 167 Galaxy Farm Lane and 1506 Scottsville Road and whereas on November 13 2019 the school board of Albemarle County Virginia adopted a resolution requesting that the Albemarle County Board of Supervisors transferred that parcel located at 133 Galaxy Farm Lane by deed to the school board for the purpose of constructing
002a high school Center on the property and whereas on December 18 2019 the Board of Supervisors adopted a resolution approving the transfer of the property to the school board for such purpose and whereas the county conveyed the property to the school board by deed dated November dated December 19 2019 and recorded on December 20th it whereas the school board has subsequently determined that the best use of the property is a new Elementary School rather than as a high school Center as previously planned and whereas the school board seeks the support of the Board of Supervisors for the construction of the elementary school on the property now therefore be it resolved by the school board of Albemarle County Virginia that the school board hereby requests that the Board of Supervisors reaffirmed the prior conveyance of the
003property and approve its use as an elementary school and that this resolution shall take effect immediately second all those in favor aye aye any opposed are so it passes and that will go to the Board of Supervisors next up will be Miss Osborne a move that the school board of Albemarle County Virginia direct Albemarle County Public School staff to determine the feasibility of locating designing and constructing Center two on property a and applying the funds already appropriated for such purpose to this project second and we'll give to Dr a cook all those in favor aye any opposed aye I do I didn't allow time for discussion after the second do you have anything you would like to add Mr pager just oh not at this time okay maybe that's something sounds great um yep um
004I miss Lee will be leaving our meeting did you want to provide the reason or you just want to oh I'm just uh ill but I just wanted to say hello my apologies to all the families have come out tonight um and uh staff but I am febrile and I'm heading home sounds good get better so that will bring us to our roll call um Mr Holden if we could start our new start on your end Ross Holden School Board attorney Rebecca Berlin Whitehall okay daycuff Jack Jewett District jono El Carro at large Katrina Carlson Rio District Rampage Samuel mullet District Ellen Osborne Scottsville District it's a new CM racing has student rep Matthew Hawes superintendent [Music] Christine Thompson clerk to the board awesome Thompson um now if we'll stand for the Pledge of Allegiance
005please [Music] we will now observe a brief moment of silence [Music] thank you foreign and next up will be approval of our agenda do I have a motion to approve the agenda a move we approved tonight's agenda second all those in favor aye any opposed okay the agenda passes next up will be approval of the consent agenda do we have a motion to approve the consent agenda a move we approve the consent agenda I second Dr Berlin seconds um do we have any discussion any items to pull [Music] all those in favor aye aye aye any opposed after that will be announcements and I will be doing the announcements today it is month of the military child and we have a lot of people in our audience to celebrate so I will read this whereas
006in 1986 our nation's Secretary of Defense Casper Weinberger designated designated April as the month of the military child to honor the children of military families and to recognize the many sacrifices and challenges these children overcome and whereas these sacrifices and challenges can include extended deployments of parents to combat zones frequent moves and constant readjustments including as an article in the New York Times has pointed out frequent transitions from one School Division to another and whereas by the time most military children have completed high school they will have switched School divisions as many as nine times and whereas a military time survey of active duty soldiers has found a direct link between the education experiences of their children and their decision to remain in public service and whereas public President Biden in a proclamation said of
007military children many of these young Patriots uproot their lives every few years while often celebrating birthdays and holidays with an empty seat at the table and whereas our region is home to such vitally important military resources as ravana station which includes the National Ground Intelligence Center and the Judge Advocate General's Legal Center and school at the University of Virginia and whereas Albemarle County Public Schools is privileged to count among our school Community nearly 500 students who enrich learning for all by contributing their diversity sharing their life experiences offering their strength of character displaying resilience and building friendships and whereas our military families are invested in the well-being and success of the communities in which they live through such roles as mentoring tutoring coaching parent-teacher organization membership and as school-based volunteers and whereas Albemarle County public
008schools has been a beneficiary of these extraordinary contributions now therefore be it resolved that the Albemarle County School Board salutes our military families for their valued service to our schools communities and to our nation and that we pledge our continued support to you and that we are both proud and grateful to reinforce a message First Express more than 100 years ago on a different occasion to a different audience than this year but we want you and I before I this isn't about me but I just have to say I'm a little teary-eyed I am a born and bred military brat I attended over 13 different schools I have devoted myself to Public Service still carry around my Go Army um chain so I I just am so happy to see here and I'm so to
009see you here and so happy that we're celebrating all that you guys do for our country so thank you stand up stand up you need a second oh so do we real quick do we have a second on that um resolution second all those in favor aye okay any opposed so proof so normally typically we have a few people come up and if there's questions do we want would any of you is that the plan tonight or are there any plans would you anybody like to Circle through and and do handshakes and get a photo because that's also let's do that you don't have to come up if you don't want to but if you want to thank everybody thank you for going forward [Laughter] thank you thank you thank you sir thank you thank
010you are you in school thank you thank you thank you thank you so much thank you thank you so much love the shirt that's what my dad's shirt used to be the although also the Browns um thank you thank you thank you I hate this so much thank you so much what school do you go to yep I do the same thing you do outstanding that's where you're learning how to be so smart how about you oh okay okay that's a good place thank you so much that's enough I did get a picture of Kate um so military people get the memo they are like I got things to do but I usually have to say you're welcome to go now you don't want to you don't want to stick around for the rest um
011well I'm glad we did that because that pretty much just made my day there's a lot of cute kids um awesome Okay so that concludes our announcements next up will be school board superintendent business does anybody have any business they would like to announce I think Dr Haas had something oh I just want to give a shout out to Mr Page and also Mountain View Elementary School we went out and visited the school on Monday had a great time walking to school visiting classrooms a lot of great things going on I also do want to give a shout out to Ms Osborne just a calendar snafu it was originally Stone Robinson and she went to Stone Robinsons And I had a great visit with Mr Foreman I'm sure all kinds of great things happen we'll
012never know about I know man it was you know since I was unexpected and he just really just rolled with rolled with the flow it was great I think we also have next up a motion about Earth Day oh no sorry motion I'm just gonna I was just going to share oh great Dr Portland I apologize with our internet issues we're having with that is okay I sent some fun pictures I'll send them around so I had the opportunity to go to Crozet elementary school today um and they were celebrating Earth Day um and there is a partnership with the Master Gardeners of the county um who have Gardens at Greer at Crozet and at Stone Robinson and so today they were at Crozet and so a huge call out to tishmore who walked me
013around um and to the gardeners who spent the whole morning from 8 to 12 with the second graders and the second grade teachers planting native plants and teaching them about native plants um and so if you haven't gone out to Crozet and looked at the Garden lately it is beautiful there's also uh some Discovery boxes that one of the volunteers built where you can go and actually touch snakeskins and bird's nests so really making it a great open learning Back To Nature place for all the children to enjoy and then an extra call out to Barbara Honeycutt one of the second grade teachers who spends a lot of time on her own really supporting um the garden and all the work around it so beautiful time at Crozet and a beautiful morning awesome thank you
014for sharing that update Dr Berlin um next up will be public comment and all of the school board members have graciously volunteered to run that today um I guess I will choose Ellen we have no speakers tonight there you go that gets us right into the meat of the agenda we're moving to our work session first up we'll be adopting the school up 2023 2024 School operating fun and special Revenue funds budget what about the resolution appreciation pause one second there was an additional resolution um that Mr Graham's gonna I mean Mr Page is going to read okay this is the teacher recognition week where 70 years ago our nation first set aside a day of recognition of teachers following a public campaign led by former first lady Eleanor Roosevelt and whereas in 1980 the
015first full week in May officially became a national time of Celebration that the contribution teaches Mick to the lives of students families and communities across our nation and world and whereas this year the First full school week in May is from May 12 8 through the 12th and whereas president Baden noted in a proclamation I will never forget the Educators who encouraged me as a child who instill confidence in us who encouraged us to dream boldly and who helped us believe we would achieve anything and whereas teaching has been correctly described as a one profession that makes all other professions possible and whereas Educators across our nation have encouraged inspired and equipped countless millions of young people to become not only presidents of the United States but to become the healers inventors producers Builders employers
016protectors artists public servants and the moms and dads that ever Propel families and communities forward and prayers here in Albemarle County it can be said that not all superheroes wear capes but they do have teaching degrees and whereas these educated as selflessly to vote they are support and service to their students Unbound by the restrictions of the hours of the day the days of a week or the weeks of a year and whereas the imagination enthusiasm Brilliance compassion and sense of purpose that our Educators bring into the classroom and into the homes of students and families assembly or without limit and whereas the Fulfillment of our vision that all Learners are engaged in authentic challenging and relevant learning experiences and that all become lifelong contributors and leaders in our Dynamic and diverse Society is achieved
017through the eagerness for the engagement in and the joy for learning created in classrooms across our County it wears every day in our classroom I educate us bring to life the words of our nation's first teacher in space Christian McAuliffe who spoke for all in her profession when she assured us that I touched the future I teach there now therefore be resolved that the Elmo County School Board hereby urges students families businesses organizations and all of the community members to join the board in expressing deep gratitude for in recognition of our teachers on the occasion of national teacher appreciation week foreign do we have a second second all those in favor here yeah awesome well I'm glad that we came back for that one thank you in other business can I just one thing squeeze
018in I just want to let everybody know on May 6th here in Lane Auditorium it is uh I don't know what annual but it's it's the annual our community salutes for high school enlistees in the military it's going to be at 10 o'clock Saturday the 6th um right here awesome so then that gets us to [Music] um the school operating fund and special Revenue fund good evening I'm Maya kumazawa director of budget and planning and this evening I'm here just for a couple minutes to facilitate the adoption of the fy24 budget so you've seen this budget process many times we started in February with the presentation of the draft funding request and today we're at the last step to adopt the fy24 budget next week the Board of Supervisors is scheduled to approve and appropriate
019are the FY 24 transfer and our budget as well um this is our strategic planning Slide the fy24 budget as recommended does align with our strategic plan and our mission to work together as a team we will end the predictive value of race class gender and special capacities for our children's Success Through high quality teaching and learning for all we seek to build relationships with families and communities to ensure that every student succeeds now if you as you've seen throughout the budget process all of our new proposals and the pieces of our budget align with the three goals as shown in the bottom right of the slide this slide is a review of what was presented to you two weeks ago this is a summary of the changes that have been implemented since you all
020adopted the funding request in March so the FY 24 budget recommendation for both the school fund and the special Revenue funds is what we're recommending that you approve this evening so with that I'll turn it back over to you all to take action thank you okay do we does the chair traditionally make the motion for this or is this someone I can member it can be anyone anyone would somebody like to make the motion to approve the budget sure I moved to adopt the fiscal year 2023-24 school board budget of 259 million 224. for the school fund and 30 million three hundred sixteen thousand nine hundred eighty eight dollars per special Revenue funds second Dr akov seconds is there any discussion um I guess I will just add thank you for all the hard work
021that you put into this I know it's a long time so this is a good day for our School Division and we are so appreciative of everything that you've done to lead us along the way and get us to this point uh let's go ahead and take a vote can we do a roll call vote for the budget doctor Aiko yes Miss Osborne yes Mr Page yes Mr Alco yes Dr Berlin yes Miss Lee is absent chair Carlson yes so much hey thank you Maya that's a lot of money I just feel like it's a bigger deal than just like quietly sitting down it's like a job um okay so that brings us to our works at part one of our work session which is going to be a presentation on professional development we have
022a lot of professionals joining us to share about this and um I will note that this was a suggestion of Dr Berlin so thank you for the suggestion of having this work topic sorry I can't find the mouse all right can you guys see the presentation on your screens are you ready all right good evening I am Megan wood director of professional development before we get into the presentation tonight I want to share with you some of the learning and reflection I experienced in the process of preparing for tonight as some of you know I've worked in the division as a classroom teacher instructional coach building level principle and now I serve in this role these roles have provided me the opportunity to move in and out of professional learning that is provided to staff
023in a variety of ways creating this presentation was a reminder that our professional development model is a non-linear cyclical web of support it encourages personal and professional growth that respects the autonomy of the learner and provides many entry points into learning so I want to thank you all for this opportunity because it has provided me a chance to deepen my understanding as I hope my presentation will do for you tonight the format of tonight's meeting will include a whole group presentation regarding the best practices of effective professional development and highlights of professional development opportunities in omro County after the short whole group presentation there will be a 10-minute break and transition into small group sessions following the small group session we will reconvene in the auditorium to close out the presentation with a whole group
024debrief and discussion before we leave tonight we will know best practices in providing effective professional development examples of professional development opportunities offered by Albemarle County we will understand that change in teacher practice is a result of ongoing Collaborative Learning experiences focused on the needs of the learner and that professional learning is a complex process in which adult Learners should have autonomy and choice to pursue personal areas of growth we will be able to articulate ways in which acps supports teacher learning resulting in student achievement and be able to discuss the pros and cons of acps's approach to professional learning as we get started you should see two separate materials at your table one is a resource packet for your spa breakout sessions and the other is a reflection guide on the reflection guide I would
025like for you to take two minutes to journal a short response to the prompt think for a moment of a time when you engaged in professional learning experience that changed your practice what did the professional learning look like feel like sound like and what did you need the learning what did you need for the learning to take hold it's good I am going to need that again because I was finding my piece of paper yeah prompt you were reading this I got you [Music] foreign take about 30 more seconds [Music] all right wrap up your final thought [Music] and I'm going to ask as you just move through the rest of the night that you listen for areas of overlap between what you remember about that learning experience and what you hear tonight in terms
026of themes right originally Dr Isabel Sawyer a local expert in professional development who co-authored the book professional development redefined was going to be here tonight to present to you all regarding best practices in professional development unfortunately she is now unable to attend however she graciously agreed to record her presentation for us so please listen to her as she describes what professional learning should be all right [Music] good evening professional learning should be a lot of things but I'm going to share with you four of the big elements that Laura DeSimone a researcher out of the University of Delaware shares with us about effective professional learning DeSimone chairs that effective professional learning should be coherent collaborative of sufficient duration and active so I'll talk a little bit about each one of those elements in the next
027few slides professional learning should be coherent this is really a learning experience that is clearly aligned to a teacher's day-to-day work that matches estate goals the district goals and the school initiatives and goals so that the learning that teachers are engaged in is connected and is often connected to my own professional goals as well as a teacher so my professional goals the the initiatives that my building is focused on the initiatives that my district is focused on and the state should all be closely aligned and clearly connected again professional learning should be coherently and it can be coherently embedded into the day-to-day culture of schools districts in the larger systems so it really should be job embedded it should match whatever teachers are engaging in in their in their day-to-day work with students [Music] learning
028powerful hopefully that opportunity to work together um with the teacher who teaches next door to my classroom with my fourth grade level team my vertical school you know all teachers at all grade levels or even district-wide Endeavors that are focused on specific topics giving teachers the opportunity to connect with one another learn from one another that that has all been shown to support teachers learning and student achievement student achievement the ultimate goal of professional learning right Collaborative Learning the other thing that Collaborative Learning really does do we have a paradigm a traditional Paradigm of isolationism that happens in schools it's been that way throughout decades teachers go into their classrooms they shut their door and they teach their lessons so breaking through that isolationism giving teachers the opportunity to learn with and from one another
029is very important to changing practice and and hence impacting student achievement so Collaborative Learning also offers that opportunity teacher learning should be of sufficient duration we know that the one and done rarely works we don't know exactly the research doesn't tell us exactly how long professional learning should should last but we know it must be ongoing we must have opportunities to learn go teach a little bit and practice and then come back and learn some more so really just in time professional learning based upon the content or the strategy that they're working on in their classroom and finally professional learning should really be active it should and I think this is the most important little bullet at the bottom mirror the student experience so the opportunities that teachers have to learn should be very similar
030to the opportunities for learning that they are planning for their own students they should have choice they should be able to plan their own learning paths make decisions about what they need to learn to get better at their craft and then um and then fulfill that learning that they feel like they need it should be self-directed and build build from their own personal experience so um what they're teaching what they learned last year a really clear build for themselves um again it should be not passive not sit and get the opportunity to to work with others to learn and to create um create resources one of the things Richard Elmore says is that learning to do the right thing in the setting in which you work is critical so really giving teachers that chance to
031do to learn and do exactly what they need to do within their own setting and their own um their own personal needs so we'd be remissed if we talked about professional Learning Without also talking about the power of implementation so implementation this is a quote from Michael Fuller and he says that implementation is professional learning so giving teachers the chance to teach with um robust curriculum resources uh helps them actually learn just from teaching just by teaching we know that um there are lots of things that are important to learning within the content but professional learning that is linked to curricular resources is is impactful that those two combined are super important and that if we separate what we teach from how we teach that often undermines the effectiveness of both they need to be
032connected um so truly adopting a high quality resource that offers educative experiences embedded within the curriculum really helps change practices for teachers when that's also combined with thoughtful professional learning about the resource the content and the pedagogy I'd like to close by sharing with you an infographic that really helps you see um the the power of professional learning within a larger context really surrounding teachers with a system of support which is so critical to teacher growth as you can see in the center of this infographic the teacher and student relationship is at the core and ultimately that's what we want is to increase student achievement so the opportunity for the teacher to influence student achievement change their practice so that they can become better at their craft and support students at becoming more effective Learners
033is is the ultimate goal for all of all of this professional learning work around that Center this this graphic comes through from learning forward they did a lot of thinking around it and around that graphic you can see the resources that impact this professional learning relationship educative curriculum so resources that help teachers learn just through Teaching Standards so standards not only for students instructional standards College and Career ready standards but also professional learning standards so things that teachers need to get better at and then finally the opportunity for collaboration with others so professional learning communities which most schools and districts have built into their work and opportunities to work with a principal or instructional coach right the opportunity to collaborate and learn from a more knowledgeable other is critical and you can see around this
034Center all of that learning is supported by the district by the region and by the state through lots of different ways right providing focus and direction making sure that teachers have the chance to connect with other educa Educators providing resources for instruction and for Learning and then even to the point of re-licensure and some of the opportunities that teachers have throughout the state state of Virginia other states to become um uh licensed and qualified teachers is part of this whole professional growth piece oh I played it again good evening sorry all right there we go before moving into how acps supports teacher professional development and your resource guide you will find a more detailed description of the last graphic Dr Sawyer highlighted in her presentation for your reference additionally we have ordered copies of her
035book for each of you and they are on their way I will make sure that you get them as soon as they arrive in this next section of the presentation I'm going to First share with you examples of how professional development opportunities that acps offer oh sorry I'm going to First share with you examples of professional development opportunities that acps offers and then discuss how our guiding principles are related to the four key areas highlighted by Dr Sawyer then I will transition us into small group breakout section sessions the work of the office of professional development aligns with our vision mission and strategic goals and that our role is to support Educators in expanding and improving their Knowledge and Skills to ensure that they are using the most current and best practices to support student
036achievement our work aligns to all three goals of the Strategic plan by focusing on supporting teachers ability to support each student to achieve their best Foster culturally responsive environments and support social emotional well-being additionally we partner with the human resource department to attract develop and retain the highest quality of staff page e22 of the budget book lists five goals of the office of professional development for tonight's presentation I am going to focus on the three main goals as they most specifically relate to supporting professional learning for staff by aligning to division initiatives focusing on high-yield strategies to support students and maintaining and expanding format options the next three slides fully articulate each goal and provide highlights throughout the year of ways in which we have offered experiences that support each goal for the sake of
037time I'm only going to speak to one item on each slide however if you have questions about any of the content I present please write them down on your reflection guide and the question catcher section if at the end of the night after small group breakout sessions are over those questions haven't been answered we will have time to address them during our debrief one way in which we support division level initiatives is to provide opportunity courses opportunity courses are professional learning experiences that we have offered throughout the school year and over the summer for teachers and staff these courses deepen participants understanding of best practices related to specific areas of Interest examples of these experiences include responsive classroom the science of reading Mental Health First Aid a variety of book studies this year we have
038offered 73 unique courses with a total of 3655 registrants for the courses I would like to highlight making connections as a way to demonstrate how we work to achieve goal two Making Connections is an annual conference that we host every year that includes both internal and external presenters this year the conference was expanded to include both instructional and support staff we hosted over 150 different courses with 320 sessions most people might consider making connections a one-time event however it serves multiple purposes utilizing teacher presenters to share practices that are working in their classroom allows for colleagues to build relationships and connections within the division to learn from one another offering sessions as a continuation of ongoing learning related to division initiatives provides space for teachers to deepen their understanding of practices related to differentiation curriculum
039implementation culturally responsive teaching social emotional learning and instructional best practices providing teacher choice and presentation attendance creates opportunities to ignite teachers learning in New Directions to pursue within coaching experiences provided in acps to support goal number three we have partnered with various universities to create cohorts to support additional endorsement and licensure opportunities we have continued our long-standing partnership with JMU to support teachers interested in pursuing either a Masters or endorsement in school leadership we currently have 12 employees completing the program this semester and 11 continuing next semester this year we have added a VCU reading cohort to support the Virginia literacy act requirements that will go into effect in the 24-25 school year we anticipate that we will have about 30 staff participating in this cohort starting this fall additionally we are partnering with the
040office of Human Resources to develop a similar cohort for special education endorsements these cohorts offer tuition discounts from the University Partners based on the number of Staff we bring and we supplement tuition with professional development reimbursement funds as I was listening to Dr Sawyer's presentation this quote resonated with me we can offer a variety of professional learning opportunities but if they don't translate to improving student practice to support student outcomes these opportunities fall short so I want to take a minute to share with you what our typical framework for program implementation looks like support for professional learning is provided at all three levels in the organization the district the school and the grade or individual level these levels should work in concert together to provide support for professional growth for example in the implementation of
041responsive classroom the division hosts several opportunities throughout the summer for staff to engage in a four-day intensive course to learn about the philosophy and strategies to create a positive learning environment throughout the school year the office of professional development helps coordinate school-based walkthroughs with an expert to provide feedback on the implementation the building level administrator receives this feedback and works to provide building level for professional learning to support recommended program changes in conjunction with this work teachers work collaboratively in professional learning communities to share successes and analyze their practice throughout this process all three levels engage in reflective conversations with one another to ensure additional professional professional learning opportunities support the next steps of implementation hopefully within the framework and the examples I've shared with you tonight you have heard elements of the five guiding
042principles of ACS acps's professional development these principles either directly overlap or are the same components that Dr Sawyer mentioned in her presentation for example the principle of job embedded professional development relates both to the concept of coherence and sufficient duration because it represents being sustained over time and anchored in the work additionally self-directed learning relates to the concept of active learning because it engages the Learner in providing autonomy to pursue areas of interest and growth as it relates to professional practice working side by side with teachers in the areas of curriculum assessment instruction culturally responsiveness and Technology integration is one of the most significant ways we support these guiding principles because the act of coaching encompasses all of the principles the remainder of the evening you will spend time in small breakout sessions unpacking the
043ways in which coaching in these areas support teacher development the purpose of the stations is to provide an opportunity to unpack the scope depth and impact on teacher practice and the intersections of these three groups are directly support professional learning within Albemarle County Schools we know that these groups Also Serve other roles of support throughout the division but for tonight's purposes we are focusing on Direct teacher support at this time we'll take a 10 minute break and then after the break if you can report directly to your small breakout room I will add the break the session break times into the slide deck so that we can stay on time I've got the um rotations on this slide here I think I might have put the wrong room number though Miss Thompson is 2 246.
044it's 246 okay so I'll also fix that typo so it'll be will be in room 246 and the auditorium the presenters will rotate to you all so you guys can stay in your location and then they'll rotate and they have a time keeper to keep us on track and we'll see you all back here after the rotations great so for those in the audience although I don't see many people who don't know the drill but you are welcome to join us in the various breakout rooms if you want to follow along with any of the sessions and we will see you there at 7 26. thank you some of the work that I do for the group thanks Kenny um so you'll hear about some of that project management and the professional development that comes
045out of that but I also manage the acps at home internet access program for the county we do have a few teachers and ltis with us tonight uh we'll let them introduce themselves in just a moment when we bring them up so so what is an LTI a learning technology integrator is what the acronym stands for how do they support professional development in acps ltis are responsible for supporting the implementation of all acps learning technology resources and systems in a way which is instructionally sound and leverages these Technologies to yield improved learning outcomes essentially ltis provide division building and job embedded support with implementing technology in the classroom LTI is a very specialized role it takes an individual with the technical skills of an engineer and is intersected with the pedagogical heart of an educator
046to be a successful LTI more generally we are a team of 14 licensed Educators with previous classroom experience myself and our project manager Kelsey we have a diverse set of skills but we all have strong technology skills we are organized under the department of Technology this ensures that we are having educationally sound decisions made within that department that are in touch with what's actually going on in buildings we're school-based but we do collaborate and plan as a unified team in support of various initiatives we bridge the gap between instruction and technology in support of Staff learning and student growth why are we here we support PD around purposeful healthy technology integration across the division school and individual staff level in a job embedded way we support strong digital citizenship practices in school and at home
047which we've spoken about before we also support the department of education's Technology integration standards that are less familiar to many staff and fill the VOE standards of quality for the itrt role um and we support other division technology projects essential to division and school operations and in support of communities at Large this is how we're organized um we're site-based across each of our school buildings with assignments based on several factors including student population size demographics teacher and administrator need and the unique skill sets that each of our lti's bring we tailor that to our schools and their needs our team is supported by me and the role of assistant director setting vision and working with personnel and Kelsey as manager for digital Equity overseeing all of our project work the names before you represent a
048group of passionate Dynamic Educators who believe in the power of Technology when implemented well to support differentiated engaging instruction which supports all students the visual in front of you represents a framework for the tiers of support provided by the LTI program the day-to-day work of an LTI varies widely but can be organized into three primary tiers division initiatives aligned with a strategic plan many of which the school board has tasked our team with direct implementation of principal Partnerships in which this LTI supports School administration with school specific PD and day-to-day technology Logistics and finally job embedded coaching support where ltis work directly with teachers to grow their capacity in the areas of purposeful healthy and meaningful technology integration much of the work the ltis does supports various projects in our division but is the professional
049development for teachers that comprise is the largest part of our responsibilities and Crosses into each of these three tiers tonight as we go through this presentation I encourage you to follow the purple over the first few slides to understand how PD intersects with our framework the role of PD across these tiers can also be understood as flowing directly from the acps mission and strategic plan and trickling down into every aspect of what an LTI does in order to ensure that learning technology initiatives are implemented in alignment with the acps mission learning technology is embedded at every single tier of support each tier of support flows from the acps vision and are aligned with one another great Kelsey's going to share about our division level support our first tier is the tier one division initiatives largely
050this is just Project work around new initiatives new technology coming into the classroom so naturally most of these require some training and professional development for staff our team helps to provide this and we're going to break this down into more detail on the next slide so here are some examples of those division offerings at a glance at the division level we support teachers in learning how to use new display technology for example how to use the learning management system we also offer elective courses for teachers to sign up for in our plms like using accessibility tools and research tools translation an example of a project that resulted in PD is down there in the bottom left are broadcasting Hardware has been failing so we've recently renewed and replaced that equipment and we'll be providing training
051for all those teachers and Technology support staff and then on the right Megan mentioned earlier one of our division PD offerings is our making connection session so these are examples of sessions that ltis offer just this past year so you have a little glance at what we're doing there [Music] next up is our second tier of support which is our principal Partnerships at the building level this in this TR LTI supports School administrators and teachers with the creation and delivery of faculty-wide PD around technology as well as seeing as well as developing a healthy technology culture in the building in practice this tier typically looks like supporting school principals around the creation of PD which specifically implements division initiatives driven by the Strategic plan or in helping a principal to more effectively reach goals as
052outlined in their school Improvement plan more commonly known as a sip this frequently manifests as all staff PD delivered usually at a faculty meeting office hours or through a PLC support these PDS are frequently supported by the school's technology team as well which is a group of teachers that is led by the LTI and above are just a few examples of the many different PDS that we have supported in total this year we've counted a total of 30 all staff PDS delivered across the division with more on the horizon before the school year ends and of course perhaps most importantly is the form of job embedded value-added coaching which is aligned with division school and individual teacher needs this can take the form of many topics which will be explored more deeply through data in
053just a moment ltis regularly meet with teacher Partners identified through a myriad of means with the aim of helping teachers Implement technology in healthy ways which increase student voice and engagement or allow for Effective differentiation to reach all students teachers are able to earn recertification points as a result of their work with an LTI LTI PD as you can see is job embedded self-directed just in time content focused and collaborative in alignment with the guiding principles of acps PD I'm not going to read all of this to you but I invite you to take a look at it later after this evening so let's look at some data all this data is taken from our coaching platform called connect Hub it is where every single week an LTI will go in and log all of
054the interactions that they have had with teachers specifically what it is that they did with that teacher and how it aligns with various priorities across all sorts of different spheres that we are interested in tracking data on um please note we don't have time to examine every single data point you're going to see today and we even have more data than what you're going to see today so if you want more we are happy to provide it afterwards um please also note that you're going to see mostly data from this year and that is because we realigned our tagging structure over the summer just to better align with some of the more recent initiatives and priorities our mission that sort of thing so we don't you're not going to see data from year to year
055but if you would like us to go back and figure out some of that for you we can certainly do so um regarding our teacher Partners this year we have supported nearly 1200 Educators which represents 90 of our teachers so just to give you some context for that last slide what those interactions look like these are the different types that we tag we have the majority of time LTI spend in the classroom co-teaching and modeling technology infused and enriched lessons but we also provide just-in-time support which looks like tool specific Technical Training and we attend meetings and co-plan with teachers of Technology lessons and developing technology infused projects thank you these are some of the division priorities in alignment with our strategic plan you can see the item the line item the Strategic plan there
056on the left and the number of interactions supported this year across the division on the right you see how we have tracked use of various Hardware that you all have granted in the budget for us to support so we obviously have an obligation to make sure that those finances are spent responsibly and implemented well [Music] um this is a unique one this is the vdoe digital learning integration standards these were just adopted in 2020 by the state and they're unique in that they're called sols but they are designed to be integrated with content so they are not to be taught in isolation the emphasis is on how technology enhances students understanding of content and also prepares them to be digital citizens in an ever-increasing digital world one of our projects is drafting a curriculum framework
057around these standards so that teachers can grab a lesson and integrate it into their content area and help our students in the interest of time we're going to pass computer science over not that it's not extremely important but suffice it to say we do support the vdoe computer science standards K-8 how does this mean that's you our final bit of data here shows some notable best practices supported by ltis all of this is using technology to help students to lift their voices to improve their access to tools with translation and accessibility and some other additional best practices that LTI support so what impact does this have on students ultimately our goal is to empower the voice of our students and their interests through technology which opens up the world we of course have to do
058that in a safe way so if you look at the bottom right there we do have an emphasis on digital citizenship using technology in a way that is healthy that's embedded through the curriculum we also seek to differentiate through basic udl Universal Design for Learning principles this is ways in which we reach our El populations our sped populations and really every student that every student learns differently so um and finally making meaning through our technology standards and helping our teachers to contextualize those into their setting so we're going to bring a couple teachers up for you first it's going to be Lenny Grasso he works at Woodbrook and Red Hill Lenny was asked at the very last minute to speak tonight one of our other teachers got sick about a couple hours ago so he's
059stepping in we really appreciate him being here hi hello yes uh um Lenny grass I work at Woodbrook and Red Hill Elementary School I'm one of two music teachers at Woodbrook um Woodbrook has one music room and two music teachers so when we both uh when we both teach at the same time I am on a cart and I'm going into classrooms so I sold out my learning technology integrator with Mia Shand to think about what were ways that we could do Music Learning in the classroom that often is encumbered by desks and notebooks and student you know so many student materials that sometimes are not conducive to Music Learning the picture that you see is the music room where there's a big wide open space in the middle um so I sought out Mia
060Shand to develop a project that was about digital music composition so with my fourth and fifth graders we over several weeks created their own works of Music in a way that reflects the way that music is made nowadays with digital music production synthesizers and um uh and then an iterative process where they make something and they go back they save it and go back um so that was a little bit about um with the project and Mia and I would meet ahead of time she would co-teach with me we would reflect afterwards sometimes she would teach and I would observe I would teach she would observe and give me feedback that was a little bit of what our work looked like um uh my students really benefited from this because having another hand on Deck
061to deal with the just-in-time technical issues that always come up when we had fourth graders who would open their computers and they'd be completely dead and figuring out like where their Chargers are but not only that but um someone who is more plugged in with the digital um the sort of the digital health of our students and our digital habits how they would navigate to websites anymore so with a 25 minute class period streamlining that was really important so really maximize learning with someone who could basically know exactly what to say to get them on Google Drive really quickly um and on she also pushed me for my practice to plan my lessons with the affordances of a tool in mind so what can this tool do how will the students React to what they
062see how will the students how will that guide what they do either on purpose or by accident so I didn't want to restrict or constrict their music making and their music composition so she really helped me navigate that and has also encouraged me to by the way I talk about computers and computer use in my music lessons this is really transformed because of what I saw her do what we and what we did together so that's a little bit of what me and Mia who could not be here tonight because last minute Edition but um Mia Shan is a wonderful learning technology partner thank you [Music] hello my name is Alex Groth and I am a teacher at Walt Middle School I teach 7th grade social studies to students and this is hi I'm Chris
063shed I am a learning technology integrator at journey and Walton Middle School and so through my out my time at an acps I've really lived during this covid age and this coveted age has required technology to make sure that students have access engagement and critical thinking skills for this 21st century world and people like Chris Shedd and the other ltis on the team have helped ensure that one thing that we've done in our classroom in a history class is one of the Virginia standards is for students to be able to locate and identify major U.S cities as well as all the 50 states which is classically really boring to teach and really boring to learn for students and so me and Chris work together by collaborating during our planning to come up with this idea
064of a scratch program Chris you want to tell them a little about it sure um scratch is great because uh it's easy for kids to learn but it's real coding and so I designed a lesson where Alex wanted Alex all these challenges made uh with uh but he wanted me to cut the United States into pieces and have the kids program the pieces to go back to the right spaces and then on the second part is they had a map the United States and they had to program the cities to move to the right coordinates on the map it's a great project because we provided the kids with the code we told them how to use it so the coding doesn't get in the way with the content but um we are still hitting that
065computer science standard social studies standards but what you find is kids are they're they'll customize it they'll learn the coding they really just jump on it and make it their own and we use program to help all students access it at their different levels so those students who may need more and have more access to coding in other classes they can expand on their projects and go even farther by adding different animations maybe even giving this map a story as it comes together while our students who coding for the first time maybe they don't have access to these electives that teach them coding they get to touch base with that and I think it's a wonderful system thank you yeah so we do not have a lot of time for questions despite our best efforts
066we of course talked quickly but um any questions for us before we rotate we'll also have time at the end I'm happy for you all to send us any emails or we could play anytime [Music] uh so the time that I use planning time but planning time with my LTI isn't just planning time to do the technology piece right we use that time together to not only collaborate as technology pieces but as Educators who have been in our different curriculums and so while Chris shed has uh taught history and that's been a great partnership I've also worked with ltis that have backgrounds in science background into Elementary and so they actually bring their background knowledge to our plannings so it extends does that answer the question because I would just add a nice thing about
067being LTI is we have built in our schedules time where we can actually create that stuff for the teachers and then we can teach them how to use it and so that's a great thing we can do for teachers Instagram fire is it a requirement a job hunting requirement that you need to be an LCA yes yes we require five years of certified teaching before you can do it as part of our Baseline corporations at Brownsville yeah right and I sat in on one of his classes and he was doing so much of what you were talking about and the kids look and I've never had trouble keeping them keeping their attention and I can imagine if you're kind of doing the same kind of thing that it would be absolutely I mean deal with
068work tomorrow and certainly be able to try to see one of your time oh great we don't have students tomorrow and if I may add one thing ltis are super versatile and every technology thing that I'm needing in the classroom one thing that we do in our history classroom is National History Day it's a competition that is held in our district in our state and in our nation and we have kids from Walt Middle School attending state competition on Saturday and that's in thanks partly to Chris shed teaching me and the students how to use those website components he went out and learned them and helped me learn and the students do you see a difference in utilization by the high school teachers versus Elementary or Healthcare utilization of the LTI uh we are they
069are busy in different ways I would say does that make sense so our the culture of an elementary school teachers are have to teach everything um and therefore are very open to seeking out coaching support so there you see I think we see a lot more modeling and co-teaching at the elementary level where you're seeing a lot more sort of content and project support at the high school level does that make some sense I can provide you some data around that if you'd like to see some yeah thank you thank you thank you you got two minutes too many days uh Jamie teacher contract LTI teacher contract yes yes are you guys stationed too fast and furious two maybe if we're all over here so um I'm going to give us a second to do
070some introductions so I'm Ayanna Mitchell director of equity education specialist good evening I'm Dr Melissa Hairston a first grade teacher at Baker Butler Elementary School and hi I'm Paula Gately assistant and that's our time keeper that's all that's all she does now you all know who she is so um how are you good so we're gonna do this fast and furious we're going to try to leave a few minutes for you to ask some questions but um we can who's who's are you doing the slot how do I do that you just walk up and hit the mouse just walk up and hit the mouse with the arrow or the arrow awesome okay maybe not no yeah that's right all righty wonderful so um this is just a slide just to kind of anchor us
071all into um you know where do we fit um within the division um so you will notice the acps mission statement working together as a team will end up you guys know that mission statement really well right that's near and dear to my heart because that actually was derived from the equity um mission statement that was previous before um so that already is very telling of our work the equity specialist this year which we have two new Equity Specialists that joined us for this school year Stephen being one of them really had a chance to sit down and think about what is the work we're doing to reach the goal for 2026 to have our Educators be credentialed and one of the things we really thought about was that our role is to operationalize by
072operationalizing and promoting culturally responsive practices that will develop educator capacity to close achievement opportunity and access gaps in education and that will know every educator so it's okay it's okay it's okay so um you'll see that we are pretty much seated in most of the Strategic plan but these are the two spaces that we are going to focus on today because we're really thinking about how does our culturally responsive um work and support look when we're working directly with our classrooms with our Educators I will name similar to what Megan named earlier our work is very diverse and it's really kind of hard to really think about what we do directly for teachers because everything we do directly impacts teachers because even if we're working with an administrator or developing someone else's capacity it is
073to develop a teacher's capacity so we'll talk a little bit more about that shortly as mentioned we have four Equity Specialists and this is where they all land for most of the days you could see they have a pretty big load but they don't do it alone we believe in working in a partnership to really support one another in each of those buildings so this is what that breakdown looks like one was to be able to support the training and development of our two new Equity Specialists and two because of the skills they bring to the table we were really targeting their skill to the schools and the Educators and what they needed based on the school Improvement planning goals disconnect from the other computer I'm sorry so this uh this is a slide that's
074in all of the stations tonight to show how each of our groups fit into the acps support model the equity specialist we support uh through this support model we provide job embedded Services we try to intentionally structure our time so that we can be in buildings in the space and the time where teachers are doing their work to work alongside them it is self-directed oftentimes teachers will come to us with specific needs or desires we may help them plan through or work through particular projects they may be trying to implement a lot of them are working towards culturally responsive credentialing and they'll come to us for support through that process we provide just-in-time services again if we're not present we try to make ourselves available just about at will for both principals and teachers things
075that happen to come up sometimes are just reviewing curricular resources or materials for cultural relevance or appropriateness and sometimes too you know as things change especially we need to work through how to change as as we move forward it is content focused I really when I look at this and compare what content Focus means to the acps culturally responsive teaching framework that we kind of work from it's really all about creating inclusive curriculum for every child to see themselves in assessment modes that are varied so that all children have the ability to show their strengths and differentiate an instruction that's based around student need Student needs student culture student identity and what we do is collaborative I was really encouraged when I saw the presentation that was in here before because it made me think
076about some of the work we do the number of times I've worked individually with teachers and been able to say I've seen this before there's somebody else that's that's doing this or there's somebody else that's had this similar problem and this is how they approached it but even better when I can say let me reach out and we'll connect you and they can start working through this sort of thing working through their challenges or um initiatives together so so we have lots of different interactions with our Educators as mentioned before this is um a little bit of a snippet of what that looks like um we offer individual coaching opportunities where we work one-on-one focused on their credential but it also could just be an educator in a classroom who just really needs to think
077about how do I celebrate a holiday or is it appropriate to put the pilgrims and Indians up for Thanksgiving right like there's just things that we just work with them and think them think through that's not necessarily in the credentialing program we offer small group meetings and coaching through plc's structures where Equity Specialists actually participate in plcs and give feedback and support them through that conversation we have administrative collaborative conversations where we really think about how do we support our administrators to be able to think about school-wide pde teacher support parent Community Partnerships we support diversity resource teachers as I like to call them our many Equity Specialists that are school-based Equity Specialists because they're able to really lead their school and they're really the on the ground people that's doing this work we offer
078school-wide PD for staff and we have book studies that are division wide but they're also in schools and school-based in all those spaces we are able to really support our Educators through individual coaching group coaching or lots of different iterations of that but um all of it really is thinking about how are we collaborative to serve the needs of our Educators in order for them to serve their students well so here are some some numbers require a little bit of explanation so the ltis and instructional coaches are going to provide data that comes from a program called connect Hub and we had looked at something like that earlier but you saw from the way we're divided and there are only four of us what we're really focused on is making sure that at the school
079level we're providing services so that we can best utilize our resources in the places that are best served by what we have to offer so our tracking you know we started using a system in November to track things a little bit more on a school level how much time are we spending at different various schools but what this chart shows and really kind of highlights is when we're in those spaces how how is the time allotted what are the things that we tend to be doing when we're working in buildings and you can see that the large majority of that time is spent as Anna explained in those individual coaching and small group coaching sessions and then right behind that the time time that we spend with building administrators and or our diversity resource teachers
080to collaborate around ways that they can support teachers both individually and also on on a whole staff level and that kind of pulls us to really the the big impact piece it takes us back to that strategic goal we highlighted early on in our culturally responsive teaching credentialing program we have about 292 teachers that are currently employed in the division that are certified or micro credentialed this means that they went through at least a year of continuous reflection around professional learning thinking about their professional growth putting application into practice based on that growth and documenting some type of student impact from the efforts that they made and we expect about 165 additional submissions coming in this may always do around here so I would like to introduce you to um reintroduce you to Dr Hairston
081and to miss Keely who are going to talk a little bit about what that collaborative work looks like and what that feels like in their spaces good evening so I just want to speak Through My Lens as being a diversity resource teacher I have been for several years and and over those years have seen the model grow and evolve in some different ways so when I think of myself as a participant as someone who's receiving that professional development and I think about our monthly DRT meetings where we are presented with professional development about evidence-based practices as well as how we can shift and move our instruction so that we're impacting students secondly I think about my own Journey as a credentialing candidate I am one of those 200 plus Educators who have received their certification
082and so just how invaluable the equity specialist has been as far as coming in those individual coaching meetings that we had talking through products what is your Equity audit look like how how are you going to use that information and then what are your next steps how does that impact your students so all of those kinds of conversations take place in those meetings not just in your DRT meetings but also at a smaller more micro level with your Equity education specialist and then as again thinking to myself as a participant going through the book study using those Professional Resources to impact my work to shift my thinking to really look zero in on the needs of students we call them our Focus students but but the great thing about culturally responsive teaching is you might
083be zeroing in on those focused students but those shifts that you're learning from book studies like zoretta Hammonds is actually impacting your whole classroom so I found that to be very valuable the on the other side as I was thinking about my start and where I am now this has some things that have involved what what new things I'm able to take advantage of so one of those is just being able to present that um our our regular requirement is to present that information to our faculty so that's one thing a DRT does but in addition to that I have been able to collaborate with My Equity specialist meeting a lot of different pockets of Stu of teachers within my school leading cohort meetings being able to have an opportunity to access Pro be an
084assessor and looking at products looking at other teachers works not just in my school building but getting a wide variety of you know what what is happening with regard to CRT work in other buildings and from other Educators and then the last thing is I want to share is being able to lead cohort meetings so it's one thing to share that professional development that I am getting from from my DRT meetings but it's yet another thing to hopefully sit down and grapple with the information try to design a cohort that one is held locally within my own School building and this year then being able to do those same kinds of grapplings and looking at and examining and designing helping to design with the team professional development sessions for the division so it's it's been
085a great journey and I'm looking forward to how the the model is going to continue to evolve thank you good evening I'm Paula Gately and I'm the assistant principal at Stony Point Elementary School I'd like to share a little bit about how I've collaborated with Equity Specialists over the course of the past two years in different capacities but also in similar Ways last year as you can see from the left Circle I was a fourth grade teacher at Brownsville elementary school and I was pursuing my own CRT certification when I partnered with Equity specialists around that work it looked a lot of different ways they were great reflective processing partners for me as I worked through confronting some of my own biases disaggregating data and determining how I could commute how I could partner with
086our community and our families they were available always for asynchronous meeting so I would work on my product send it over to one of them they would add some comments send it back and we could communicate that way we also um regularly saw the equity specialist present in our school-based cohort meetings I engaged in reframing the narrative at the elementary level which was another opportunity for me to engage in the modules but also partner with Equity Specialists and really continue my professional practice this year my experience looks a little bit different as an assistant principal really my partnership with the equity specialist is for them as Stephen had said earlier building my professional capacity so that I can then build the capacity of our teachers in our buildings so this year Shea and Steven they're
087the two Equity Specialists that are appeared with Stony Point they've really provided me with the banks on the river so to speak so that I can create school-based professional development at Stony Point every single one of our instructional staff members has been engaged in this work over the course of the year because of the support that they've been able to provide me so that I can create those systems and structures for our teachers last year at Stony Point we all did the book study and modules together that was before I was there so they all I should say and then this year when I joined them we've been focusing on the application piece how we can really take that learning and put it into practice in partnering with them they've also helped me overlay CRT
088work with some of our existing systems and structures like professional learning communities so that CRT isn't just an agenda item that we talk about for a few minutes and then move on it's really the lens with which we see all of the work that we do as a school to work on closing our achievement gaps and lastly I've continued to use our Equity specialist as great reflective processing Partners they're there for me as a school leader as I work through how to continue my professional growth how to still confront my biases and figure out what's the best way to reach our community members thank you [Music] um thank you both so at this time I hope we have enough time to leave us with some questions um so um I would love for you to
089ask us a way of any questions you have about what we do our program any lingering thoughts said I love how this has been duplicated [Music] where this was kind of words thank you very much I appreciate that is having said that and on that notebook penetrated [Laughter] [Music] don't be disappointed Stephen could definitely talk the question but I would share just to shout out them and um really to give credit to Wendy eckerly At Greer has provided so much space and time for her staff this year and in a similar way to what Paul has done at Stony Point really provided a pathway for the teachers there and provided structure and support and I'm there with another partner and we've had so many opportunities to push into that school and work with smaller teams
090and teachers so that's one reason why we do try to kind of track things on that school level because we can see things like that where another school if you looked at Burley I could I could name a lot of really good work that's going on there this year so again it kind of helps us support people in the places where it's needed I'd like to ask you that I'm really excited to see what the numbers look like after this year I know that for Stony Point we had some changes in staff and we had the lonely number one up there on the graph but all of our staff 100 are engaged in this process half of them are currently pursuing certification or a micro and then of the half that aren't half of those
091another 25 are looking to extend until next year so we should be looking at going from one staff member to 75 percent [Music] yes and the book study ensures um I would have to say honestly I I really appreciate the credentialing process because it really got people thinking about it's a thing you have to do but personally I want people to be culturally responsive in our school Division and if they get their credential that's even better because that is the goal we need to reach but really thinking about how do we ensure that we have culturally responsive Educators in our buildings which is why the book study is so important because at least you have the foundational understanding even if you're not quite to the I'm going to write a paper part yet but they're
092really starting to understand and get the support around how to be a culturally responsive educator even before they may choose to follow through with being getting their micro credential or certification so that's not indicative of who's culturally responsive in a building that's just who has pursued and completed the process [Music] so I believe the school board in 2019-2020 or something like that um ask that we have uh our Educators complete who are currently at the time employed here complete a micro credential by 2026 and then incoming Educators have three years to get that micro credential so that is something that is currently still the expectation uh we are working towards it this year we have a good group of people who are going through there are some adjustments we're looking at to make it a
093little bit more systematized in our own programming to really differentiate the difference between learning and understanding the things you need to be able to do and actually doing an actual research initiative towards that because again those numbers show who completed a micro credential or certification that does not show who has learned uh how to be culturally responsive Educators that just shows those are the people who are like okay I'm going to write the paper and I'm going to submit now so I don't know that that's completely fair to say that that is reflective of how many people have been trained and know how to be culturally responsive is it versus the requirement and do we need to revisit it at some point um let's let's see where we go let's see where we go let's
094keep moving forward I don't know that we want to remove the fact that people need to do it they need to know that they've got to get there and there's a time frame in order to get there but you know support you guys right like this is a like this is a tough journey to take people on yep yeah questions we think about that like looking at that data like where we are where do we need to go what do you guys need that's a great question I think that um as we really think about how to continue to do like Megan and I have really been looking a lot about what's professional learn what professional learning we have division wide and what does that look like as it attaches to our culturally responsive teaching
095model I think that what has happened is that our division is continue to move towards being a culturally responsive School Division I don't know that all of the teachers understand that when they're doing these different things that it is culturally responsive things they're doing they think oh I gotta go be culturally responsive now oh now I gotta go do this thing not realizing when I'm in PLC and asking those questions in my PLC um uh time and really thinking about student and student achievement and who's benefiting and who's not and what do I need to do about instruction that is what we're talking about when we're talking about culturally responsive teaching practices when we're talking about differentiated um uh learning we are talking about culturally responsive practices so just really trying to align all of
096those pieces so that people understand how they connect so that they are not caught in that mind block and then feeling like I can't do it it's too hard this is too much that's our time yes [Music] and yes so I am a classroom teacher um and then the meetings that I mentioned we have those monthly um but in addition to that um supporting candidates so anybody who identifies or have um shows they have the intention to go through the process we also support them as well as it could be weekly meetings depending on that candidate's availability weekly meetings monthly meetings we're going through products we're thinking about do you have all of the steps that you need to meet your credentialing um to to have a successful product thank you so much if you
097have more questions 320 right that's right yeah [Music] can they sit or no no cheers foreign [Music] we've had some uh technology snafus so we worked it out it's all good all right thank you members of the board for joining us tonight to hear about how instructional coaching supports the goals of professional development in Albemarle County Public Schools instructional coaches are Educators who sit side by side and work collaboratively collaboratively with teachers in classrooms my name is Ashley Roberts I'm a former instructional coach and current lead coach for mathematics and I'm Dana Schneider former instructional coach and current lead coach for Visual and Performing Arts and I will introduce uh this graphic here with which is our instructional coaching model in Mission we are a networked community of educators using a plan do study act
098approach providing personalized job embedded learning through cognit through and differentiated collaborative experiences through a cognitive coaching practice as we partner with teachers to actualize professional goals support the continuous Improvement of curriculum assessment and instruction in order to foster a culture of collaborative reflective public practice in service of the mission of Albemarle County Public Schools so the instructional coaching model aligns with the professional development guiding principles by providing teacher-driven collaborative side-by-side support engaging in reflective Improvement Cycles so our model is structured in a way that each coach serves multiple schools to deepen Network relationships throughout Albemarle County um we're gonna go quickly through several slides with a lot of data on them that you have in your packet as we go through these please feel free to take notes and there will be time for some
099questions afterwards I would like to point out in here that um so far this year we have supported about half of our faculty in 730 Educators and we have 20 coaches in our current cohort time spent with Educators looks different depending on the partnership type as Dr Sawyer mentioned in her video One effective strategy of implementing professional development is that it is sustained over time the majority of our interactions the slideshows lead to sustained or consistent Partnerships this data shows the number of interaction interactions by partner type novices include first and second year teachers who have who have dedicated coaching support once every week or two but veterans are classified as teachers who have more than two years of experience in the classroom and we also do a lot of work with school-based professional learning
100communities this slide shows the number of coaching interactions by areas of support we've identified many themes in our coaching work these are the most common ways teachers Drive their professional learning as we move into the next three slides we feel like this data is a representation of how instructional coaching aligns directly with the acps mission and vision this data represents how we support teacher-driven professional development by supporting culturally responsive teaching and learning as well as engaging with teachers in the educator performance appraisal process the educator performance so teachers ask for help in creating and writing their goals that they are smart and measurable and so okay and then also follow up with uh periodic check-ins yeah all right another focus of our work supports Equity of access to high quality curriculum for all students this
101last data slide shows how our Focus aligns to high quality instruction in our classrooms we provided a lot of data very quickly for your review you may also hear more detail about some of these data points from our speakers they will introduce themselves and share about their coaching experiences and we look forward to any questions at the end we'll start with Miss James [Music] hello I am Shantae James and I am a kindergarten teacher at Mountain View Elementary School I decided to have a coach my first year through hcps since I was coming to the district as a former private school teacher my coach helped me to learn the curriculum took me to observe at other schools and cover for me to observe my colleagues I was given the necessary support needed to be successful
102my second and third year my coach helped me to become micro certified and ultimately fully credentialed in CRT which is a goal I set for myself this year I wanted a tangible way to track progress from my grade level as a team leader and my coach has supported and learned with me as we created a data document that has been very successful in my grade and hopefully to be used for other grades next year even as a veteran teacher the coaching model has made me a better educator to the point that I just got accepted to be a reading specialist which has been a big goal for myself and through my coaches I've met that goal and going to have other goals because of them as well thank you [Music] okay I'm Kevin Matheny I'm
103the engineering teacher at Western Memorial High School I signed up to get a coach the very first year they put them out there because I wanted to see what it was about and I've had a coach every year since I've met I think for the past eight or nine years every week with my coach unless something and you know caused a problem there [Music] I'm done unless y'all have questions later I'm a single hi hi I'm Jane Engel I am currently an instructional coach at Monticello High School Burley Middle School in Walton Middle School I previously taught at journey and I have two children in the division one at Monticello and one at Burley I'd like to speak to how does coaching support student learning and I would like to just share that the basis
104of the coaching the coach teacher partnership is really one of trust and vulnerability it's built over intentional conversations that can at times ask people to expose their worries their concerns where their areas of growth are and frequently that involves showing data about how our children are and then working through the data who's benefiting from instruction who's not what's within our control in order to make improvements in the classroom so we spend a lot of time together thinking about teaching practices and the impact of those those and every day looks a little different we coach novices to Veterans just yesterday I spent a morning micro modeling how to run stations in a sixth grade ELA class with differentiated reading and ended my day in an AP Physics class with a teacher who was looking to recertify
105as a nationally board certified teacher so the work is varied and different but it all is in an effort to sustain teachers and increase efficacy and also to increase Equitable outcomes with our students so thank you [Music] I'm John Hopson I'm currently the assistant principal at Murray Elementary prior to that I was an instructional coach actually when the model started and went back to teaching after coaching and became a lead coach and then now into building level Administration um I think I'll specifically just talk about um a curriculum initiative that I was a part of as a lead coach which was reframing the narrative and how coaches supported that both in the sort of fostering and the sort of the thinking with teachers about what that was going to be and what our vision and
106goals for reframing the narrative was so coaches were at the table for that but then as we started onto our professional Learning Journey having those coaches instructional coaches embedded in the learning with teachers to push their thinking to develop you know better curricular products and then sort of finally on the implementation side so sort of being there from the Genesis and then through the production and now into the implementation I think coaches being there and job embedded helped you know that initiative to begin to you know to take off questions I didn't say that okay what do you as an instructional coaches do to be an instruction what is your PD to do what you do well it's great we all belong to clusters with a lead coach at our home so we as a
107group of instructional coaches meet together weekly and we determine our own goals as a cluster so that would include shared readings reflection we go through protocols we also meet as an instructional coach PLC so that's the entire division all of the coaches in the division meet together it's twice a month is that correct and I guess and we develop goals there and then get professional development from each other [Music] we had 20 instructional coaches this year and there's eight lead coaches is that right [Music] people because everybody needs to be listening to especially with your parents would probably believe that the people who are being coached are the best advocates why did you find the code sure how is it helpful I'm an a-wing I had teachers come down today because my coach had helped
108me set up an activity today and it was the best activity principal came down and normally they're after kids and I said they're here for kids and she said no I see you heard with the activity so she said yes and then first time in 32 years that when I was doing an activity that an administrator came down and made me feel important well with an activity I mean engaging with the kids because it was an activity where you spoke with each kid we did like a little mini Shark Tank activity I've been setting up for about five weeks and then the teachers all thought it was good and I'm setting back just kind of then all wondering if it's good because you know needing feedback from them everybody seemed to think it went really
109well and then when the principal shout out that was that kind of it was good it speaks to like that the public practice element of the coaching model is like trying to break down walls and making sure that the a-wing person feels connected to the building coaches I think even when I was using coaches like I was often because I felt isolated you know but I was teaching I was a Singleton teaching something and I needed somebody to collaborate with typically we meet with staff at the beginning of the school year and the introductory meetings in August and then we usually follow up with a form and then our goal too is in between meetings to be in public spaces so that we're open for conversation and acknowledging and being part and like John mentioned
110this in one of the other groups like becoming part of the culture so attending staff developments attention meetings and being present we also try to when we're invited attend PLC meetings and then that has a tendency to drum up business for us because we we get to be a part of the planning and reflection and do you think we could meet after to talk about how we would analyze this data sure let's set up a time and so that's how it's a really natural progression in schools but we make ourselves quite available let's just put it that way I think what you were saying about being good listeners listening for openings right to sort of capitalize on that moment and say okay I hear you're wrestling with this and you know why don't we let's
111do something about that I'd like to say something I think most veteran teachers could benefit a lot that pride thing of being a veteran teacher I think gets in the way and I think if if they could meet with each department as you know because at Western all the each department of teachers are have their own planning and they might have a better impact because they can see some of the benefits of one teacher in there together because I'm not you're out I share out but it's not like I'm like the only one of me in the building so I don't think I'm the English teachers don't talk to me so they're not going to know today was a good thing though yes ma'am so I was at a private school and I taught kindergarten
112first grade and fourth grade math for two years there and then I got my position at Mountain View as kindergarten teacher so I've been there this is my fourth year at um none of you so when I first started I was like well I'm gonna need help because I'm new here and I don't know your curriculum and I don't know what's Pals and those type of things and um at first I was like okay who's gonna help me and people are like well novices they get coaches and I was like oh okay so when I was like well I'm Anonymous right they're like actually you're not a novice you have experience and I was like wait what I was like so I'm gonna need help and so they were like well not the novice help
113and so finally someone was like well you can get a coach and so I am a little more introverted in the beginning so actually this could she's not here anymore but my first coach was Shelby Matthews and she just walked up to me and I was like okay you're my coach because I was like she just started a conversation with me and so I had her for two years and she took me to different schools like wood broke so I could just see different ways that I could run my classroom and that's how I pretty much learned what I can do and what I felt like worked for me and then my a second year Shelby and I both decided to get micro credentialed at the same time so we were working together both completing
114our micro credential reading and studying doing our reports together and then she left and I ended up getting Megan and Megan was already fully certified in CRT so she helped me through the whole process to get my full credential then she left to be an equity specialist and now I have Victoria and Victoria and I have been we made a document that is easy for us to see the growth that's going on in my grade level and so this is a document that we're hoping to use with other grades and have quarterly data meetings to set goals as teams to help our kids and we have seen amazing growth in kindergarten just by communicating with one another every quarter in saying okay I am struggling here with my students but I see that you have
115gotten this so what are you doing in your room so I can mirror that and have that same success and so that's what's been going on in Karen it's been pretty awesome to see [Music] and then is it required for anyone else and the coaches already uh um administrators [Music] as well yes ma'am [Music] oh yeah okay if it's it kind of pays for it and I'm using it I'm not sure that anybody shared yet but one of the things that the three groups do monthly is meet together so the the coaches that are assigned to a school the LTI is assigned to a school an equity specialist assign this school they call that their connected team meeting and so once a month they meet so they're they're trying to pretty much spread the wealth
116right because there's things that they can talk to each other about are things that are hot topics or that coach wants to learn more about the technology or about the the CRT credentialing process then that gives them time to learn from each other so that they don't necessarily have to send a teacher to three different people so that has been I think an improvement over time that we've gotten better at the the supports to the teacher working together coaches are coaching the coaches the coaches are coaching coaches but we didn't wait at one point we have a few more learning instructional coaches we uh we're staffed at 25 but we do say to schools after um June 1 we won't take we won't pull any more teachers our coaches come from our teaching ranks uh
117they're not they're hiring structural coaches or come from the outside and so the attention then is they come they go back into the organization in some fashion we have some data on that if you're ever interested but um I know Jonathan yeah um when they this year we did not were not weren't able to feel uh for a four positions so those were open this year but we are we have filled them for next year uh so we'll be up to 25. [Music] we were back to 25. the original model 15 years ago 10 12 years ago when it was it was at the time the the ratio was uh so that we had 30 coaches but that was a that was a national ratio that we were trying to that was the standard we
118put in place we never got to that um 25 has been the most [Music] but by having different coaches you can probably and it was good to have the first two years ago but then having different places you get different sensitive inputs I would guess different perspectives different ways to look at things for as an educator because all my coaches were different um how they do things and how they assisted me in ways I wouldn't have thought myself because it's a different lens and [Music] oh yeah about the top I think I've had none I'm not sure but about the time I started clicking with the coach I lose them they'll get they'll get their three years in and switch but they try to try to feed another good coach my way so because they
119know I'm trying to take advantage of it I think I was originally a coach in his classroom learning the ropes yeah well that and I had previously been a teacher in that same building but not made it down to the a-wing into his classroom and so I think like another part of the coaching model is obviously the development for the coach themselves right to sort of experience and then go back into the system you know and to have a sort of more global perspective of Education because you in your classroom you can get caught there and not see The Wider world well it's helpful to understand like you know how initiatives affect people in different ways right and not that you're the only person in the universe that uh that's so it's to have a
120more global perspective of the division and how it operates I think it's a benefit of the model thank you very much [Music] okay Frozen [Music] um people should be coming back soon [Laughter] [Music] so thank you yeah absolutely you're very welcome oh yes [Music] are you coming back down clay has my my Bob so if you want to snag him and grit it will get it and then bring it back do you want this in the process yeah I think I'm okay I like Mr Metheny [Music] all right thank you it's good to see you again right there [Music] yeah thank you all right thank you so much [Music] foreign [Music] Social Security [Music] um [Music] together [Music] thank you [Music] who's the other time keeper Dr Kaiser yes like if they get they get
121a 50. the timekeepers are supposed to be back right now um Patrick said this surgery real well and that oh it didn't sound like it foreign [Music] and it's contingent upon what the universities like so like you can't give you a definite but like I think we put the costumes everybody Jesus I mean it's a professional [Music] and yes perfect you have lead coaches and as a teacher needs improvements [Music] that might be a little more reluctant they think that's what they do they they [Music] thank you there we go so before we move to the question in debrief I would just like to share with you some uh both short-term and long-term next steps regarding the implementation of the goals for the office of professional development I have identified the following to increase our
122support for teachers as you are debriefing I will be listening to your feedback as well to identify other areas for improvement we will continue to track our teachers engagement and professional learning opportunities and focus on adding more in-depth opportunities for teachers to deepen their understanding and practice we are currently working on planning Cai which is our curriculum assessment instruction Institute that happens every year in June with an emphasis on differentiation this will be our second cohort of teachers with the ultimate goal of having all teachers have having the ability to participate we will stand up the reading cohort and finalize the pathways to special education teachers also looking at a TA to teacher model and look to expand these cohorts into other areas of endorsement additionally we will look to expand our Partnerships with the
123education and human development learning community and then by the end of August I will provide you all an updated professional development plan for the 23-24 school year so those are our kind of short-term and long-term goals before we move to the debrief are there any questions that you would like me to answer before we move on one question could the Kate not even like if we're talking about is a little bit about incentivizing teachers and so it's been a while since I've redoed my teacher license so I I'm not up on this um what what are you able to give credit for um in regards to kind of code like coaching work and Equity work book study those kinds of things with the um with the certification and micro credential process um the office um
124Ms Mitchell and I have worked together to look at what those steps in the process look like so that we can give teachers recertification points throughout the time coaching for any coaching interactions the coach logs those interactions throughout the year and then we upload those interactions to our plms system automatically for teachers to show in the transcript so with this new plms system as long as it is true professional learning we typically can give um points for up we usually started in an hour so this year when we did Making Connections when teachers attended hour and a half sessions we were able to give them points for it because they registered for those sessions but it really the kind of the idea is is that we're deepening practice and understanding um we're not just having
125a meeting so a meeting wouldn't count for recertification points but if it's really a place in which we're learning together then we do give certification points she's still my question um how do you decide what I mean I love this session because of LTI and the equity Specialists and the and the coaches but then you also have PD in the courses at the Cai and how do you decide what courses you can offer or how were those curricula developed and when are the decisions made yeah I think um there's a couple of different mechanisms for feedback of course we listen to principles and what they're hearing in terms of Trends and we listen for Trends to look at what we're going to offer at the division level our league coaches work very closely with our
126principals and we get feedback through that mechanism we also look at what you know what's current best practice and where do we feel like we need to start some new education for we make those decisions at the I participate in the lead coach meeting every week and we kind of make those decisions with the office of instruction together in addition Ms Mitchell and I meet frequently to talk about what she's seeing in terms of Trends and so I have I collaborate with a lot of different departments to hear kind of what their needs are for example this year I've worked with the Department of Transportation a couple times to help Provide support for bus drivers as well so I kind of you know make myself available to all the Departments and then see in what
127ways I can help and act as a connection in a hub to provide support [Music] how do you solicit feedback from teachers on the quality of your offerings um typically we use excess lips and and use that data and then read the data and talk about what what do you need so for example as we're planning last year we didn't exit syllabus Cai we're starting to plan for Cai this year so we pulled out all those exit slips read through the data looked at where we felt like we could make some you know changes to be responsive to that feedback well real quick the next slide just discussion okay so we're going to continue with this okay yeah I'm gonna what my plan was for me to kind of sit down and listen to you
128all have a discussion and I provided some sample questions and I was going to kind of take notes to listen for the trends but if you have more questions directly for me I'm happy to answer them okay I imagine those two things are kind of going to blend in together but I'm happy to move to just discussion listeners you can kind of take a lot of the questions yeah that was the place okay with the budget that was adopted um one more option okay are there any things that uh you think that you would need that maybe the budget would not be able to provide I think this year one of the things that we're looking at I've reached out to the Department of Human Resources to ask them to look at how other districts
129are compensating people for professional development to make sure that we're in alignment with that we're also looking at pdrp funds but for next year I anticipate that we'll be fine but once we do some more research there may be um I may be looking to ask for some additional funds or looking to be you know some more support in that area but for an extra I anticipate that we'll be fine within the universe of professional development do you or other staff go to National meetings or any how do you get how do you get pollinated from outside yes so on the slide that we talked about for the variety of formats we do send staff to conferences so one of the conferences that we attend annually is the Avid conference because all of our secondary
130schools participate in the AVID program to a variety of degrees so we send our staff to the AVID program on a regular basis one of the things that we do to support new administrators is send them to the Ed leader 21 conference and then each year we look at two content areas and see where the national conference is and if it's on the east coast then we set we send out a compass message and say we're take we're taking 10 teachers to this conference with the expectation that all of the people who attend conferences then come back and contribute to some professional learning so we ask them to do making connection sessions or do book studies or provide some in-house professional development from what they've learned thank you you might not know the answer to
131this but somebody here probably does how how are the equity Specialists categorized in the budget are they sort of considered professional development are they instructional because we just heard that we don't have enough equity Specialists but you just said you have enough everything that you need for from the budget you know yeah so Equity Specialists don't fall under under professional development professional instructional defensive Community engagement right office of community engagement okay different different bucket of money but they do a lot of professional development I think it's fine for us to move to discussion and then perhaps you I mean you might want to stay up there it seems like it's probably going to be a mix of us having just questions to ask okay and incline conversations with ourselves um [Music] and I guess I
132would I would like to just um [Music] I mean I guess we can just go through so what what pleased people does anyone want to point out anything they were happy about sure you know I I think well I know that that what pleased me is in every single uh session everybody was so professional somebody there was structure to what everybody was doing and uh and and and they were all enjoyable presentations I learned a lot from every single one and what surprised me was at the very end of the ones in here I didn't realize that there was such interaction among the three groups on a regular basis and whether it was weekly or whatever because the strength of that type of activity I mean it's just going to be so enriching you know
133for for everybody concerned and and the teachers and uh as a result the the students that was a surprise to me I didn't know that okay a combination surprise and pleased is that um I didn't think of all of those different things that you presented tonight as being all involved in professional development so just hearing that was really really surprising and pleasing I think one of the things that that I will Echo what my colleagues uh Graham and jono said but um I was surprised at the variability across schools in terms of embracing CRT and then I was also surprised oh I think he's gone the the engineering teacher from Western you know talking about the resistance of some veteran teachers to a lot of this whether it was instructional coaches I'm assuming possibly the
134other two cat you know learning technology integrators and CRT um so wondering what incentives might be built into that was kind of my question to my on my kind of PB points and I'm glad you brought up compensation is like how do we incentivize continue to continue to take advantage of these great resources that we're offering I think that as I was listening and I was trying to figure out because you know I wrote a script tonight because I want to be really intentional about the things that I said I was like how am I going to get all script to kind of share this aha that I had as everybody was listening and the one thing that I think helps with staff engagement is collaboration and I think that theme came through really clear
135and so the question is is how do we and Dr Sawyer spoke to the to the isolationism that can happen in schools when you don't collaborate right so it's like how can we continue to leverage some of the mechanisms we have in place like plc's and having coaches Reach Out specifically to people to really engage because I you can't incentivize with money but really the the successes that you see in the classroom are really is gonna what is what's going to build the momentum and so I think that's what I think we just figure need to figure out how to invite the veterans into this conversation and creative ways because once they have that success they're going to do what Mr Metheny did I mean he just came up and presented and said worked with
136a coach the very first year of the model and I've been doing it ever since yeah like how simple is that testimony yeah to the to that so I think that's something that you know we need to think about is how do we engage better in collaboration who have been used to going into classrooms and working in isolation I guess another question I have is you know one of our highest priorities is reducing the achievement Gap and how does this get us there I mean I'm assuming it does yeah it's not a direct obvious route necessarily I mean conceptually it is and I think there's pieces of it that's evidence-based but I think another way to incentivize you know teachers is seeing the results and I think that speaks to um if you remember back
137to the instructional coaching slide where they talked about supporting teacher goal setting teachers are responsible every year for the in their evaluation at the beginning of the year of setting student academic progress goals and also there's responsible for studying professional development goals at the same time so if those two goals match then we can look to see is the professional learning having an impact on the student achievement so that is one way that we can start to look to measure that the other component is what I was designing the presentation we have a framework for Quality learning and I thought about talking about how all of these touch on that framework for Quality learning because you know high quality instruction is going to lead to student achievement right so I think if we can be
138really intentional about drawing the through line of how all of these things support the framework for Quality learning and being really intentional and thoughtful about that I think that will also have an impact on student achievement and I think that's an area for growth like how does responsive classroom support the framework for Quality learning how do these professional learning opportunities that we provide like how is that embedded and what we know is best practice so I would Echo that I guess it'd probably be in the what would you like to see more emphasis on in the upcoming reports um a tie to student achievement and outcomes I'm also I guess have the follow-up question of in what way are you planning to or will be working with the instructional audit because something that's they're great
139presentations and and people were passionate but um there's no but that's great thank you they're we didn't hear from a core subject teacher that I can recall and we have reading gaps and so like I'm curious like what are we doing teacher modeling did I miss one I'm sorry if I missed one I'm sorry we didn't get to ask a lot of questions but we didn't um like teacher modeling do new teachers have observation what level how are we tying this to research-backed methods that keep instructional quality High there seem to be a lot of option out that making up words can say optionality options as to what who engages in what services and when it didn't seem to be targeted to maybe where we need it most versus you know where we have an
140emphasis in our strategic plan and need it most and some of that I imagine is tied to some of these principles about buy-in and all of those but also it just it was missing for me given that we know that we are struggling with really concerning outcomes for a lot of our students and I just I'm not saying it's not there I just didn't see it really today yeah and that's something I can give you I um the opportunity the 73 opportunities courses that we you know we offered this year do speak to those things we offered several opportunities for science of reading we offered several opportunities on differentiating instruction we offered um and I don't want to let me say I'm not trying to downplay the teachers we did here for me it's not
141that I'm just like for instructional coaches I want to make sure that new reading teachers have are beyond the first year are reading teachers that we know based on their scores are struggling or not having outcomes that we want are getting assigned instructional coaches that are working with them and they're having teachers observe their teaching and give them feedback so that they can they can benefit or something like that I'm just making that up but I'm sure that's not what I really heard what I heard was sort of if engage we let which may be it's what you have to do because otherwise the teachers don't it you know it's already a hard enough profession I'm not trying to make it more terrible and I got observed every week as a teacher and I hated
142it and I'm not going to lie because it's really stressful um but I don't know I just you know that's all we can certainly do that so with the instructional audit then because I'm thinking they're the professionals I'm admitting I'm not the professional they will hopefully look at what our practices are I imagine is that part of their audit Bellwether and let us know like here is something that you need you know like you should be doing if you really want to move the needle on where your kids outcomes are that's my understanding is that they're going to make recommendations they're going to identify themes that they feel like are kind of at the root cause of why we're experiencing the current results we're experiencing and make recommendations for next steps I hope everyone can
143take that with the grain of salt I know y'all are doing hard work it's just hard questions to ask I mean my reflection I think you're heading in the right direction honestly is that there's a lot of wishful thinking around how we engage teachers and other Professionals in the system with their goal development and our performance appraisal I think that if when we collect the data around that we will find that we have a lot of I call them it's a scale of one to five so there's a lot of gentlemen threes all the way but probably the majority of the scores in the system are threes and fours they're in the mid-range I think that part of that's because we're asking one principle and one principle in the system principle to be supervisors for
144way too many people but that's the model that we have but having said that I I would say we need to do a lot better job on assessing the quality of the goals that the teachers set we at the central office level we need to be pulling and auditing talk about auditing we need to be pulling and auditing the goal setting that goes on so we can see what are the goals that teachers are setting and that principals are signing off on I um Dr Kaiser and I have talked about this summer we're going to audit the evaluations at the schools so that we can see what kind of scores people are receiving and then go back and look at the actual results those the teachers had with the students with their assessments because a
145big incentive for someone to use professional development and use a coach is cognitive dissonance between me thinking I'm doing a great job and what are my results and someone else saying to me that's not acceptable you have to do better that's a sudden incentive for me to say hey I'm I better figure this out I better work I better go to that professional development session so I don't think you should apologize for pointing out something that is a big disconnect between we we do evaluation we do professional development the two things go together there should be a feedback loop between where someone stands with their results they should know what their results are in front of their face and then they should be given opportunities to improve their skills so that they can get better
146results but we don't have that right now when it comes to seeking out professional development opportunities and really embracing them it tends to be teachers that are already you know really enthusiastic about it and want to want to do the PD um so we need to figure out how do we cause that how do we catalyze a desire for professional development the other piece that I didn't hear was doing a professional development needs assessment by actually surveying all the teachers in the school system and asking them along the Continuum of the teacher performance appraisal where are your strengths where are your weaknesses so that we can then try to match up professional development to what you're saying we need as a school system I think the last one we probably did might have been seven
147or eight years ago that I can remember so thank you for the good questions you're asking because it's stirring up stuff that I've been not only talking a lot about with my staff but really reinforcing the fact that there is a big there is a disconnect I don't know how big it is but we have 1400 teachers and probably half to two-thirds of them which is probably the success rate of our kids right about two-thirds of them um are are really engaging with this so we need to do better we need to get we're providing I'd say Albemarle County probably has one of the top not you know one of the most uh potentially impactful professional development programs in the state particularly because we're sitting right here with UVA and all these other resources so
148it really is a shame if someone goes an entire year and Dodges Making Connections does it work with an instructional coach um doesn't attend PD and waits until now it's 10 years to start racking up their points at the last minute to to get re-certified and we need to we need to we need we need to get more urgent about it so thank you Matt are you going to also look at differences between schools in terms of how the teachers are rated by the principals we're so what we're going to do is collect all the data together and then sort it out by see if there's any Easy A's yeah well I mean and and I'm believe me haven't been a principal of a school with 160 teachers and for administrator five administrators I mean
149it's a bear but it can be done if you keep it simple and and you the the ratings that teachers receive really need to reflect to a greater extent how successful they are that's a prompt right you know connecting me between you know how house what are my results and what do I need to do to get better because no one wants no one goes into teaching thinking I'm just going to get bad results but the issue is is that many many of our professionals that we have if they don't have an Sol test they work kind of in a results-free environment um and then if they are if they do have those assessments then um you know we need to put in front of them what what their scores were because they often don't
150come out you know until after all the teachers are gone and then we need to if we need more resources or different kinds of resources we need to work together obviously and my question is sort of related to that too those teachers who need remedial work how are they determined and at what point in the school year do we sort of realize that somebody does need work there's the there's there's what you know kind of what the ideal is which the way it should work is that if if we're doing uh common assessments across the division and there's com there are Assessments in every subject area and the principles are conducting their learning walks which right now they're required to do 10 every week that's something we started uh this last semester because we had
151goals around getting the principles out in the in the classrooms to a greater extent this fall they they far surpassed previous years but there were still principles kind of hiding under the curve of everybody else doing them so we right now we just every week 10 and um and if they don't have it then Jay or Michelle reaches out to them to find out why um so the first step is the principle being present throughout the building in the classroom and they all have time to do it trust me and they'll have more time to do it if they get out and do it because the kids won't misbehave as much because the principal will be out there um that's the first step you know you're observing you're seeing how things are going in the
152classroom you you you're looking for results you're having conversations you do those meetings early in the school year you should be able to identify teachers that are struggling and then the way we do it is that we do something called a performance Improvement plan and you identify one of the standard one of the areas one of the standards and then you work with the teachers to develop action steps that they're going to take to improve it and then they need frequent monitoring um and I don't I mean that's the ideal situation I I think that we we need to do a better job again of um of actually doing it more I mean as you put as you're pointing out we have schools that are struggling with accreditation we have um achievement gaps in every
153area why is it that we have all these teachers receiving high ratings it doesn't add up so you know and again I'm not bashing teachers at all I'm really not because I know it's an uphill battle but uh they're around the state there are teachers that are having a lot having more success with students than our teachers are lots of our teachers and um their their scores probably deserve to be higher but if you know if there's a disconnect between scores for the teacher performance appraisal or the educator performance appraisal and then the results that we're getting so we're Claire and I are going to take a deep dive this summer and you know if I'm looking at a teacher that's got a four or five on their evaluation but they they not a single
154student of color in their class past their reading assessment then I'm going to pick up the phone and call the principal and ask them how this happened we just have to get down in that space with the administrators and having those conversations because a lot of their job really is supervision and and we need to emphasize that and it hasn't been Pleasant this year getting them to you know get out and do those 10 walks but then we get emails from them saying wow now that I'm getting out and doing 10 walks I can really identify teachers that need extra help I'm like yeah that's right that's the goal you know so they they start to connect the dots on that and by the way if they don't get in those 10 a week their
155evaluations are going to be lower I've told all of them that that if they don't average 10 a week they don't they will not have a proficient score for instructional leadership because the main thing of instructional leadership is being out walking around in the classrooms so accountability rolls downhill [Music] sorry Megan I went off on him went off on a recording but again Ms Carlson you're on the right track I agree I'm on the same page with you okay good um I always like to hear that um I does anyone have any other comments just I thought this was an extraordinarily useful and well put together yeah a working session it was thank you very much thanks oh I was gonna add sorry I was letting everyone I was going to add one positive since
156I had um well just one positive the LTI instructors um I thought gave a great um well I'm gonna give a great presentation but I really like the examples they had there of how they had done the the projects and then I really liked the whole I don't know I was so when I first started the presentation I was thinking it was the one thing I'd actually written down in that very first slide about or think of professional development you've liked and not liked one of the ones I never that I really didn't like it stood out to me was how to use a Smart Board I had to do a whole professional development and I'm like it's not that it wasn't that hard to use the smart board but then I was quickly uh
157you guys explained that you do so much beyond that um you're really helping teachers plan how to you're helping make differentiation to your learners more easy for teachers you're modeling teaching the lessons then watching them teach I believe this Shand y'all pointed out how she modeled it then then watched it and I just was seeing a lot of hearing a lot of good things there so thank you just wanted to shout that out um the whole thing was wonderful thank you for all the effort I know went into this because there were a lot of slides there were a lot of people there were a lot of people from different backgrounds and it's late and you're all here um on a Thursday so thank you so much we appreciate it it makes us a better
158board and then hopefully makes us a better Division and super thankful thank you guys [Music] so that concludes the professional development work session we're moving on to other business does anybody have any other business [Music] thank you okay well with that we are going to adjourn and we're early 10 minutes