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Closing the Achievement Gap and Educating all Children to High Standards - Ensuring Staff Expertise

In order to ensure staff expertise, we will:

    • recruit, hire, and develop the capabilities of staff committed to teaching and learning
    • achieve common goals linked to the purpose of learning for every children by utilizing professional learning communities (PLCs)
    • use comprehensive, prescriptive, and relevant professional development.
    • improve the quality of professional development and maintain high expectations for staff

Teaching Staff

Use Professional Learning Communities to Improve Staff learning

Learn more about Professional Learning Communities >>

Ongoing Efforts

    • Providing support to PLCs around interpreting and acting on student data
    • Providing professional development on evidence-based SLC and PLC strategies to teams at each of the program schools

Mentor New Teachers

Learn more about the Mentor Program for Teachers >>

Ongoing Efforts

    • Providing all new teachers a mentor through a collaborative program with APS, ATF, and UNM
    • Identifying and providing training to mentor teachers

Mentor Current Teachers

Learn more about Peer Assistance Reviews >>

Ongoing Efforts

    • Providing Peer Assistance and Review Program (PAR) to teachers through a district-union collaboration

Train Teachers and Teacher Leaders

Ongoing Efforts

    • Develop training for special education staff on Self-Determination and student led IEPs with a focus on supervised work experience, 18-22 transition programs and post-secondary information

Immediate Action Steps

    • 2.8:  Train staff to recognize, respect and use student identity and background to create an optimal student learning environment through a district-wide Cultural Proficiency Model.
    • 2.9: Train all teachers in the area of Autism and understanding behaviors of autistic children.
    • 5.2: Provide professional development for principals, teachers and Special Education teachers in schools with high numbers of Special Education referrals; professional development on interventions and length of time required for success before referral to SAT
    • 5.3: Continued support and professional development for SAT chairs and Special Education head teachers and principals

Use an Instructional Coach Model to Train Teachers

Learn more about Instructional Coaches >>

Ongoing Efforts

    • Providing embedded professional learning to teachers at every school through Instructional Coaches (IC)
    • Hiring and training (with a train-the-trainer model) ICs for every elementary and middle school.
    • Developing strategies to share ICs based on content expertise
    • Providing ICs with professional development around use and implementation of culturally relevant instructional materials and strategies

Provide all Children with Highly Qualified Teachers

Ongoing Efforts

    • Identifying all teachers not meeting highly qualified teacher requirements within 40 days of the beginning of school
    • Ensuring that all teachers meet highly qualified teacher requirements or have an individual plan to do so in place within 60 days of the beginning of school

Immediate Action Steps

    • 1.17: Hire, place and retain highly qualified instructional staff.

Administrative School Site Staff

Support Data Driven Decision Making

Ongoing Efforts

    • Supporting and training principals and key support staff to use a data dialog model
    • Providing all schools with Data Retreats based on their level of data analysis

Train School Site Administrative and Support Staff

Ongoing Efforts

    • Ensuring principals are knowledgeable and know how to use the Peer Assistance and Review (PAR) program
    • Designing and delivering principal professional development for K-3 CCSS
    • Providing counselors with monthly professional development
    • Providing opportunities for counselors to review student data and set program goals that align with the district goals

Immediate Action Steps

    • 4.3: Provide professional development for all principals on the guidelines associated with Bilingual and Dual Language programs and schools’ responsibility to support these children.
    • 5.2: Provide professional development for principals, teachers and Special Education teachers in schools with high numbers of Special Education referrals; professional development on interventions and length of time required for success before referral to SAT.
    • 5.3: Continued support and professional development for SAT chairs and Special Education head teachers and principals.

All District Staff

Improve District-level Capacity

Ongoing Efforts

    • Providing teachers, school administrators and district staff with clearly defined pathways for professional growth and career advancement
    • Supporting data driven decision making at all levels of the organization.
    • Offering classes, courses, and workshops to build skills and knowledge.
    • Building capacity at the district level to support transition to CCSS; creating an expert team of CCSS support staff.
    • Implementing a cohesive training and support system that utilizes instructional departments in a systematic approach of delivery support and training.

Support Staff-driven Continuous Learning

Ongoing Efforts

    • Providing tuition reimbursement for teachers and administrators
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