Context

GRHS Vision

PD Purpose

Components of Professional Development

Professional Learning Standards

Professional Learning Communities

Personalized Professional Development

External Professional Development Requests

GRHS Meeting and PD Day Policy and Procedures

GRHS Areas of Focus, 2017-2018

2016-2017 Student Data Overview

2015-2016 Assessment Data Overview

2017-2018 PDP

Professional Learning Goals

Professional Development Activities

Essential Resources

Progress Summary

2017-2018 Professional Development Calendar

Context

GRHS Vision

Meaningful

   Gateway Regional High School prepares students for their future. Our goal is that every student leaves ready for their next big step, whether their choice includes college, trade school, career-entry, or the military. We strive for our instruction to be relatable to students’ lives today and in the future. We encourage student choice and self-direction. Our curriculum and instruction are standards-aligned, data-driven, and differentiated for both student needs and student interests. Positive relationships between students, teachers, and staff aid in the connection between what students are learning and why it matters. We seek to contribute to students’ personal growth and development as scholars, citizens, and individuals. Gateway Regional will inspire students to always keep learning more.

Ongoing

   Gateway Regional High School seeks to continuously improve. Curriculum is vertically and horizontally aligned. Our curriculum review process allows for dynamic documents, growing and evolving to meet student needs and available resources. Teachers spiral concepts and practice throughout the year and offer extension opportunities to take learning beyond the 43-minute period. Gateway Regional High School helps students take ownership of their improvement through formative assessment and frequent feedback in relation to goals and standards.

Relevant

   Gateway Regional High School embraces student-centered learning.Students connect current trends and their interests to curriculum and instruction. Our curriculum prepares students for a variety of measurement sand the real world. Curriculum includes interdisciplinary connections,problem-based learning scenarios, and college and career readiness standards. Gateway Regional teachers ask the question, “How does this help students progress toward their goal?” so that students can answer the question, “How will this matter in my life?”

Engaging

   Gateway Regional High School engages the 21st century learner by encouraging choice, connection to student interests, and real-life problem solving. Instruction is delivered through a variety of formats, including collaborative and cooperative learning, student-driven independent choice,inquiry-based learning, and integration of technology. Teachers and students are encouraged to be hands-on, creative, and to uncover learning rather than just covering standards. As a result of rigorous, challenging, student-centered instruction, Gateway Regional students ask questions, participate in activities, and are motivated to learn.

These statements were collaboratively written by the GRHS faculty and staff in January 2017.

PD Purpose

The purpose of this document is to outline the professional development goals and practices for faculty, staff, and leadership of GRHS.

  • Pursuant of N.J.A.C. 6A:9C, GRHS Professional Development continuously serves educators’ professional learning and practice in support of positive learning outcomes for all New Jersey students and to support improved student achievement of the New Jersey Student Learning Standards (NJSLS).

Components of Professional Development

Pursuant of 6A:9C-3.2, high-quality professional development at GRHS consists of, but is not limited to,

  • Participation in the work of established collaborative teams of teachers, school leaders, and other administrative, instructional, and educational services staff members who commit to working together to accomplish common goals and who are engaged in a continuous cycle of professional improvement focused on:
  • Evaluating student learning needs through ongoing review of data on student performance; and
  • Defining a clear set of educator learning goals based on the rigorous analysis of data on student performance.
  • Professional learning shall incorporate coherent, sustained, and evidence-based strategies that improve educator effectiveness and student achievement, such as job-embedded coaching or other forms of assistance to support educators’ transfer of new knowledge and skills to their work.

Professional Learning Standards

Pursuant of 6A:9C-3.3 and guided by the Learning Forward Standards for Professional Learning, GRHS professional development that increases educator effectiveness and improves results for all students will be guided by the following standards;

  1. Learning communities: Occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment;
  2. Leadership: Requires skillful leaders who develop capacity, advocate, and create support systems for professional learning;
  3. Resources: Requires prioritizing, monitoring, and coordinating resources for educator learning;
  4. Data: Uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning;
  5. Learning designs: Integrates theories, research, and models of human learning to achieve its intended outcomes;
  6. Implementation: Applies research on change and sustains support for implementation of professional learning for long-term change; and
  7. Outcomes: Aligns its outcomes with educator performance and the NJSLS.

Professional development plans will align with the standards for professional learning in N.J.A.C. 6A:9C-3.3 and

the Professional Standards for Teachers and the Professional Standards for School Leaders in N.J.A.C. 6A:9-3.

Professional Learning Communities

Gateway Regional High School improves student learning through professional learning communities and collaboration. PLCs meet at least once per month but may meet more often, as determined by the PLC members and administrative team. GRHS administrative team commits to supporting PLCs through providing time for planning at least once per month after school and during most professional development days. For more details regarding the PLC process, please see the GRHS PLC Manual.

Personalized Professional Development

  • All GRHS teachers create a personalized professional development plan each year. Instructional Supervisors support teachers in the pursuit of individualized professional development goals.
  • New teachers, both to the profession and to GRHS, are supported in their transition to excellence here at Gateway. New teachers are invited to participate in a 2 day orientation prior to school beginning and meet monthly as a group or individually with the Director of Curriculum or Instructional Supervisor to receive personalized support.
  • All teachers have access to AtomicLearning.com. This site offers on-demand professional development for a wide range of topics. Teachers who complete courses in AtomicLearning.com are provided with certificates to document their learning.
  • Username: Gateway email address
  • Password: atomic
  • Committees meet monthly or every other month in order to work toward school improvement goals.
  • Committees operate using action research principles to make informed decisions regarding progress.
  • To sign up for a committee, please see Mr. Jeff Pierro, principal.
  • GRHS Instructional Supervisors serve as instructional coaches for assigned staff.
  • The purpose of instructional coaching is to provide individualized support for all teachers to achieve their professional development and student achievement goals.
  • GRHS Instructional Supervisors and teachers will mutually engage in coaching cycles, which consist of reviewing student learning goals, observation or data collection in relation to student learning goals, and feedback or reflection to refine practice.
  • The GRHS instructional coaching model is informed by the works of Jim Knight, Robyn Jackson, and Diane Sweeney.

External Professional Development Requests

Request to attend external professional development must be made following the protocol described in the Gateway Regional Faculty Handbook. Please see the handbook for additional details.

GRHS Meeting and PD Day Policy and Procedures

Per GREA Agreement, Article 9, Item G, Administrative meetings are devoted to the organization and operation of the school programs. Teachers are requested to reserve Monday (after school) for staff meetings. There shall be no more than 24 after-school meetings per year, with no more than 3 in any one month. The Administration shall provide as much advance notice of said meetings as far in advance as possible, but at least 2 weeks in advance of any such meeting, except in the case of an emergency. To the extent that meetings are known by early September, the Administration shall inform teachers of those dates at that time. (GREA Agreement, page 9).

  • In general, the 1st Monday of the month will be for Faculty Meetings.
  • In general, the 2nd Monday of the month will be for Departmental PLCs.
  • In general, the 3rd Monday of the month will be for Gateway Regional School Management Team Committee Meetings.
  • In general, the 4th Monday of the month will be for New teacher/Mentor meetings

The following list includes general schedules for meetings and professional development days. Schedules may vary depending on needs.  

  • Administrative Meetings
  • Mondays after school: 2:45-3:15
  • Full Day Professional Development Days
  • 7:30-8:30: Individual Productivity
  • 8:30-11:45: Professional Development
  • 11:45-1: Lunch on your own
  • 1-2:37: Department PLCs
  • ½ Day Professional Development Days
  • Students dismiss at 12:41. Staff lunch until 1:20.
  • 1:20-2:37: PLCs or Professional Development

GRHS Areas of Focus, 2017-2018

  • Students will be engaged and productive in the learning process, empowered to make choices regarding their learning, and able to effectively communicate their learning to peers.
  • The best interest of students remains the center of our focus; student data will drive decisions regarding teaching and learning.                         


2016-2017 Student Data Overview

State Snapshot, October 2016

ALL

7th

8th

9th

10th

11th

12th

Enrollment

Total # of Registered Students

947

175

158

163

147

149

155

# of Special Education Students

203

44

40

33

24

36

26

Demographic Info

AI: 1 / NH: 2

Asian: 16

Black: 53

Hispanic: 68

White: 787

Multi: 20

AI: 0 / NH: 0

Asian: 1

Black: 9

Hispanic: 15

White: 144

Multi: 6

AI: 0 / NH: 1

Asian: 4

Black: 4

Hispanic: 5

White: 141

Multi: 3

AI: 0 / NH: 0

Asian: 3

Black: 17

Hispanic: 15

White: 127

Multi: 1

AI: 1 / NH: 1

Asian: 2

Black: 5

Hispanic: 13

White: 125

Multi: 0

AI: 0 / NH: 0

Asian: 5

Black: 6

Hispanic: 14

White: 117

Multi: 7

AI: 0 / NH: 0

Asian: 1

Black: 12

Hispanic: 6

White: 133

Multi: 3

At-Risk

Average for Grade

71

11

7

13

11

16

13

Absenteeism <10%

135

17

27

27

17

24

23

At Risk in <1 area

185

25

30

34

26

37

33

Socioeconomic Status (SES)

% of Students Receiving Free Lunch

27%

30%

27%

26%

23%

32%

26%

% of Students Receiving Reduced Lunch

5%

3%

3%

6%

7%

6%

7%

Student Behavior

# of Discipline Referrals

6737

626

1114

893

1361

1228

1515

# of Detentions

2538

163

354

336

500

497

688

# of ISS/Suspensions Assigned

938

24

152

89

207

226

240

# of Late to School

8856

729

804

934

1195

2132

3062

# of Late to Class

7566

936

1195

1546

1254

1412

1223

2015-2016 Assessment Data Overview

PSAT, 2015-2016

5th Quintile

4th Quintile

3rd Quintile

2nd Quintile

1st Quintile

PSAT Total

520-719: 5%

720-919: 37%

920-1119: 41%

1120-1319: 16%

1320-1520: 2%

PSAT Reading/Writing

260-359: 8%

360-459: 36%

460-559: 37%

560-659: 17%

660-760: 2.5%

PSAT Math

260-359: 5%

360-459: 34%

460-559: 40%

560-659: 18%

660-760: 2.5%

PARCC, 2015-2016

Level 1

Level 2

Level 3

Level 4

Level 5

7th Grade ELA

13%

16%

23%

31%

18%

7th Grade Math

15%

22%

44%

18%

1%

8th Grade ELA

12%

19%

24%

35%

10%

Algrebra 1

19%

33%

24%

24%

N

9th Grade ELA

17%

17%

35%

27%

6%

Geometry

14%

48%

27%

11%

N

10th Grade ELA

27%

17%

23%

24%

10%

Algebra II

48%

31%

11%

10%

N

11th Grade ELA

20%

15%

29%

30%

7%

Science Testing, 2015-2016

Advanced Proficient

Proficient

Partially Proficient

NJASK Science Grade 8

19%

45%

36%

Biology

7%

28%

65%

2017-2018 PDP

Professional Learning Goals

No.

Goal

Identified

Group

Rationale/Sources of Evidence

1

Implement foundation of common instructional practices across all grade levels and content areas in order to facilitate student learning and engagement

These practices include:

  1. Framing the Lesson
  2. Teaching from the Powerzone
  3. Frequent, Small-Group Purposeful Talk
  4. Reinforcement
  5. Critical Writing

ALL

  • Instructional practices vary widely across grade levels and content areas, which may contribute to student discipline issues, consistency of expectations, etc.
  • GRHS is committed to providing excellent teachings in every classroom, every day.
  • The common instructional practices selected work in concert to improve instruction and create a system in which students can better know what is expected of them and perform to standard.

2

Structure and support professional learning communities to build teacher collaboration for student achievement

ALL

  • PLCs are well-established in research as best-practice for teacher collaboration toward increased student achievement
  • PLCs provide time and space for teachers to focus on the work at hand.
  • PLCs provide opportunity for teacher leadership and individualized professional learning.

3

 

 

Support teachers in creating and implementing high-quality Student Growth Objectives (SGOs).

 ALL

  • SGOs are a requirement of the new evaluation initiative for all teachers.
  • This goal aligns with the district’s priority of preparing all educators for the implementation of the AchieveNJ.
  • Staff scores on SGO quality using the NJDOE rubric indicated teachers need to improve their skills in this area (reported to the District Evaluation Advisory Committee (DEAC)).
  • Observational evidence indicates that current SGOs may not be meaningful to teachers as they plan student instruction.

4

Build teachers’ data literacy and capacity to make data driven decisions regarding instruction

ALL

  • Across multiple exams, students are not performing to their fullest potential.
  • Observational evidence indicates that analysis of data from benchmarks, formative, and summative assessments is not making a significant impact on the way teachers instruct students.

5

Continue to provide professional

development in the mandated areas.

ALL

  • Bullying training
  • Suicide Prevention training
  • Right to Know for teachers/staff interacting with substances
  • CPR training as needed
  • Blood borne Pathogens as required by law                                
  • Legal training for all administrators as required by law                        

6

Build the capacity of teachers to address the needs of a growing population of economically disadvantaged students

ALL

  • The percentage of economically disadvantaged continues to grow. The district is currently at 32%.
  • A review of data found that the district’s dropout rate has grown. A review of students found a large portion to be white, economically disadvantaged and male.

7

Provide teachers with skills to effectively integrate technology to meet personalized student learning needs

ALL

  • From February - May 2017, during informal walkthroughs it was noted that Chromebooks were in use in >50% of observations.

8

Build new teachers basic knowledge of teaching practices, classroom

management, and learning.

New

Teachers

  • New teachers need support in several areas of classroom management, instructional practices and learning the culture.
  • It is mandated that all new teachers are provided with additional supports.

9

Build capacity of administration to support teachers in collaboration and common instructional practices

Admin

  • The administrative team supports teachers in the pursuit of excellence.
  • The administrative team will work to develop techniques to provide meaningful feedback to teachers, coaching for student success, and the ability to model desired instructional practices.

10

Build the capacity of I&RS team to meet the academic, behavioral, social, and health needs of students experiencing difficulties

I&RS Team

  • The I&RS team serves students experiencing difficulties in academic, behavioral, health, or social situations and supports teachers in doing the same.
  • The growing needs of our students and the increasing complexity of accountability measurements require schools to focus efforts to provide resources and services to the most in need.

Professional Development Activities

No.

Initial Activities

Follow-Up Activities

1

 Fundamental Five 

  • Provide all staff members with a copy of The Fundamental Five at the end of the 16-17 school year.
  • Include choice-driven professional learning related to the 5 core instructional practices during in-service days in September.
  • Monitor implementation during informal walkthroughs conducted by administration and provide feedback to departments.
  •  Support teachers in the implementation of the 5 core instructional practices through modeling, feedback, coaching.
  • Highlight best practices and success stories during PLCs, faculty meetings, staff newsletter, etc.
  • Anticipate full implementation by November 1, 2017.

2

 

 

 PLCs 

  • Train volunteer PLC facilitators (teachers) in August 2017 regarding their roles, PLC procedures, expectations.
  • Provide time for PLCs to meet during first inservice day and review procedures, begin goal setting process, etc.         
  • Provide common planning time during the school day for core content area teachers for PLCs to meet.
  • Provide monthly after-school time for all PLCs to meet.
  • Administrators will support PLC meetings and provide coaching and feedback to PLC members and facilitators.

3

 SGOs

  • Refresher training in early September for all staff as required
  • Individual follow up with new teachers or those needing additional assistance early in the year
  • Goals will be set by October deadline.
  •  Interim check-ins on progress toward SGOs will be made during PLC time
  • Supervisors will support teachers in working toward SGOs.

4

Data Literacy 

  • Director of Curriculum and Supervisors will meet with PLCs in September to review PARCC/other data trends and provide protocols for data analysis.
  • All teachers will be trained to use EdConnect to for assessments and as a data analysis tool.
  • PLCs will evaluate student data in relation to established PLC goals with support from supervisor, administration.
  • Administration will review data in bimonthly administrative meetings to develop data literacy skills so that we can provide support to teachers.

5

Mandated PD

  • All faculty and staff will be provided with access to the Global Compliance Network (GCN) in summer of 2017 to begin mandated trainings.
  • Administrators will monitor completion of mandated training.         
  • Follow up training will be provided as necessary to faculty and staff.

6

At-Risk and Economically Disadvantaged Learners

  • September professional development will focus on understanding the needs of at-risk and disadvantaged students and their families through an immersive simulation.
  • Teachers will be assigned a 3 hour course on “Supporting Diverse Learners” through Hoonuit (formerly AtomicLearning.com) to extend their learning, to be completed by November 1, 2017.
  • PLCs will discuss how teachers can best support struggling, at-risk, and economically disadvantaged students throughout the year.
  • Administrators will track performance of targeted students and provide feedback to teachers and PLCs regarding the progress of students toward goals.
  • I&RS team will provide strategies to teachers to support identified students in the I&RS process.

7

Technology Integration

  • Technology integration training will be the focus of an early September professional development day and provide teachers with choices of topics including
  • GoGuardian and classroom management
  • Google Classroom and apps
  • Acellus Learning for blended courses
  • Hoonuit (formerly Atomic Learning) for teachers, parents, and students
  • Administrators will model the use of technology in professional development sessions, through a faculty Google classroom, and in coaching teachers.
  • Professional development sessions will allow for technology specific choice sessions throughout the year.
  • Teachers will have on-demand access to Hoonuit to support personalized professional development, including technology integration.

8

New Teachers

  • New teacher orientation will be held in August 2017 for all newly hired teachers and aides.
  • Monthly follow up meetings and coaching conversations will be held throughout the year to support new teachers.

9

Administration

  • Summer-Fall Book Study of “Bold Moves for Schools” to guide conversations about practices and goals for the school.
  • Participating in strategic planning sessions with the board and community in the fall of 2017.  
  • Bimonthly administrative meetings will include a discussion of current issues, data trends, observations, and leadership growth.
  • Administrators will attend regional and state professional development throughout the year in support of school goals and to meet mandates and report back their learning at bi-monthly administrative meetings.

10

I&RS

  • July 25, 2017: FEA will provide specialized I&RS training for core team members at Gateway Regional High School.
  • I&RS core team members will create a short training to be delivered at a faculty meeting regarding GRHS practices and services for students in need in the fall.
  • I&RS core team members will create a short follow-up presentation to be delivered at a faculty meeting regarding progress and services in the spring.

Essential Resources

No.

Resources

Other Implementation Considerations

1

 Fundamental Five

  • Copies of book, purchased through Title IIA funds
  • Mail copies to new teachers hired over the summer
  • Incorporate into walkthrough forms for 2017-2018
  • Implementation deadline, November 1, 2017

2

 

 

 PLCs

  • PLC Handbook
  • Training for facilitators in August
  • Common Planning time for Core Contents
  •  Stipend position for 2018-2019?

3

 SGOs

  • September training - Jeff
  • AchieveNJ materials, tracking sheet
  • Training for PLCs, facilitators in September
  •  Interim check-ins toward progress

4

Data Literacy

  • How will we model the use of data for teachers?

5

Mandated PD

  • Global Compliance Network

6

At-Risk and Economically Disadvantaged Learners

  • Materials to Run
  • Hoonuit (AtomicLearning.com)
  • Use data available mid-August to develop individual student profiles for at-risk students to keep on radar and track progress
  • Leverage committees to support efforts

7

Technology Integration

  • Hoonuit (AtomicLearning.com)
  • GoGuardian - Training
  • Acellus - Training
  • Which teachers can we invite throughout the year to spotlight their technology use?
  • Leverage committees to support efforts

8

New Teachers

  • Materials for new teacher training         
  • How can we be sure that follow up sessions are useful and timely?

9

Administration

  • Copies of Bold Moves for School - PD budget
  • Adequate time for meeting
  • Meeting protocols to maintain focus

10

I&RS

  • PD budget for training, materials
  • Time built in to schedule for meetings
  • Time built in to committee structure to allow for team maintenance
  • Leverage committees to support efforts

Progress Summary

No.

Notes on Plan Implementation

Notes on Goal Attainment

1

 Fundamental Five

  • All staff provided with book over summer of 2017.
  • Opening week PD included choice sessions related to topics.
  • September PD included open lab for teachers to discuss, ask questions, and receive feedback.
  • Informal observation tool includes F5 look-fors, reviewed monthly at administrative meetings. This data is provided to PLCs without teacher names attached.

 

2

 

 

 PLCs

  • PLC facilitators were trained in August.
  • PLC meetings began the first week of school.
  • By the end of September, PLCs established student-centered goals to focus their work.

 

3

 SGOs

 

4

Data Literacy

  • Teachers were provided with personalized data sets in small group PLC settings in September. Initial conversations regarding how and why we analyze data were tailored to connecting data practices with data about students currently in their classrooms.

5

Mandated PD

  • Mandates PD was delivered for the 3rd year through the GCN platform. 10/1 was the due date for all staff to complete the trainings.

6

At-Risk and Economically Disadvantaged Learners

  • September’s PD plans were altered to reduce teacher stress and allow for additional independent productivity time. Simulation was eliminated.
  • Instead, teachers were provided with a custom Hoonuit course about the needs of diverse learners which included Gateway specific information. Teachers can complete this course on their own time between 9/26 and 1/30 to earn independent productivity time during a spring PD day. Teachers who opt not to participate will receive training on diverse needs of learners in the spring.

7

Technology Integration

8

New Teachers

9

Administration

10

I&RS


2017-2018 Professional Development Calendar

August

  • 8/21 and 8/22: New Staff Orientation
  • 8/22, 12:30-3:30: PLC Facilitation, Option 1
  • 8/30, 9:30-12:30; PLC Facilitation, Option 2

January

  • 1/ 8: Faculty Meeting after school
  • 1/12: PD Day: Data Driven Instructional Decisions
  • 45 minutes - SpEd IEP Review
  • 1/22: Departmental PLCs after school
  • 1/29: Committee Meetings and New Teacher after school

September

  • 9/5: PD Day: All In for 2017-2018!
  • 9/6: ½ Day: Common Instructional Practices
  • 9/7: ½ Day: Technology Thursday
  • 9/8: ½ Day:McRel/SGOs Refresher
  • 9/11: Departmental PLCs after school
  • 9/18:  Committee Meetings after school
  • 9/25: PD Day: Meeting Diverse Student Needs
  • 9/25: New Teacher meeting after school

February

  • 2/ 5: Departmental PLCs after school
  • 2/12: Committee Meetings after school
  • 2/15: PD Day: TBD (9-11am, Suicide Prevention)
  • 2/26:  New Teacher meeting after school

March

  • 3/ 5: Faculty Meeting after school
  • 3/12: PD Day: PARCC Training; TBD
  • 3/19: Committee Meetings after school
  • 3/26: New Teacher meeting after school

October

  • 10/2: Faculty Meeting after school
  • 10/16: Departmental PLCs after school
  • 10/23: Committee Meetings and New Teacher after school

April

  • 4/9: Faculty Meeting after school
  • After PARCC - 3 ½ Days TBD
  • 4/23: New Teacher meeting after school

November

  • 11/6: Faculty Meeting after school
  • 11/8: PD Day: Whole Gateway Group
  • 11/13: Departmental PLCs after school
  • 11/20: Committee Meetings after school
  • 11/27: New Teacher meeting after school

May

  • 5/7: Faculty Meeting after school - Bio training?
  • 5/11: PD Day: Independent Productivity Buy Back
  • 5/14: Departmental PLCs after school
  • 5/21: Committee Meetings after school
  • 5/29: New Teacher meeting after school

December

  • 12/4: Faculty Meeting after school
  • 12/8: ½ Day: Gateway to Careers; Departmental PLCs

June

  • 6/18: ½ Day: Preparing for 2018-2019
  • 6/19: ½ Day: Preparing for 2018-2019
  • 6/20: ½ Day: Individual Productivity
  • 6/21: ½ Day: Individual Productivity