GCSD Professional Learning Plan 2023-24

I. Introduction
II. NYSED Regulations
III. Every Student Succeeds Act
IV. Philosophy
V. Needs Assessment
VI. Record Keeping
VII. Goals/Implementation Plans
VIII. Mentor Plan (GEMS)

2023-24 Professional Development Committee

• Demian Singleton, Assistant Superintendent for Instruction
• Kimberly Kern, Teaching Assistant
• Mary Schmitz, Teaching Assistant
• Keir Aspin, Teacher
• Tim Fry, Teacher
• Jenny Politano, Teacher
• Lindsey Fargnoli, G.E.M.S. Coordinator
• Karen LaJeunesse, Teacher
• Amy Knapp, School Counselor
• Beth Bini, Principal
• Irene Nardelli, Teaching Assistant
• Mary Sandoval, Teacher
• Rachel Anderson, Instructional Administrator

I. Introduction

This Professional Learning Plan for the Guilderland Central School District describes a vision for adult learning that is collaborative, continuous, embedded in daily practice and focused on student achievement. This model builds on and strengthens the successes already evident in the district. We strive to strengthen a culture that supports adult learning by providing a framework that affords every educator an opportunity to enrich their practice.

Throughout this document, we reference the ultimate goal of professional learning: improved student learning. While being mindful of that core purpose, it is important to acknowledge the additional benefits of this comprehensive professional learning plan:

• improving job satisfaction
• improving our ability to recruit and retain new educators
• increasing our knowledge of innovative practices
• meeting the NYSED requirements for professional learning
  planning
• promoting shared decision-making and inclusive leadership

The scope of professional learning in Guilderland will not be limited to attending a workshop or participating in a seminar with a visiting expert. Professional learning will consistently be an ongoing process that involves sustainable improvement in student learning and instructional practices. This requires evaluating student performance and teacher self-assessment, identifying possible courses of action, testing new approaches, assessing results and then beginning the process anew. This work is best done collaboratively with colleagues and not alone, because each of us is limited by our own perception of the problem and knowledge of possible solutions.

Although professional learning/development can be defined in a number of different ways, we prefer the description Judith Warren Little gives in an article entitled “Organizing Schools for Teacher Learning”. Little describes professional learning/development as “a focus on and responsibility for student learning and the formation of professional community inside and outside the school” (1996, p.1).

Linda Darling-Hammond and Milbrey W. McLaughlin define professional learning/development as “deepening teachers’ understanding about the teaching/learning process and the students they teach,” which “must begin with pre-service education and continue throughout a teacher’s career.” They state that “effective professional development involves teachers both as learners and teachers, and allows them to struggle with the uncertainties that accompany each role” (1996, p. 203).

In the Guilderland Central School District, our approach to professional learning is to make certain that all educators have the best possible skills, content knowledge, and preparation for teaching. The needs of learners in the twenty-first century demand innovative, progressive, and cutting-edge instruction. As such, the quality of our professional learning programs is influenced by various factors. The National Staff Development Council recognizes these variables as the essential standards for professional learning/development in education. The standards are:

CONTEXT

Learning Communities: Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.

Leadership: Staff development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

Resources: Staff development that improves the learning of all students requires resources to support adult learning and collaboration.

PROCESS

Data-Driven: Staff development that improves the learning of all students uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.

Evaluation: Staff development that improves the learning of all students uses multiple sources of information to guide improvement and demonstrate its impact.

Researched-Based: Staff development that improves the learning of all students prepares educators to apply research to decision making.

Design: Staff development that improves the learning of all students uses learning strategies appropriate to the intended goal.

Learning: Staff development that improves the learning of all students applies knowledge about human learning and change.

Collaboration: Staff development that improves learning of all students provides educators with the knowledge and skills to collaborate.

CONTENT

Equity: Staff development that improves the learning of all students prepares educators to understand and appreciate all students, create safe, orderly, and supportive learning environments, and hold high expectations for students’ academic achievement.

Quality Teaching: Staff development that improves the learning of all students deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.

Family Involvement: Staff development that improves the learning of all students provides educators with knowledge and skills to involve families and other stakeholders appropriately.

Quality professional learning is a dynamic and fluid process. If appropriate structures are in place (context), a variety of best practices (processes) are used, and appropriate knowledge and skill acquisition are occurring (content), then professional learning will impact student achievement.

II. New York State Education Department Regulations and Requirements

This Professional Learning Plan meets the requirements of the 100.2 (dd) Regulations of the State of New York. The purpose of this plan is to improve student learning by providing meaningful, focused, professional learning opportunities that are aligned with the Learning Standards of New York State (NYS). Additionally, public school districts are required to have a professional learning plan that describes how it will provide all of their teachers, Level III teaching assistants, and long-term substitute teachers employed for 90 days or more during a single school year, with substantial professional learning opportunities and how it will provide its professional certificate holders with opportunities to maintain such certificates in good standing. Educators maintain certificates in good standing by successfully completing 100 Continuing Teacher and Leader Education (CTLE) hours every five years. Professional learning opportunities must focus on the areas of content, pedagogy, or language acquisition addressing the needs of English language learners (ELLs) in order to qualify as required CTLE hours. Additionally, educators who are subject to CTLE requirements, and hold English to Speakers of Other Languages (ESOL) certificates or Bilingual Education extensions must complete a minimum of 50% of their required CTLE hours in the area of language acquisition focusing on best practices for teaching ELLs and aligned to core content. All other teachers, school building leaders, school district leaders, school district business leaders, and Level III teaching assistants must complete a minimum of 15% of their required CTLE hours in the area of language acquisition supporting ELLs. Guilderland Central School District provides professional learning opportunities focused on language acquisition such as training on the use of Literacy Lessons for ELLs, training on productive co-teaching models and literacy coaching for ENL/ESOL teachers.

Guilderland Central School District has a robust mentoring program for teachers new to the district, and encourages experienced teachers to host and mentor pre-service teachers. Teachers who serve as mentors for new teachers may count up to 30 hours of mentoring time as required CTLE hours during each 5-year period. Teachers who serve as mentors to pre-service teachers, or teacher candidates, may count up to 25 hours of mentoring time as required CTLE hours during each 5-year period.

III. Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) has updated and strengthened the definition of professional learning.

In the “general provisions” section of ESSA, which contains requirements and definitions of terms that are used throughout the law, is a definition of PD that guides, states, districts, and schools as they plan and provide professional learning programs.

Important concepts and provisions in the federal definition highlight:

• First, the definition emphasizes that professional learning is for all educators – principals, other school leaders, support personnel, paraprofessionals, and early childhood educators – to help students succeed in a well-rounded education and to meet state academic standards. ESSA also eliminates No Child Left Behind’s focus on “core academic subjects,” which expands the use of federal funds for professional learning to include teachers of every subject.
• Second, and directly quoting the federal definition, professional learning needs to be “sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.” It is notable and rare for federal law to specifically say what something should NOT be. In this case, ESSA is trying to eliminate federal funding for the ineffective forms of professional learning that have been too prevalent over the years.
• Third, the professional learning definition goes on to emphasize several other important points, including that professional learning should be part of school and district improvement plans; that it provides educators training in the effective use of technology; that it be evaluated for its impact on teacher effectiveness and student achievement; and that it be personalized “to address the educator’s specific needs.

IV. Philosophy

Our mission is to respect and support the diverse strengths, needs, and values of all learners through equitable and inclusive educational practices.

The purpose of the Guilderland Central School District’s professional learning plan is to improve the quality of teaching and learning, and to directly align this plan with our continued commitment to putting students first, professionalism, instructional technology, respect for all, high expectations, learning standards, and shared decision-making. Professional learning is a multi-faceted, information-based process that is strategically planned to provide individual, school, and district solutions to targeted areas in need of improvement or strengthening. Our professional learning program is intentionally designed to build skills and capacities for improvement through comprehensive and ongoing learning. We believe that sound and practical professional learning programs are positive links to establishing effective instructional practices that will enhance the knowledge of curriculum content, design, and delivery.

Research in the field of education and professional learning has revealed a series of characteristics and practices observed in exemplary programs. These principles focus a school district’s attention and resources on professional learning strategies for improving student learning and achievement. In addition, there are a variety of conditions that are salient when implementing sound and effective professional learning programs. As such, professional learning in Guilderland will:

• reflect a commitment to ongoing and continuous professional learning that is based on the analyses of multiple sources of data
• include sufficient time and follow-up support provided to staff to master new content and strategies
• ensure that content of professional learning focuses on what students need to know and be able to do and is explicitly linked to the effect on student learning
• make certain that content of professional learning will provide opportunities to gain an understanding of the theory underlying the knowledge (context) and skills being learned
• support the implementation of best practices as evidenced by research
• provide both a focus on instructional repertoire and content-specific skills. Instructional improvement requires that teachers possess a deeper understanding of both their academic disciplines and of specific pedagogical approaches
• impart opportunities to explore, question, and debate in order to integrate new ideas into classroom practice
• maintain a differentiated and developmental approach to meet individual and district needs relating to the teaching and learning process
• involve teachers in the identification of what they need to learn and in the development of the learning experiences in which they will be involved
• include the use of flexible times and models, which are essential for successful implementation of professional learning
• support opportunities for collaborative professional learning communities and collaborative practice

Although professionals in Guilderland are continually improving their craft and honing their skills through their own self-improvement efforts, systemic change and growth requires collective and sustained efforts. Our comprehensive professional learning plan promotes student achievement by providing learning opportunities for staff that are aligned with major school and/or district goals identified through regular needs assessments and a professional learning planning process. The professional learning planning process is:

1. Identify school/district educational goals

• • • • Review existing educational goals for state, district, and schools
      • Analyze student achievement data: past, present, and projected trends
      • Diagnose areas of student need
      • Establish improvement with measurable goals expressed in terms of desired outcomes and within the context of the learning standards and district’s priorities whenever possible

2. Plan for implementation

• • • • Outline flexible and integrated professional learning strategies and activities that address the needs as identified through school and district goals
      • Identify sources of expertise to assist with identified needs and goals
      • Select professional learning content and process at each level (district, school, team, or individual)
      • Identify sources and uses of financial resources

3. Implement professional learning strategies

• • • • Integrate learning models that provide choice, differentiated learning, sustained collaboration, and ongoing support
      • Incorporate best practices into teaching, learning, and leadership
      • Identify critical factors for successful implementation

4. Monitor progress

• • • • Identify success measures for professional learning activities
      • Identify data sources and gathering methods for each measure
      • Plan for articulation of findings
      • Keep records of professional learning implementation, participation, and feedback
      • Administer feedback surveys and collectively analyze results

V. Needs Assessment

As part of the ongoing professional learning planning cycle, the Guilderland Central School District reviews multiple sources. The following items may be analyzed annually to determine the focus and content of the professional learning plan:

Student Achievement Data

• • • • Measures of Interim progress (ESSA Accountability Reports)
      • NYS and District Assessments (e.g., 3-8 testing and Regents exams) ∙ Disaggregated Student Achievement Data
      • Report Cards
      • VADIR/DASA Reports
      • Supervisor and Department Data Analyses and Recommendations
      • Counseling and Social Work Records
      • Student Attendance and Discipline reports
      • Graduation and Drop-out Rates
      • Special Education Identifications and Annual Reviews
      • College Placement Rates
      • Academic Intervention Services, MTSS and RtI Records
      • Fountas and Pinnell Elementary Benchmark Reading Assessments
      • College Boards (AP, SAT)

Surveys

• • • • Professional Development Needs Assessment via Thought Exchange and/or Google Forms
      • Professional Development and GEMS Evaluation/Feedback Surveys via Frontline/My Learning Plan

Additional Data Sources

• • • • BEDS Data
      • Longitudinal Student Performance Data
      • Teacher Retention and Turnover Rates
      • Professional Performance Reviews and Observations/Evaluations
      • Program Evaluations
      • Feedback from Curriculum Cabinets and Building Cabinets
      • SED Regulations and Mandates
      • Mentor Program Evaluations
      • eDoctrina Student Profiles

V. Record Keeping

Guilderland Central School District keeps records of professional learning opportunities offered by the district using My Learning Plan/Frontline Professional Growth. These records are retained for a minimum of 8 years. Frontline Professional Growth issues certificates for participants upon completion of the professional learning activity and the post-activity evaluation. Participants are able to access and print their certificates through the “my portfolio” section of the Frontline Professional Growth. These certificates align with New York State CTLE requirements, and contain the following information:

• Title of the activity
• Total number of hours completed
• Number of hours completed in the professional learning category (content, pedagogy, or language acquisition addressing the needs of English language learners)
• Approved CTLE sponsor’s name and number
• Educator’s identifying information
• Attendance verification
• Date and location of the professional learning activity

Educators subject to New York State Continuing Teacher and Leader Effectiveness (CTLE) requirements must maintain CTLE records and documentation (certificate of completion forms) for at least three (3) years from the end of the registration period in which they completed the CTLE. Educators will not send documentation of their CTLE clock hours to the Department of Education for the re-registration process; however, their CTLE documentation must be available upon request by the Department.

V. Goals and Implementation Plans for 2023-2024 Professional Learning

The following professional learning goals and objectives have been identified for the 2023-2024 school year. The data collected, generated, and analyzed by the Guilderland Central School District in conjunction with district and school-level plans will support the goals, objectives, strategies, activities, and evaluations of this professional learning plan.

The district goals, and each of the objectives designed to achieve such goals, were identified through the completion of needs assessments, review of student achievement data and consideration of critical program shifts and new or revised curricula. Additionally, recurring and ongoing annual commitments to professional learning are noted.

Goal #1: Provide ongoing support to teachers in their use of remote learning technologies and other instructional technology tools.

Objective 1.1: Create and/or provide professional learning opportunities which will further prepare educators for full technology integration and seamless transition to Hybrid learning (if necessary) including the use of the Promethean technology that is being installed during the summer of 2023 into the 2024 school year.

Essential Question: How can instructional staff maintain continuity of instruction, social emotional support, interventions, and enrichment opportunities through the utilization of educational technology?

Activities & Strategies

• Facilitate learning opportunities for teachers to continue to learn about online platforms, software, and strategies to engage students through the use of the Promethean technology.
• Provide ongoing support and collaborations facilitated by Technology Liaisons and District Technology support. Engage learning teams in analysis of educator, student and household readiness to engage in in-person and remote learning activities data to identify learning needs
• Routinely monitor student engagement
• Routinely monitor usage of licensed software and online learning platforms to ensure that they are being used and are effective
• Provide regular online collaborations for exchange of ideas, strategies, and practice via Google Meets

Continuing Teacher and Leader Education (CTLE)

The Every Student Succeeds Act (ESSA) has redefined professional learning to ensure that professional learning activities are “sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.”

This goal and related activities will build a sustainable structure and practices whereby continuity of instruction can be achieved.

CTLE Providers

• District Instructional Leaders/Administrators and Curriculum Cabinets
• School and District Professional Learning Teams
• Teacher/Program Leaders
• Technology Liaisons
• District Technology Support

Action Plan

Timeline: July 2023 – June 2024

Inputs

Schedule Promethean Board Training, include self paced virtual updates and training.

Evidence

Participation rates, Shared practices, Teacher engagement and usage of online platforms

Responsibility

Technology Cabinet, District Instructional Technology Specialist, Technology Liaisons

Timeline: 23-24 School Year

Inputs

Schedule regular online collaborations throughout the course of the 23-24 school year

Evidence

Participation rates, Shared practices, Teacher engagement and usage of online platforms

Responsibility

Technology Cabinet, District Instructional Technology Specialist, Technology Liaisons

Timeline: Summer 2023 – June 2024 and ongoing

Inputs

Create a technology resources library linked to the district intranet. The resources library will include materials from New Teacher Orientation, Conference Days and self-paced technology videos and “how to” guides.

Evidence

Participation rates, Shared practices Teacher engagement and usage of online platforms

Responsibility

Assistant Superintendent for Instruction, Building Principals, Instructional Administrators, Instructional Technology Specialist, Teacher Leaders, Technology Liaisons

Timeline: Ongoing

Inputs

Provide opportunities for teachers to participate in Model Schools, NYSCATE, ISTE, or other organizations focused on Instructional Technology

Evidence

Participation rates, Follow-up Collaborations

Responsibility

Assistant Superintendent for Instruction, Building Principals, Instructional Administrators, Instructional Technology Specialist, Teacher Leaders, Technology Liaisons

NSDC Standards Alignment

Context

• Resources
• Learning Communities
• Leadership

Process

• Research-Based
• Data-Driven
• Learning
• Evaluation
• Collaboration

Content

• Quality Teaching

CTLE Domain

• Pedagogy

Goal #2: Continue to align program practices with NYSED Requirements, including any new or revised State Learning Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects, Mathematics, Art, and Physical Education.

Objective 2.1: Continue to train instructional leaders and faculty in all frameworks, practices, and requirements of the NYS Next Generation Learning Standards including Frameworks for English Language Arts (ELA), Mathematics, Social Studies, Science, Art, and Physical Education.

Essential Question: How can learning standards be used to inform instruction and develop the practice skills and content knowledge required for college and career readiness in in all students across multiple disciplines?

Activities & Strategies

• Update curricula and programs for alignment to NYS Next Generation Learning Standards for ELA/Literacy, Mathematics, Science, and Social Studies to develop a Standards Based Curriculum for all learners.
• Update curricula and programs for alignment to Learning Standards for Art, Music, and Physical Education to develop a Standards Based Curriculum for all learners.
• Provide collaborative learning opportunities to support implementation of NYS Next Generation Learning Standards for ELA/Literacy, Mathematics, Science, Social Studies, Art, and Physical Education.
• Ongoing professional learning/training for implementation of new K-5 mathematics program (Investigations)
• Ongoing professional learning/training for implementation of new elementary science modules (Smithsonian)
• Ongoing professional learning/training for implementation of new 3-8 NYS required science
  investigations
• Ongoing professional Learning/training for implementation of elementary Reading, Writing, and Phonics Units of Study
• Continue FMS and GHS curriculum review process
• Encourage K-12 vertical alignment of standards-based instruction, with particular focus on transitions from grade 5 to 6 and grade 8 to 9.

Continuing Teacher and Leader Education (CTLE)

Teachers and leaders will continue analysis of NYS learning standards for strategic implementation. Instructional Administrators, Principals, and Teacher Leaders work closely with District Leaders and Curriculum Cabinets to provide curriculum-alignment efforts to ensure that all teachers are informed of standards and are prepared to demonstrate improved pedagogical and instructional skills in their respective areas of expertise. Additionally, teachers and leaders are provided focused professional development around such learning standards.

CTLE Providers

• District Instructional Leaders/Administrators and Curriculum Cabinets
• District Literacy Coaches
• Consultant Literacy and Science Coaches
• Capital Region BOCES
• Questar III BOCES (TBD)
• Pearson Professional Developers (Investigations)

Action Plan

Timeline: 2023-24 School Year

Inputs

Build collective understanding and capacity to implement Next Generation learning standards and frameworks and instill a common language for implementation and vertical articulation

Evidence

Communication Artifacts- (meeting agendas, minutes, materials, online collaborations, guidance documents, etc.) Observation and feedback surveys and notes as applied, collaboratively developed curriculum maps and documents, GCSD web site for curriculum documentation

Responsibility

Assistant Superintendent for Instruction, Instructional Administrators, Teacher Leaders, Curriculum Cabinets

Timeline: Ongoing

Inputs

Monitor capacity for full implementation of Next Generation Standards

Evidence

Communication Artifacts (meeting agendas, minutes, materials, etc.), Surveys

Responsibility

Assistant Superintendent for Instruction, Building Principals, Instructional Administrators, Teacher Leaders, Curriculum Cabinets

Timeline: Ongoing

Inputs

Support faculty in implementation of Next Generation aligned curricula (e.g. Investigations, Smithsonian) instructional models and modules/units

Evidence

Curriculum documents (and web site) and organizing frameworks aligned with learning standards and inclusive of aligned units/modules for implementation, training for new teachers and current elementary teachers.

Responsibility

Assistant Superintendent for Instruction, Instructional Administrators, Curriculum Cabinets, Data Coordinator, Teacher Leaders

NSDC Standards Alignment

Context

• Resources
• Learning Communities

Process

• Research-Based
• Data-Driven
• Learning
• Collaboration

Content

• Quality Teaching

CTLE Domain

• Content
• Pedagogy

Goal #3: Continue to support the integration of advanced technology applications to improve instruction, enhance student engagement and maximize learning in a 21st century classroom.

Objective 3.1: Provide professional learning for educators and student programs designed to meet the New York State Computer Science and Digital Fluency Standards.

Essential Question: How can GCSD inform all stakeholders of the critical elements of digital citizenship and effective and responsible use of technology to position students for success in school and life?

Activities & Strategies

• Provide a variety of opportunities for staff to develop the skills needed for effective use of social media and online tools
• Provide administrators and clerical staff with necessary skills for advanced communications using social media
• Develop supporting documentation and start-up guides to support end users
• Integrate NYS CSDFS into K-12 instruction

Continuing Teacher and Leader Education (CTLE)

Teachers and leaders will continue to prepare for implementation of the district’s Technology Plan, which focuses on ubiquitous and necessary integration of instructional technologies and applications. The expectations and practices are outlined well in a rigorous K-12 Scope and Sequence which serves as a foundation for professional development activities. Embedded within the Scope and Sequence are an array of application, strategies and expectations for instruction on safe and constructive use of technology and social media. Administrators, Principals, and Teacher Leaders have worked closely with District Leaders to establish a deep understanding of
the critical need for instruction of digital citizenship and cyber safety, which aligns with the New York State Computer Science and Digital Fluency standards. Additionally, teachers and leaders have been provided focused professional development by our District Instructional Staff, NYSCATE, and Capital Region BOCES.

CTLE Providers

• District Instructional Leaders and Administrators
• Technology Curriculum Cabinet
• District Instructional Technology Specialist
• Library and Media Specialists
• Capital Region BOCES
• NYSCATE- http://nyscate.org/aboutus.cfm
• Others TBD

Action Plan

Timeline: 2023-24 School Year

Inputs

Plan and facilitate focused student assemblies on Digital Citizenship and online safety

Evidence

Building level assemblies

Responsibility

Building Principals, Instructional Technology Specialist, Technology Liaisons

Timeline: Ongoing

Inputs

Technology applications administrator and teacher professional development sessions

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Responsibility

Assistant Superintendent Instruction, Instructional Administrators, Instructional Technology Specialist, Technology Liaisons

Timeline: Ongoing

Inputs

Frequent guided-work sessions for sustained training and support

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.) Participation rates and frequent assessment of needs

Responsibility

Instructional Technology Specialist, Technology Liaisons

Timeline: Ongoing

Inputs

Cross-district work to align current instruction with New York State Computer Science and Digital Fluency Standards.

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.) Curriculum crosswalks with current instruction and New York State Computer Science and Digital Fluency Standards

Responsibility

Assistant Superintendent of Instruction, Instructional Technology Specialist, Curriculum Cabinets, Instructional Administrators, Technology Liaisons

NSDC Standards Alignment

Context

• Resources
• Learning Communities

Process

• Research-Based
• Design
• Learning

Content

• Quality Teaching

CTLE Domain

• Content
• Pedagogy

Goal #4: Ensure that all members of the Guilderland professional staff develop the skills, knowledge and strategies to effectively implement curriculum and best instructional practices.

Objective 4.1: Promote literacy development K-12 and in all content areas

Essential Question: How can reading and writing across the disciplines positively affect learning and achievement?

Activities & Strategies

• Provide training on specialized reading instruction to K-8 reading, ENL and special education teachers
• Sustain long-term commitment to professional learning in literacy via targeted learning of best instructional practices
• Continue to implement Word Study and Phonemic Awareness units in K-8 classrooms
• Continue to support elementary teachers’ administration and use of Fountas and Pinnell Benchmark Reading Assessments and Leveled Literacy for Intervention for SBST Progress Monitoring, for diagnostic purposes
• Continue to strengthen collaborative structures for literacy coaching at the elementary level.
• Maintain strong partnerships with higher education and research centers (e.g., Lesley University, SUNY Cortland, Ohio State University, University at Albany)
• Facilitate Curriculum-Alignment with continued focus on workshop structures and alignment with SBST plans, Next Generation Standards, curriculum calendars, etc.
• Expand use of portfolios as an additional tool for model reading and writing progress monitoring
• Facilitate a Reading Recovery Training Class with focus on Literacy Lessons for K-5 special ed. and ENL teachers
• Initiate focused training of school-based Literacy Coaches facilitated by District Trainers
• Collaborate with BOCES Literacy Coach to create a district-wide curriculum map for grade K-5 ELA units

Continuing Teacher and Leader Education (CTLE)

Teachers and leaders will continue analysis of NYS learning standards for strategic implementation. Instructional Administrators, Principals, and Teacher Leaders have worked closely with District Leaders and Curriculum Cabinets to facilitate curriculum-alignment efforts to ensure that all teachers are informed of standards and are prepared to demonstrate improved pedagogical and instructional skills in their respective areas of expertise. A primary and essential focus has been placed on reading and writing proficiency and skill development in all areas. Spearheaded by our Curriculum Cabinet for Language Arts, Literacy Coaches, and Instructional Leaders, we will implement a series of professional learning opportunities for K-5 teachers who have been implementing the Fountas and Pinnell Word Study Units. Grades 6-12 teachers are deeply engaged in course alignment to learning standards for Literacy.

CTLE Providers

• District Instructional Leaders and Administrators
• Capital Region BOCES
• Literacy Specialists
• District Literacy Coaches and Coach Trainers
• Elementary Language Arts Coordinators
• Capital District Writing Project
• Others TBD

Action Plan

Timeline: Ongoing

Inputs

Revision of curriculum documents for integration of Next Generation literacy frameworks into content area documents. Create consistent district-wide K-5 curriculum maps for literacy and writing instruction.

Evidence

Revised curriculum documentation for communication of shifts

Responsibility

Assistant Superintendent for Instruction, Curriculum Cabinets, Building Principals, Instructional Administrators, District Literacy Coaches, BOCES Literacy Coach

Timeline: 2023-2024 School Year

Inputs

Facilitate Literacy Lessons Training Class for K-5 ENL and Special Education Teachers

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Responsibility

Assistant Superintendent for Instruction, Reading Recovery Teacher Leader, University Partners (Lesley)

Timeline: Monthly, ongoing

Inputs

Monthly Literacy Staff Development Collaborations for K-5 teachers

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Responsibility

Assistant Superintendent for Instruction, Building Principals, Language Arts Cabinet and Coordinators, District Literacy Coaches

Timeline: 2023-2024 School Year

Inputs

Build administrative and leadership capacity to support planning and continued implementation of an instructional coaching model in Guilderland

Evidence

Training Materials, district collaborations, meeting minutes, Implementation plans

Responsibility

Assistant Superintendent for Instruction, Building Principals, Instructional Administrators, BOCES LIteracy Coach, District Coach Trainers, University Partners (Lesley)

Timeline: 2023-2024 School Year

Inputs

Continue training of school based Literacy Coaches Coaches by district trainers (Nell Ball and Katie Barker) and Lesley University.

Evidence

Assessment Training Materials, district collaborations, meeting minutes, Implementation plans

Responsibility

Assistant Superintendent for Instruction, Literacy Coaches, Principals

NSDC Standards Alignment

Context

• Learning Communities
• Resources

Process

• Research-Based
• Design
• Learning
• Collaboration

Content

• Quality Teaching

CTLE Domain

• Pedagogy
• Language Acquisition

Objective 4.2: Content Area Development: Provide opportunities for staff to enhance their content knowledge and learn appropriate teaching strategies based upon Next Generation Learning Standards and best practices in respective disciplines.

Essential Question: How can professional development strengthen content knowledge and pedagogy of all content area teachers?

Activities & Strategies

Content Area Development – Learning research-based instructional techniques to improve student achievement in content areas

• Reading, Writing, and Language Arts approaches – Readers and Writers Workshop, Guided Reading and Writing, Fountas and Pinnell, Word Study Units, Book Clubs, etc.
• Language acquisition for English Language Learners – coaching of ENL teachers, Literacy Lessons
• Math, Science and Social Studies
• Special Education including Speech and Language, OT, PT
• World Languages and Cultures
• Counseling, Social Work, Guidance
• Fine Arts including Music, Art, Drama
• Physical Education and Health
• Library, Media, and Instructional Technology
• Business Education, Technology Education, and Family and Consumer Science

Through orientation and mentoring, provide knowledge of Guilderland programs and their relationship to NYS and Next Generation (NG) learning standards

Provide mentoring and coaching for new teachers focused on using appropriate teaching strategies; help new teachers to become familiar with expected instructional practices

Develop standards-based curriculum maps/documents to guide teachers in implementing instruction aligned to next generation learning standards.

Provide PD to help staff design, use, evaluate, and revise instructional practices related to identified gap groups and student need with a focus on special education students, English language learners and students with learning gaps from remote and hybrid learning.

Continuing Teacher and Leader Education (CTLE)

Teachers and leaders will continue analysis of NYS learning standards for immediate implementation. Instructional Administrators, Principals, and Teacher Leaders have worked closely with District Leaders and Curriculum Cabinets to provide a rigorous curriculum mapping effort to ensure that all teachers are informed of standards and are prepared to demonstrate improved pedagogical and instructional skills in their respective areas of expertise. Additionally, teachers and leaders have been provided focused professional development around such learning standards by Capital Region BOCES

CTLE Providers

• District Instructional Leaders and Administrators
• Capital Region BOCES Literacy and Science Coaches
• Capital Region BOCES
• Questar III BOCES (TBD)
• Others TBD

Action Plan

Timeline: Summer 2024 (mandated Orientation for all new teachers), Ongoing support and mentoring, Department and school based collaborations

Inputs

Provide responsive and targeted professional development opportunities in all content areas and specialties

Evidence

PD evaluation surveys to measure participation rates and collegial sharing related to content, student achievement and learning standards.  My Learning Plan Surveys, reports and Evaluations Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Assistant Superintendent for Instruction, Building Principals, Instructional Administrators, GEMS, Teacher Leaders

Timeline: Fall 2023 (part of mandatory Orientation) for new teachers, ongoing for all teachers

Inputs

Provide focused PD to elementary teachers implementing Investigations math program

Evidence

Feedback tools, surveys, meeting minutes, curriculum documents

Responsibility

Assistant Superintendent for Instruction, Math Specialists, Program trainers, Instructional Administrators, Building Principals

Timeline: Fall 2023 (part of mandatory Orientation) for new teachers, ongoing for all teachers

Inputs

Provide focused PD to elementary teachers implementing Smithsonian science modules

Evidence

Feedback tools, surveys, meeting minutes, curriculum documents

Responsibility

Assistant Superintendent for Instruction, Science Teacher Leaders, BOCES Science specialists and trainers, Building Principals

Timeline: 2023-2024 school year

Inputs

Provide focused PD to elementary teachers implementing NYSED Required Investigations for Science 3-8

Evidence

Feedback tools, surveys, meeting minutes, curriculum documents

Responsibility

Assistant Superintendent for Instruction, Science Teacher Leaders, BOCES Science specialists and trainers, Building Principals

Timeline: Ongoing

Inputs

Assess alignment of PD offerings with identified needs (departments and school)

Evidence

My LearningPlan Purpose reports

Responsibility

Assistant Superintendent for Instruction, Building Principals, Instructional Administrators, Data Coordinator

NSDC Standards Alignment

Context

• Learning Communities
• Resources

Process

• Research-Based
• Design
• Learning
• Collaboration

Content

• Equity
• Quality Teaching

CTLE Domain

• Content
• Pedagogy
• Language Acquisition

Goal #5: Strengthen a community focused on the prevention of harassment and discriminatory behaviors and racism through the promotion of measures meant to positively impact school culture and climate.

Objective 5.1: Dignity for All Students Act – Continue to provide professional learning opportunities to help staff understand and follow all revisions to the District’s Code of Conduct and Board policies regarding the Dignity for All Students Act

Essential Question: How can a safe and respectful school community foster learning and student achievement?

Activities & Strategies

• Plan and implement professional learning programs designed to prepare staff to fully implement practices and expectations articulated in the Code-of-Conduct and Board policies
• Provide ongoing professional learning on culturally-responsive school and district practices
• Provide Focused training to support educators in their efforts to provide safe and secure learning environments for LGBTQIA+ students
• Provide professional learning opportunities aligned with community demographics and district goals to be inclusive of all cultures, races, ethnicities, abilities, etc.
• Maintain the Positivity Project for all students at grades K-8
• Maintain Sources of Strength for all students at grades 9-12
• Utilize Director of Diversity, Equity and Inclusion and DEI Teacher on Special Assignment (TOSA) as we continue our Equity Audit and implement our Strategic Equity Plans across the district.

Continuing Teacher and Leader Effectiveness (CTLE)

Teachers and leaders will continue to participate in annual trainings to ensure that all staff members are well informed about the regulations, needs, and plans for compliance with the Dignity for All Students Act. Additionally, professional development programs will be implemented to develop collective sensitivity and awareness of cultural and socioeconomic differences in our community.

CTLE Providers

• Positivity Project Leaders
• Director for Diversity, Equity and Inclusion
• DEI TOSA
• District Instructional Leaders and Administrators
• Capital Region BOCES
• Anti-Discrimination League (ADL) and No Place for Hate Programs
• Progression Partners (As needed)

Action Plan

Timeline: 2023-2024 School Year and ongoing

Inputs

Continue implementation of the Positivity Project for all students at grades K-8

Evidence

Weekly lessons implemented with fidelity

Responsibility

PPS Director, Building and House Principals, Positivity Project Teacher Leaders, Classroom Teachers, SEL Task Force

Timeline: Summer-Fall 2023

Inputs

Plan and implement opportunities for presentation of SAVE plan, including refresher On DASA and codes-of-conduct developed for district and all levels (Note – these required courses are not eligible for CTLE hours)

Evidence

Inclusion of instructional practices in common curriculum and school-wide presentations

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Records from Vector Safe Schools online training platform

Responsibility

Superintendent, Assistant Superintendent for Instruction, Building and Assistant/House Principals, Professional Learning Cabinet

Timeline: Summer-Fall 2023

Inputs

Prepare and distribute to all stakeholders developmentally appropriate versions of codes-of-conduct

Evidence

Inclusion of revised codes of conduct in all parent and student handbooks

Posting of all codes and policies on district web site

Promotion of behavioral expectations in all schools and classrooms

Responsibility

Assistant Superintendent for Instruction, Building and Assistant/House Principals

Timeline: 2023-2024 School Year

Inputs

Plan and implement professional learning for school and district leaders focused on culturally responsive practices

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Leadership Round Tables

Responsibility

Superintendent, Assistant Superintendent for Instruction, Director of Diversity, Equity and Inclusion, members of Building Equity Teams

Timeline: 2023-2024 School Year

Inputs

Plan and implement professional development for all staff focused on culturally responsive practices

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Responsibility

Assistant Superintendent for Instruction, Building Principals, Director of Diversity, DEI TOSA, Professional Learning Cabinet, Equity and Inclusion, members of Building Equity Teams, members of Building Professional Learning Committees

Timeline: 2023-2024 School Year

Inputs

Plan and implement professional learning for school and district leaders focused on culturally responsive practices

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Leadership Round Tables

Responsibility

Superintendent, Assistant Superintendent for Instruction, Director of Diversity, Equity and Inclusion, members of Building Equity Teams

Timeline: Summer 2023, 2023-2024 School Year

Inputs

Initiate planning for all instructional staff on Positive behavior management strategies

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Responsibility

PPS Director, Special ed. administrators, Building Principals, Assistant Superintendent for Instruction, Instructional Administrators

Timeline: 2023-2024 School Year and ongoing

Inputs

Continue planning work with Building Equity Teams, start implementing Equity Plans to meet short term and long term goals.

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, etc.)

Draft Equity Plans

Responsibility

Superintendent, Assistant Superintendent for Instruction, Director of Diversity, Equity and Inclusion, DEI TOSA, Building Principals, Building Equity Teams

NSDC Standards Alignment

Context

• Learning Communities
• Leadership
• Resources

Process

• Research-Based
• Design
• Learning
• Collaboration

Content

• Equity
• Quality Teaching

CTLE Domain

• Pedagogy

Objective 5.2: Provide professional learning opportunities to help staff work effectively with at-risk student populations

Essential Question: How can faculty and staff effectively, safely and constructively support students exhibiting at risk behaviors or circumstances?

Activities & Strategies

• Plan and implement professional learning programs designed to inform faculty and staff of types and severity of student mental health issues, including crisis intervention and behavior management
• Build capacity and skill amongst administrators to recognize and support faculty, staff and students experiencing socio-economic challenges
• Consult with experts in the field to develop capacity for successful interventions with students struggling with mental health issues
• Further inform staff and community of GCSD Mental Health partnership with Parsons

Continuing Teacher and Leader Education (CTLE)

Teachers, support staff, and leaders will participate in trainings to ensure that all staff members are well informed about the regulations, needs, and plans for compliance with the Dignity for All Students Act. Additionally, professional development programs will be implemented to develop collective sensitivity and awareness of cultural and socioeconomic differences in our community. Educators are in unique a position to notice emotional and behavioral changes in their students. These changes, whether related to a mental health crisis or not, can impact a student’s ability to learn, academic performance, and overall motivation. Conversely, in cases where there is a mental health issue present, not only is the student negatively impacted, but so are their classmates as well as the educator. Such negative impact may include conflict with classmates and classroom disruptions. Additionally, an educator’s inability to properly manage a classroom, due to such situations, can impact their perceived teaching effectiveness and performance evaluations (classroom observations, student test outcomes, etc. Professional learning opportunities will be provided to further strengthen our collective awareness and understanding of social emotional needs of students.

CTLE Providers

• District Instructional Leaders and Administrators
• Capital Region BOCES
• Dr. Amanda Nickerson- (http://gse.buffalo.edu/about/directory/staff/nickerson
• School Counselors, social workers, and psychologists
• Others TBD

Action Plan

Timeline: Summer 2023 – Spring 2024

Inputs

Plan and implement opportunities for professional learning about student mental health issues and needs

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Superintendent, Assistant Superintendent for Instruction, Building and Assistant/House Principals, GCSD Related professionals (Psychologists, Social Workers, Counselors), PPS Director

Timeline: 2023-2024 School Year

Inputs

Prepare and distribute to all stakeholders supporting resources and documents

Evidence

Promotion of behavioral expectations in all schools and classrooms

Responsibility

Assistant Superintendent for Instruction, Building and Assistant/House Principals, Communications Specialist, Related Professionals, PPS Director

Timeline: 2023-2024 School Year

Inputs

Provide administrator training to ensure constructive and supportive intervention when dealing with struggling students and/or personnel

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

District Office Team, PPS Director

NSDC Standards Alignment

Context

• Leadership
• Resources

Process

• Research-Based
• Design

Content

• Equity
• Family Involvement

CTLE Domain

• Pedagogy

Goal #6: Provide meaningful and ongoing professional learning programs for effective implementations of best practices for support of all learners and sub groups

Objective 6.1: Continue to Provide professional learning opportunities to help teachers and administrators develop their understanding of inclusive instructional practices.

Essential Question: How can faculty, administration and staff effectively include and support all students in a sound and basic educational model regardless of disability or challenge?

Activities & Strategies

• Plan and implement professional learning programs designed to inform faculty and administrators of models in which students with and without disabilities are placed in a regular education structure
• Plan and implement professional learning programs designed to allow co-teachers in ENL and SPED inclusion models to work collaboratively to develop strong partnerships.
• Build capacity and skill amongst administrators and teachers to recognize and support inclusive practices whereby student-centered and strength-based models are employed
• Consult with experts in the field to develop capacity for successful interventions with students struggling to achieve success through strategic and individualized assessment and grading practices
• Provide professional development to ensure that all students regardless of individual needs experience classroom climates that embrace diversity, foster sense of social responsibility, and support positive peer relationships.

Continuing Teacher and Leader Education (CTLE)

Teachers and leaders will continue to participate in learning opportunities designed to ensure that they are well informed about IDEA, Part 154 regulations, NYS Blueprint for Special Education, and district plans to support all English Language Learners and Students with Disabilities. Professional development programs will be implemented to develop collective understanding of the rights of all learners as well as the best instructional practices intended to support their needs. Identified needs (equity, grading, and pacing) will be a focus of planned collaborations and sessions with experts in those areas.

An ongoing effort has been made to promote equity via inclusive school practices and to maximize access to curriculum by all learners.

CTLE Providers

• District Instructional Leaders and Administrators
• Assistant Superintendent for Instruction
• Pupil Personnel Services Director
• Instructional Administrator for WLC/ENL
• Instructional Administrators for Special Education
• Regional Bilingual Education Resource Network (RBERN)
• Inclusive Schooling Workshops/Conferences/Resources

Action Plan

Timeline: 2023-2024 School Year

Inputs

Plan and implement opportunities for professional learning on best instructional practices to support a diverse student population

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Program descriptors, course development, curriculum maps, personnel shifts

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Instructional Administrator for WLC/ENL, Superintendent, Assistant Superintendent for Instruction, Building and Assistant/House Principals

Timeline: 2023-2024 School Year

Inputs

Develop and implement opportunities for Teaching Assistants to engage with ParaBytes self-paced professional learning through Inclusive Schooling.

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Conference Days
Reflection Documents

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Instructional Administrators, Assistant Superintendent for Instruction, Building and Assistant/House Principals, Professional Learning Cabinet

Timeline: 2023-2024 School Year

Inputs

Prepare and distribute supporting resources and documents

Evidence

Promotion of school and classroom norms and expectations via written documents and materials, handbooks, web page, etc.

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Instructional Administrator for WLC/ESL, Instructional Administrators, Building and Assistant/House Principals, Superintendent, Assistant Superintendent for Instruction

Timeline: 2023-2024 School Year

Inputs

Establish professional relationships with clinical experts and organizations

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Building and Assistant/House Principals, GCSD Related professionals (Psychologists, Social Workers, Counselors), PPS Director

Timeline: 2023-2024 School Year

Inputs

Facilitate focused professional learning for teachers of Co taught classes

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Assistant Superintendent for Instruction, Building and Assistant/House Principals, Instructional Administrators, PPS Director, Special Education Administrators, Instructional Administrator for WLC/ENL

NSDC Standards Alignment

Context

• Learning Communities
• Leadership
• Resources

Process

• Research-Based
• Data-Driven
• Design
• Learning

Content

• Equity
• Quality Teaching
• Family Involvement

CTLE Domain

• Pedagogy
• Language Acquisition

Objective 6.2: Provide collaboration opportunities designed to strengthen co-teaching practices at all levels.

Essential Question: How can faculty, administration and staff effectively implement best practices in co-taught learning environments special education students and English language learners?

Activities & Strategies

• Implement professional learning programs designed to inform faculty and administrators of best practices when working with diverse learner populations
• Build capacity and skill amongst administrators and teachers to interpret and support academic goals and IEPs for students with disabilities
• Build capacity and skill amongst administrators and teachers to support academic goals for English language learners
• Consult with experts in the field to develop capacity for successful co-planning and differentiation of instruction
• Maximize the use of eDoctrina and IEP Direct for record keeping, documentation and reporting
• Plan and facilitate ongoing collaborations and programs focused on Differentiated Instruction

Continuing Teacher and Leader Education (CTLE)

Coupled with the district’s efforts to employ inclusive and equitable school practices and maximize access for all learners to curriculum, a significant expansion of co-taught classes has occurred. This work has warranted sustained professional development efforts on the guidelines for Universal Design for Learning. The district has collaborated with several professional developers to support this critical work.

CTLE Providers

• District Instructional Leaders and Administrators
• Assistant Superintendent for Instruction
• Pupil Personnel Services Director
• Capital Region BOCES
• Inclusive Schooling

Action Plan

Timeline: Summer 2023 – Spring 2024

Inputs

Plan and implement opportunities for professional learning about co-teaching and planning

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Instructional Administrator for WLC/ENL, Building Principals, Assistant Superintendent for Instruction, GCSD Related professionals Psychologists, Social Workers, Counselors)

Timeline: 2023-2024 School Year

Inputs

Plan and implement opportunities for further professional learning about principles of Universal Design

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Assistant Superintendent for Instruction, Instructional Administrator for WLC/ENL, Instructional Administrators, Building and House/Assistant Principals, Building Level Professional Learning Committees

Timeline: 2023-2024 School Year

Inputs

Plan and implement opportunities for professional learning about Differentiation of Instruction

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Director of Pupil Personnel Services, Special Education Administrators, Assistant Superintendent for Instruction, Instructional Administrator for WLC/ENL, Instructional Administrators, Building and House/Assistant Principals, Building Level Professional Learning Committees

NSDC Standards Alignment

Context

• Leadership
• Resources

Process

• Research-Based
• Data-Driven
• Design
• Learning

Content

• Equity
• Quality Teaching
• Family Involvement

CTLE Domain

• Pedagogy
• Language Acquisition

Objective 6.2: Continue to provide professional learning opportunities focused on culturally responsive practices as well as race and racism in public schools

Essential Question: How can faculty, administration and staff effectively address race and racism in our schools and our community by implementing culturally responsive practices, explicit instruction about black history and the role that race and racism has played in our nation?

Activities & Strategies

• Implement professional learning programs designed to inform faculty and administrators of best practices to facilitate conversations about race and racism with students and colleagues
• Provide explicit professional learning opportunities focused on implicit bias, cultural awareness, macroaggressions, and other related topics
• Provide numerous opportunities for collaboration and discussion guided by research, articles, books, etc.
• Build capacity and skill amongst administrators and teachers to develop curriculum that explicitly teaches black history and experience
• Continue to develop Building Equity Action Plans
• Implement Building Equity Action Plans with a focus on short term and long term goals related to cultural awareness and culturally responsive environments

Continuing Teacher and Leader Education (CTLE)

Coupled with the district’s efforts to employ inclusive and equitable school practices and maximize access for all learners to curriculum, a significant effort has been put forth promote, deepen, and expand our collective understanding of culturally responsive practices, race, and racism. This work has warranted sustained professional learning efforts on equity, implicit bias, empathy, black history, discriminatory acts, and systemic racism. The district has collaborated with professional developers to support this critical work. They include, but are not limited to, Dr. Stacy Williams (Marist College), Lyndon Cudlitz, CASDA, Capital Region BOCES and Progression Partners.

CTLE Providers

• Director of Diversity, Equity and Inclusion
• District Instructional Leaders and Administrators
• Assistant Superintendent for Instruction
• Pupil Personnel Services Director
• DEI TOSA
• Capital Region BOCES
• Progression Partners (as needed)
• Other TBD

Action Plan

Timeline: Summer 2023 – Spring 2024

Inputs

Plan and implement opportunities for professional learning about culturally responsive practices

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Director of Diversity, Equity and Inclusion, Assistant Superintendent for Instruction, Professional Learning Cabinet, Other Administrators and Teacher Leaders, DEI TOSA, Building Equity Teams

Timeline: 2023-2024 School Year

Inputs

Plan and implement opportunities for further professional learning about race and racism in our nation and local community

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.)

Responsibility

Director of Diversity, Equity and Inclusion, Assistant Superintendent for Instruction, Professional Learning Cabinet, Other Administrators and Teacher Leaders, DEI TOSA, Building Equity Teams

Timeline: 2023-2024 School Year and ongoing

Inputs

Plan and implement opportunities deeper understanding of equity and inequity in our schools. Implement building-level Equity Action Plans.

Evidence

Communication Artifacts (meeting agendas, minutes, materials, guidance documents, feedback forms, etc.) Pertinent data (ESSA, Achievement, Discipline, Participation rates in Honors and AP course)

Responsibility

Director of Diversity, Equity and Inclusion, Assistant Superintendent for Instruction, Professional Learning Cabinet, Other Administrators and Teacher Leaders, DEI TOSA, Building Equity Teams

NSDC Standards Alignment

Context

• Leadership
• Resources

Process

• Research-Based
• Data-Driven
• Design
• Learning

Content

• Equity
• Quality Teaching
• Family Involvement

CTLE Domain

• Pedagogy

VIII. Mentor Plan (G.E.M.S)

“Empowering All Students to Succeed in the 21st Century”

Operating Principles

• We will arrive on time, prepared, and participate fully.
• We will listen with respect and with intent to understand.
• We will support and take responsibility for group decisions.
• We will be open and honest.
• We will operate with a clear purpose that aligns with our mission and vision.
• We will celebrate the positive.
• We will nurture and develop leadership in others.

Mission Statement – The purpose of mentoring is to provide support and reflective guidance to new teachers using a team approach. An effective mentor program needs trust, confidentiality, non-judgmental interactions, and mutual respect. The results of mentoring are more effective teaching, a collegial atmosphere that encourages professional growth, celebration of success and providing a comfortable transition of new teachers into the culture of the Guilderland District.

 Belief Statement –The Guilderland Teachers Association, in an effort to provide support and reflective guidance to its new teachers, has developed a mentoring program. The mentoring program employs a team approach which affords new teachers the benefit of interacting with many colleagues of varied experiences, grade levels and subject areas.

Goals – The Mentors and Mentees at each school are encouraged to meet as a group at least once a month. The goals of the Guilderland Educators Mentoring for Success are as follows:

• Easing the transition of new teachers
• Creating a collegial atmosphere that encourages professional growth
• Celebrating successes
• Developing more effective teaching
• Establishing a trusting relationship to assimilate new teachers into the cultural context of the Guilderland School District

An effective mentor program needs trusting relationships in order to address questions, needs, and concerns of new teachers. Through confidential, nonjudgmental interaction, veteran professionals meet regularly with new teachers to support their growth and development. This teacher generated mentor program is conducted with the support of the administrative network.

Program Roles and Responsibilities

DISTRICT-WIDE COORDINATOR:

• Veteran mentor teacher with mentoring experience
• An active member of the GTA in good standing
• Recommended by a GTA building president/member of the GTA Executive Committee
• Recommended by another mentor
• Appointed by the GTA Executive Committee

Expectations:

• Advocate for the mentor program at all levels
• Attend mentor meetings periodically in various buildings
• Coordinate training for mentors
• Provide a professional role model
• Facilitate ongoing reflection and discussion to revise/further develop the mentor program
• Provide opportunities for the mentees to reflect on their mentee experience and to share with other mentees
• Act as liaison among the mentor program and the district administrators, building administrators, and/or Instructional Administrators
• Submit a yearly budget for the Mentor Program to Guilderland Teachers’ Association (GTA) Representative Council for approval

MENTOR:

• Tenured teacher
• One Recommendation obtained from a colleague
• One recommendation from an administrator or supervisor

Characteristics of a Mentor:

• Effective communication and interpersonal skills
• Leadership qualities
• Organizational skills
• Positive attitude toward professional growth
• Enthusiasm
• Ability to see many different ways to accomplish a purpose or goal

Expectations:

• Confidentiality: Establish a trusting relationship
• Availability to: Provide support in a non-judgmental way; Attend meetings on a regular basis; Be accessible and approachable; Participate in training
• Guidance: Acquaint each mentee with the district and specific school’s culture; Model professional expectations and practice; Provide curriculum support; Foster collegial relationships and social dynamics
• Help with strategies to meet challenges
• Model Professionalism
• Encourage classroom visitations of colleagues’ classrooms as stated in contract
• Celebrate successes

BUILDING MENTOR LIAISON ROLE:

• Schedule a meeting with the building principal by October 1st to:
  • Clarify membership of the program
  • Share meeting schedule
  • Share tentative agenda topics
• Schedule a meeting with the building principal and one building mentor by June 1st to discuss overall program evaluation
• Act as liaison to principal, mentors, mentees, and Advisory Team; meetings scheduled at the discretion of the Mentor Liaison
• Explain, distribute and compile monthly and bi-annual program evaluations
• Serve on Advisory Team

ADMINISTRATORS:

• District Assistant Superintendent for Instruction
• Building Administrator/s
• Supervisor/s

Expectations:

• Value and trust the mentor program
• Encourage veteran staff to act as mentors & mentees to participate fully in mentor program
• Help mentees maintain balance among their classroom responsibilities and extracurricular activities and other professional expectations
• Support professional development activities and support classroom visitations
• Write recommendations for potential mentors
• Meet at beginning and end of year with Mentor Liaison (or District-wide Coordinator, as appropriate)
• Mentoring and evaluation are mutually exclusive (mentors do not evaluate)
• Respect confidentiality of mentoring program and discussions among mentors and mentees

MENTOR ADVISORY TEAM:

The team will consist of:

• 1 Elementary Mentor Liaison per building
• 2 Middle School Mentor Liaisons
• 2 High School Mentor Liaisons
• 1 Principal
• 1 Instructional Administrator
• Assistant Superintendent for Instruction
• Assistant Superintendent for Human Resources
• District-wide Mentor Coordinator

The Mentor Advisory Team with meet at the following times:

• September and February -To review program assessment forms
• May/June – Discuss training and forthcoming year planning

MENTEE:

Level I mentee (new to teaching)

• First year, newly hired probationary teacher
• Part-time, new to district
• Full-time temporary teachers for teachers on Leave of Absence (LOA)

Level II mentee (previous experience, full or part-time)

• New to district, previously tenured
• New to district, experienced but not tenured

  Level III mentee (experienced GCSD teacher)

• New to grade level/subject area
• Second and third year probationary teacher
• New to building
• Returning from extended LOA

Expectations:

• Regularly attend mentor meetings
• Openly share successes and concerns
• Arrive on time, prepared, and ready to participate
• To listen with respect and with intent to understand
• To be open and honest
• Celebrate the positive
• Nurture and develop leadership in self and others
• Honor confidentiality
• Understand the need to balance classroom responsibility and school wide activities
• A visitation is strongly recommended the first year
• Have at least 2 visitations the second year
• Have at least 3 visitations the third year

Appendix of Forms can be obtained by contacting building leadership.

Appendix of Forms

1. Monthly Meeting Planning Worksheet for Mentors

2. Topics/Agenda Items for Staff Development & Mentor Training

3. Monthly Meeting Feedback Form for Mentors

4. Mentee Self-Assessment Form (yellow)

• Completed at January Mid-Year Evaluation
• Completed at May End-of-Year Evaluation

5. Mentor Self-Assessment Form (green)

• Completed at January Mid-Year Evaluation
• Completed at May End-of-Year Evaluation

6. Program Evaluation Form

• Completed at January Mid-Year Evaluation
• Completed at May End-of-Year Evaluation
• Results shared with District Mentor Advisory Team twice a year

7. Mentor Teacher Application Form