D. Professional Development

In support of the District’s mission to ensure achievement of high academic standards by all students, the Miami-Dade County Public Schools (M-DCPS) Professional Development Plan is premised on providing research-based learning experiences aimed at advancing performance for all teachers, administrators, and non-instructional personnel. The plan recognizes that professional learning experiences for instructional personnel that are focused on development of content and pedagogical knowledge and differentiated based on teaching responsibilities, educator experience levels, and identified needs as indicated on teacher evaluation, have the greatest impact on teacher effectiveness and lead to increased student learning and achievement. Accordingly, Professional Development offerings on content and pedagogy are varied to address the diverse professional development needs of all instructional personnel within M-DCPS. The list includes district and school-based offerings, job-embedded learning such as professional learning communities and lesson study, in addition, to outside district-sponsored offerings by universities and/or outside professional entities. The District has two professional development days built into the calendar, as well as early release time monthly. In order to preserve instructional time, many offerings take place beyond the school day and teachers are usually compensated for participating as per the M-DCPS/UTD contract.

Included is a listing of formalized professional development targeting development of content and pedagogy knowledge for 2007-2011. The list includes coursework intended for new and early career teachers that is differentiated according to educational background - education major versus non-education major. Wide assortments of learning experiences that incorporate all subject areas are included. Both online and face-to-face courses are represented on the lists. The offerings range from foundational courses to advanced content targeting teachers of gifted, Advanced Placement, and International Baccalaureate students. The list includes courses intended to promote teacher content learning as well as courses that focus on research-based instructional strategies such as the Classroom Instruction that Works, based on the research of Marzano et al (2001), and classroom management that facilitates student learning. Coupled with formalized professional development, the District provides just-in-time, job-embedded professional learning through a network of highly-skilled instructional coaches and curriculum support specialists.

Additionally, the District has developed 180 podcasts that are 5 to 7 minutes in length that address both content and effective classroom strategies. The podcasts were not developed to replace traditional professional development but provide a short, convenient method for teachers to review essential benchmarks and effective strategies for teaching the benchmarks. Because each podcast is short and to the point, they can be viewed multiple times, anytime, anywhere, in the iPod format. Access to the podcasts is available at https://curriculum.dadeschools.net/podcasts.asp.

Curriculum coaches in Mathematics, Science and Reading play a vital role in fostering effective instruction and academic improvement throughout the District. K-12 coaches support and provide initial and ongoing professional development to teachers through an analysis of student performance data, administration and analysis of instructional assessments, and differentiated instruction and intensive intervention. Coaches in targeted schools receive additional mentoring by District administrators and curriculum support specialists who regularly visit schools to model, analyze data, and aide in implementation of research-based practices. The Education Transformation Office (ET0) uses the Strategic Coaching Cycle (included in this section ) to ensure the effective use of coaches.

For Reading Coaches, the District follows the Just Read, Florida! Reading/Literacy Coach Model. This model outlines the cycle of coaching and mentoring that is most effective for improving reading and literacy instruction and student learning. The information on the reading/literacy coach role below is found in Rule 6A-6.053, FAC, K-12 Comprehensive Research-Based Reading Plan State Board Rule at https://www.justreadflorida.com/docs/6A-6¬053.pdf. Allocations of coaches are based on a school’s total population and the number of students at the Florida Comprehensive Reading Test (FCAT) levels 1 and 2. Reading coach activities are reported bi-weekly using the coach’s log on the Progress Monitoring and Reporting Network (PMRN). ETO coaches submit a weekly log to the school administration and the ETO Instructional Supervisor. The reading coach is responsible for working with all teachers (including ESE, content area, and elective areas) in the school they serve; however, they must prioritize their time to those teachers, activities, and roles that will have the greatest impact on student learning, namely coaching and mentoring in classrooms.

Although Mathematics and Science Coaches are not mandated by State Statute, Instructional coaches for Mathematics and Science are assigned by the District to all District Targeted Differentiated Accountability (DTDA) low-performing schools based on school data. The job description for these Instructional Coaches is included in this section.

The primary responsibility of all instructional coaches is job-embedded professional development. Coaches model effective instructional strategies for teachers, co-teach in classrooms, facilitate study groups, train teachers in data analysis and using data to differentiate instruction, coach and mentor colleagues and provide daily support to classroom teachers. Additionally, coaches work with teachers to ensure that research-based programs and strategies are implemented with fidelity and adjusted to meet the needs of all students. In order to increase their knowledge base in best practices in instruction, coaches attend monthly professional development sessions that have been designed by District staff. As a follow up to these professional development sessions, coaches report back to their administration and colleagues the contents of the meeting, and complete and submit to the District monthly action plans. Furthermore, this job-embedded approach to professional development allows coaches to determine how teacher professional development has been implemented and determine additional teacher professional development needs.

The coaches compact, sample action plans, and the Strategic Coaching Cycle model are included in this section.

The District offers continuous professional development for K-12 Instructional Coaches of Mathematics, Reading, and Science through monthly meetings. The coaching cycle is maintained and monitored by District and school-site administration. Coaches participate and share research-based best practices as implemented at their school sites. Also, coaches must share with their school administration and colleagues information learned at monthly coach meetings, and report this activity to the District via monthly action plans. Coaches network with each other at each meetings and are asked to collaborate to develop presentations as part of their Professional Learning Community. Coaches share effective research-based educational practices and work towards building independence among faculty members. Twice a month, Education Transformation Office (ETO) Supervisors and Curriculum Support Specialists conduct Instructional Coach academies to build instructional capacity and share best practices.

The use of a Reading Coach Compact (attached) outlines the effective use of the Reading Coach. Additionally, reading coaches are required by the Florida Department of Education to enter biweekly logs online on the Progress Monitoring Reporting Network (PMRN). The logs reflect coaching activities such as planning with teachers, demonstrating strategies in live classroom settings, allowing teachers to observe and practice implementation and providing appropriate feedback. Reading coaches may participate in an online discussion board with District supervisors. If the PMRN logs, action plans or school visit reports indicate concerns regarding the implementation of the reading coach model, District staff will conference with the coach and principal and create a support plan. The plan will include Regional and District Curriculum Support Specialists who will provide ongoing and tiered support for reading coaches.

Instructional Coaches for Mathematics and Science follow similar protocols: however, their accountability is not monitored by the Florida Department of Education through an online monitoring tool. The instructional coaches for Mathematics and Science must consistently maintain logs for accountability purposes. Their logs are monitored by the school site administration and the District staff. All Instructional Coaches are given tiered support based on their years of experience and professional expertise. Examples of instructional coach meeting agendas are included in this section.

Miami-Dade County Public Schools encourages all schools to schedule additional common planning time within departments or grade levels to the extent possible. Elementary schools utilize an early dismissal model (every Wednesday) to facilitate common planning time for their teachers.

Common Planning in Differentiated Accountability Schools (non-ETO):
During the 2009-2010 and 2010-2011 school years, Letters of Understanding (LOU) were negotiated with the United Teachers of Dade regarding Intervene and Correct II D and F non-Education Transformation Office (non-ETO) Differentiated Accountability (DA) designated schools. The LOU’s stipulate that a period for common planning for teachers may be provided. The common planning can be used for collaborative planning, data-based decision making to drive instruction, lesson study groups, and professional learning communities. Common planning time may be reflected in the master schedule or provided with compensation when offered after school. When offered after school, common planning time may be scheduled for not more than one hour each week or the equivalent of one planning period.

Common Planning in ETO Schools:
Through negotiations with the United Teachers of Dade (UTD), common planning was agreed upon for ninety minutes per week for all teachers in ETO schools. This stipulation in the contract highlights the first time teachers have been required to participate in this type of professional growth. This planning time has been extremely beneficial in targeting instructional concerns and developing instructional capacity. During common planning teachers work together to develop lesson plans based on the standards, analyze student data, and share best practices. Enclosed is a copy of the Memorandum of Understanding (MOU) between the district and the union where common planning is highlighted as well as sample agendas from common planning sessions indicating topics covered.

Additionally, teachers in ETO schools participate in Lesson Study where over a period of several days they work together to improve lessons that they develop. This lesson study culminates in a final “reteach” of the initial lesson which at that time has been modified collaboratively by all participants. A video of the final product of a lesson study is also enclosed with this item.

Miami-Dade County Public Schools allocates funds for the implementation of Professional Development for all of its employee groups. Professional Development offerings are primarily based on District educational priorities, school-based academic needs, and state and federal requirements. The budget for Professional Development is established in accordance with the chart of accounts for budgeting and financial reporting provided by the Florida Department of Education (FDOE) under the manual “Financial and Program Cost Accounting and Reporting for Florida Schools, 2001.” This manual is incorporated by reference in Rule 6A-1.001, Florida Administrative Code, pursuant to requirements of Section 1010.01, Florida Statutes. In accordance with FDOE guidelines, the budget for Professional Development is established under three distinct Functions:

• Function 6300 (Instruction and Curriculum Development Services) - includes activities designed to aid teachers in developing the curriculum, preparing and utilizing special curriculum materials, and understanding and appreciating the various techniques which stimulate and motivate pupils. Included in this function are the following instructional support specialists: primary, technology, learning resource, and behavioral;
• Function 6400 (Instructional Staff Training Services) - includes activities designed to contribute to the professional or occupational growth and competence of members of the instructional staff during the time of their service. Among these activities are workshops, demonstrations, school visits, and courses for college credits; and
• Function 7730 (Staff Services) - includes activities concerned with maintaining an efficient staff for the District and all in-service training for non-instructional personnel.

Under the nomenclature of Program, further segregation of the Professional Development budget is made based on activities, operations, or organizational units designed to accomplish an objective or purpose. Educational programs are established by law for Florida school districts and are the basis for the program cost accounting and reporting system. Following is summary budget information for Professional Development for the 2007-2008 through the 2010-2011 school years. Detailed budget information is included in this section.

Professional development planning includes creation of professional growth activities targeting employees at all points along the continuum from novice to veteran to expert. The District recognizes the expertise within its ranks and provides opportunities to nurture leadership in order capitalize on this expertise. Over the past four years, the District has implemented a number of such train-the-trainer initiatives.

Instructional coaches routinely receive training to build their leadership capacity at the schools to which they are assigned as they provide critical job-embedded professional development on a many tops. Beginning in 2010-2011, District-targeted schools identified a data coach who participated in ten sessions of training so that they are able to work with their staff to understand and use their school’s data to make adjustments in instruction in order to improve student learning and achievement. (The agenda and schedule for 2010-2011 are included in this section.)

Prior to 2009-2010 the State of Florida, under Statute 1012.72, provided a mentoring bonus to National Board Certified Teachers (NBCT) who mentored other teachers. In order to maximize the impact of the mentoring services, the District provided training and employed the NBCT to support other teachers. NBCTs participated in a week-long workshop that focused on facilitation of professional learning communities and on delivery of the specific required workshops for new and early career teachers prior to the opening of the 2007-2008 school year. (Attached is the schedule of courses that the NBCTs facilitated during the fall, 2007-2008.) An Introduction to Accomplished Teaching, a pre-National Board candidacy course, was developed by the district in 2007-2008 and a train-the-trainer workshop was conducted to prepare a cadre of instructors.

The District’s Mentoring and Induction for New Teachers (MINT) program pairs each first year teacher with a trained mentor. MINT Mentor Training includes: an overview of the MINT program requirements, Introduction to Instructional Mentoring, and Data Coaching. Mentor training is scheduled periodically to add to the ranks of qualified MINT mentors. (Attached are the two training PPTs and a schedule from 2007-2008.) In addition to working with the MINT mentor, new and early career teachers are encouraged to participate in a New Educator Support Team (NEST), professional learning communities for new teachers. These sessions are facilitated by veteran, teacher leaders who have participated in a NEST Facilitator Training. (The 2009 NEST Facilitator Training Power Point is in this section.)

The AP Mentor/Mentee Program is a full-year program to provide support and mentoring to teachers with less than two (2) years teaching experience in Advanced Placement courses (Mentee). AP mentor teachers provide 40 hours of consistent guidance, support and feedback in the areas of lesson planning, AP content scope/sequence and pacing, classroom management, curriculum development, assessment techniques, AP data analysis, and College Board Curricular requirements to the new AP instructors. Mentoring takes place over a full academic school year. Mentor teachers are required to attend one mandatory 2-hour Coaching Seminar.

In 2009-2010 a key component of the District’s program to develop aspiring principals, the Principal Preparation Program, was the Leadership Support Team which consisted of the PPP candidate, their home school principal, and a mentor principal. To ensure that mentor principals were prepared to provide the highest quality support to PPP candidates, they participated in the New York City Leadership Academy Mentor Principal Training. (The agenda, PPT and an email announcing Leadership Academy Mentor Principal Training is in this section.)

Three federal grants secured by the District (Project RISE 2007-2012; CORE Project 2010-2015; and Project Lead Strong 2010- 2014) have also provided opportunities for capacity building. Two of the grants have prepared teacher leaders at the school who in turn deliver school-based training; while Lead Strong builds the capacity of existing administrators to lead in the District’s most challenging schools. The grants are highlighted in various other sections. (Flyers included).

Evaluation of the District’s Professional Development System and Plan by the State of Florida

Florida Statutes, Section 1012.98, enacted by the 2000 Florida Legislature, introduced the Florida Professional Development System Evaluation Protocol to improve the quality of the professional development system for public education. The statute states that “The purpose of the professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce. The system of professional development must align to the standards adopted by Learning Forward (formerly the National Staff Development Council.” (s.1012.98 (1) F.S.)

The Professional Development System Evaluation Protocol which is located at the following URL https://www.teachinflorida.com/ProfessionalDevelopment/ProtocolStandards/tabid/66/Default.aspx is based on 66 standards that outline the characteristics and components of high quality professional development systems. A state team visited the District for one week in April 2009 to evaluate the strength of the District’s professional development system at the District, school, and educator levels. The state team concentrated on reviewing District (central office and region) infrastructure and PD programs. In addition, the teams spent one day at 36 schools conducting interviews with the principal, PD Liaison, and five individual teachers. The District’s overall score on the protocol review, 3.29 on a 4-point scale (see Protocol Review Matrix 2009), represented a significant improvement over the results of the 2005 review (see Protocol Review Comparison Matrix). The findings and recommendations as presented in 2009 Protocol Review Report-System and PD System Evaluation Protocol Review 2009 have been incorporated into the District’s professional development system. The District’s PD System was used by the State of Florida as an example for other districts as they completed work plans for the Race to the Top initiative.

Outside Evaluations of District Professional Development Initiatives

Currently, M-DCPS is involved in two large-scale evaluations of projects that rely heavily on professional development as the focus of the initiative. One evaluation is being conducted by American Institutes for Research (AIR) for the U.S. Department of Education’s initiative. Project Lead Strong (PLS) is a year-long PD program to train administrators to serve in turnaround schools. The second evaluation is being conducted by Center for Evaluation and Education Policy (CEEP) on the district’s Project RISE initiative. Project RISE is a five-year Teacher Incentive (TIG) grant where the focus is teacher professional development and leadership. The grant supports efforts to increase student achievement in high-need schools by promoting collaboration and sharing of best practices among teachers.

Information on the evaluation being done by AIR can be found at the following site: https://www.air.org/focus-area/education/index.cfm?fa=viewContent&conte.

Also, in this section are documents pertaining to the evaluation results done by AIR and CEEP.

Finally, during 2010-2011, the District purchased licenses for Discovery Education’s full suite of digital materials for Title I schools. During 2010-2011, all schools received several days of hands-on training. As part of the initiative, the District requested that Discovery do an evaluation into the perceptions of teachers regarding their ability to integrate digital resources into the curriculum after the training was completed. The report is attached. The report will form the basis of future planning for PD on integrating technology into classroom practice.

The ultimate worth of professional development for teachers is the essential role it plays in the improvement of student learning. Therefore, the district analyzes the results of professional development on job performance of teachers and administrators, organizational effectiveness, and the success of all students.

In an effort to obtain accurate data on the effectiveness of professional development and its impact on student achievement, M-DCPS has instituted thorough evidence gathering measures that provide a multi-dimensional view of professional learning in practice. Data elements include but are not limited to: student achievement results on state and national achievement tests; interim assessment results; teacher and administrator summative evaluations; classroom walkthrough results; reviews of student portfolios and classroom work; changes in individual classroom practice; and organizational changes most evidenced at the school-site in professional learning communities and by instructional coaches and school-based administrators. District staff regularly conducts multiple Instructional Reviews in District targeted schools where the impact of professional development is observed and in many cases future PD is planned or District staff deployed for job-embedded professional development (see attached sample). Some of the lower levels of evidence as per Guskey’s work such as teacher surveys, reflections, and required follow-up work such as submitting lessons plans and other artifacts after participation in professional development activities is also collected.

The net effect of collecting data from various sources to evaluate the impact of professional development yields a clear picture of what professional development is working and what is not. However, the process is labor intensive. As a result, in 2010-2011, the District developed a Request for Proposal (RFP) for a comprehensive management solution that would support the alignment of these multiple data sources, including: staff evaluations for teachers and school administrators linked to student achievement data and individual professional development plans, as well as classroom walkthrough information. This system, when implemented, will provide a foundation for the systematic evaluation of the impact of professional development on a strategic and systematic scale.

Most critically, in addition to traditional PD functions such as cataloguing and registering for PD, the new system will provide a basis for integrating the outcomes of staff evaluations, including student achievement measures, and incorporating them into the development and tracking of each participant’s individual professional development plan, and, reciprocally, enabling linkage of staff evaluations and student outcomes to the professional development activities of participants. This functional integration of multiple data sources allows for: a) targeting professional development recommendations to meet individual participants’ needs evidenced in the data; b) support the evaluation of professional development through participant teachers’ student outcomes; and c) more timely and strategic deployment of professional development resources by providing more real-time identification of participants’ needs and priorities and the ability to identify and build upon effective professional development activities, based on the data.

Included are documents used to collect the various data points including the formal and informal classroom observation tools, protocols for extending professional development in professional learning communities and analyzing student work. A sample Instructional Review Follow up report is included which demonstrates the extent to which the teacher is applying the application of new skills learned and/or the new for additional professional development or in-class support. Finally, a sample online PD evaluation form is included. Additionally, a complete continuum of the Education Transformation Office (ETO) Instructional Review Process is included highlighting the process from beginning to end including the Initial Review, follow up visits, the Midyear review indicating progress and follow ups to the Midyear Review. This process was developed in order to support schools throughout the year in a targeted fashion based on needs jointly identified between the school and ETO.