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OVERVIEW
We believe that schools are only as strong and effective as their
teaching faculty. One of our core goals at the LCCS is to work
towards an increased professionalization of teaching by establishing
a culture of constant teacher learning. Teachers collaborate to
create curriculum and assessments and are guided by professional
development plans created by teachers and administrators. In order
to achieve this goal, teachers must be granted autonomy, while
being supported and coached by administrators and critical friends
whose primary focus is student achievement. LCCS implements a
Professional Development Institute before each school year begins.
At the institute, teachers work together to refine curriculum,
create assessments, and define focus areas for the school year
based upon the past years student achievement data. Also, the
school builds in a reflection week in the middle and at the end
of the school year to meet with parents, write assessments, and
reflect on the achievement of students and professional growth
of teachers. The school schedule and budget supports teacher learning
by:
- A partnership with Expeditionary Learning Outward Bound in
which we receive a coach dedicated to at least 30 full days
of on site support
- 90 minutes of scheduled collaborative time during the school
day for each teacher
- Five (5) days of paid leave, fees, food, and transportation
for professional development aligned to the specific teacher’s
Professional Development Plan
- Two (2) hours of weekly critical friends / professional roundtables
designed to enable a professional learning community between
all LCCS staff
- Professional Development Institutes developed and led by
LCCS staff
PROGRAM HIGHLIGHTS
Professional Development Plan
All instructional and professional staff create and maintain a
Professional Development Plan (PDP) containing the professional
goals for continuous improvement of each teacher or staff member
and all relevant documents delineating past and current development.
After an initial meeting between the Director of Instruction and
teacher or staff member at which time mutual goals are reviewed
and a professional growth program is developed, the employee will
maintain the PDP, and include samples of classroom or school work,
observation records, personal reflections, and any other material
deemed appropriate as evidence of continuous improvement. School
Directors also create, maintain, and share PDPs with staff, as
they work to model constant learning for the staff, students,
and parents of LCCS. During student exhibitions, teachers will
also share their PDPs and the growth that they achieved.
Professional Development Plan Reviews
For all teachers and staff members, there shall be a formal PDP
creation during the summer Professional Development Institute
where the employee will delineate their professional goals for
continuous improvement. There shall be a formal PDP review three
months after the start of the school year. The purpose of the
three-month PDP review shall be to review the staff member's self-assessment,
the job description, areas of responsibility, and progress toward
goals and outcomes, noting particularly good work, areas for improvement
and skill development, and deficient work, and developing a clear
plan for improvement. In addition, at the three-month PDP review,
the employee will provide feedback to the Director of Instruction
specific to the Director's job performance and the Director will
share with the employee his/her own self-assessment and PDP. Any
written feedback or self-assessment materials may be placed into
the Director's personnel file. After six months from the start
of the school year, a second PDP review will be held to determine
progress made specific to three-month PDP review goals. Results
of these reviews will be put in writing and placed within the
employee's own PDP and the school's personnel file. At the end
of the school year, a PDP conference will be held to reflect upon
the employee’s professional development goals for continuous
improvement.
Teacher Observations
The Director of Instruction, using both formal and informal observations,
will observe all faculty on an ongoing basis. Informal observations
can occur during any instructional time and will include a post-observation
conference. Formal observations will include a pre-observation
conference as well as a post-observation conference. Pre-observation
may be in person. Post-observation conferences will be in person
and will be occur within three (3) school days. During the school
year, each teacher will be observed at least once per month including
at least two (2) formal observations per year. Results of formal
and informal observations, consisting of the teacher's and the
Director of Instruction's observations and recommendations, will
be put in writing and included within the teacher's own Professional
Development Plan and the school's personnel file.
| How Does Professional Development
Enhance our Mission? |
| Tenet 1 - Articulated High Expectations
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- Professional development time is dedicated to looking
at student work and norming expectations to ensure that
the standards set are both rigorous and realistic.
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| Tenet 2 – Meeting the Needs
of the Whole Child |
- Each teacher is provided the time and resources to
adapt and develop their instruction to meet the needs
of their diverse student population.
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| Tenet 3 – Teachers as Learners
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- A Professional Development Plan for each teacher
reviewed by the Director of Instruction three times
per year.
- Professional Roundtables to discuss curriculum and
assessment.
- Fall and Winter Professional Development Institutes.
- Teacher-driven Professional Development.
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