Evidence: 3.

11 Professional Learning at Hainerberg Elementary School Professional learning occurs through a wide variety of learning designs at Hainerberg Elementary School. Learning experiences may include and are not limited to: workshops, involvement in planning and developing curriculum, study groups, examining student work, instructional coaching, and professional learning communities. At Hainerberg ES all goals for professional learning include aligning professional development with student learning and applying the learning and new content in the classroom. The HES Action Plan and the CSI Goals and Strategies help determine the overall school plan. A driving force for each faculty member is the yearly professional growth plan (PGP) that is developed individually by each teacher and shared with administration. These PGPs give faculty a framework to use for determining unique needs. Professional Development Opportunities: 1. Professional Growth Plans (PGPs): A PGP is developed yearly by faculty to focus personal learning goals. Faculty members share the initial PGPs at the start of the year and share progress later in the school year with administration. Administration can provide additional guidance and resources for individual faculty through this process. 2. Weekly Common Planning Meetings at all grade levels: These collaborative sessions bring teachers at grade levels to develop collaborative instruction, examination and analysis of student data, and improving specific content area skills such as technology. 3. Tuesday afternoon meetings: Various activities take place on a regular basis on Tuesday afternoon throughout the school year. a. 1st Tuesday: Dedicated to a full faculty meeting where specific, short-term trainings can occur as well as full group discussions. b. 2nd Tuesday: The Leadership Team meets to complete action planning and discuss further steps for grade levels, specialists, and school improvement committees. c. 3rd Tuesday: Standards committees meet to develop and carry out actions that impact the entire school with a focus on the CSI school goals, strategies, and AdvancED standards. d. 4th Tuesday: Dedicated to individual and small group CSI Learning Communities. The key aspect of the 4th Tuesday is that these afternoons are spent in collaborative efforts with a minimum of a two person partnership. Several Tuesday afternoons sessions are designed for graduate credits (Caf and Making Math Thinking Visible in the Elementary Classroom). These Tuesdays have been self-directed by faculty and have allowed vertical and horizontal articulation to occur in a way that allows participants to drive the opportunities to meet their own professional growth needs. 4. CSI Days: These staff development days are held typically 2-3 times during the school year. These days are dedicated to providing opportunities for choice sessions, data review, committee and grade level work, and whole group training.

5. ISSP (Instructional Student Support Personnel/ Math and Literacy Coaches: We are fortunate to have four ISSPs at Hainerberg Elementary School. These educators have multifaceted roles and are critical to professional development. The ISSPs or coaches work with teachers during co-teaching sessions, mentor and assist in the development of enhanced teaching strategies, develop grade level strategies and are critical in the analysis of student data. Teachers engage in collaborative, student centered coaching in which teacher and coach use data, student needs, and teacher needs/interest to set goals and collaboratively plan for co-teaching in a choice of models: tag team, parallel, teacher/assistant, and integrated coteaching. ISSPs complete training for new teachers to DoDDS for curriculum materials and for teachers who are changing grade levels. 6. Grade Level Book Studies/Professional Development: Individual grade levels have taken on many growth opportunities at HES depending on the needs of the grade. Specific learning opportunities have including incorporation of 6+1 Traits, Daily 5, centers, and Math Caf. Grade levels have completed numerous trainings in the areas of curriculum adoption and assessments. 7. Friday Focus and Daily Bulletin: Each daily bulletin has a small segment from educational literature for faculty to quickly read and reflect on during daily work. The Friday Focus provided by the principal is based on educational research and provides a common source of insight into educational research and best practices. 8. DoDDS Area and District ISS Resources: The DoDDS Area and District ISS (Instructional Support Specialist) resources have been a vital component of the professional development process at Hainerberg Elementary School. These individuals have provided training and support across a wide variety of areas of need and can be contacted at any time to meet school needs. Examples of DoDDS Area and District ISS support of the this year and past years includes but is not limited to: a. b. c. d. e. New Curriculum Training (ELA, Math, Social Studies) Assessment Training (Benchmark Assessment System-BAS) Leadership Training (Monthly Coaches Meetings) Data Analysis and Interpretation Instructional Strategy support (6 +1 Training, Technology Training, Math Communication, Differentiated Instruction, Graphic Organizer, Technology Tools) f. Leadership Team Support (External Review support) g. Administrator Support and Training h. Educational Technologist and Information Specialist Training i. Curricular Map Development j. FLES/Immersion Programming k. Autism Training and Positive Behavioral Support/Paraprofessional Training l. Integrated Science and Social Studies

9. Weekly Special Education (CORE) Meetings: The entire Special Education faculty meets weekly for discussion of issues related to special education and concerns regarding individual students. This opportunity to meet together provides insights across grade levels and gives faculty an opportunity to collaborate with other members of the special education team. These educators are typically spread across the school and would not have regular opportunities for cohesive collaboration without the weekly CORE meetings. 10. Analyze Data to Improve Student Achievement: In the last three years our staff has focused on job-embedded professional learning to improve our skills in using data to inform our decisions about instruction and more effectively assess student achievement. Our goals have been to: Examine grade level data to establish collaborative goals to support all students Examine individual class data and create a plan to monitor goals and student achievement Increase knowledge and use of formal and informal assessments to monitor student achievement o Learn to use the SMART Response system in grades 3-5 for math assessment o Learn to use exemplar rubric assessment and focus on students setting individual learning goals based on Exemplar Rubric (3-5) Create school and grade level assessment calendars Examine school wide data on CSI Days Revise writing assessment, rubric, and anchor papers to closely align with the current CSI school wide goals for responding to an analyzing text. Eachgrade level determines prompts and texts appropriate for grade level Use anchor papers to strengthen inter-rater reliability in scoring writing assessment Develop a protocol process for local assessments

Needs Assessment for Professional Development Planning: Input has been gathered through staff surveys, exit slips, committee meeting input and action planning, CP meetings, and through the SelfAssessment process for continuing and future professional development needs. DoDDS district resources have been major resources for meeting faculty needs. Next Steps SY 2014-2015: Address unique training needs of large group specialists and special education faculty Continued development of 4th Tuesday Learning Communities to allow for flexible short term (3 month) sessions and to allow for increased offerings of graduate credit courses Address the training needs of special education and kindergarten paraprofessionals Enhance tracking of professional development and develop a Professional Development website to provide a clearinghouse for PD materials and opportunities both internally and external to the school Continue to develop peer mentorship and peer observation/collaboration models for growth Explore opportunities for cooperative PD partnerships with other Wiesbaden Community Schools (Wiesbaden HS, Wiesbaden MS, and Aukamm Elementary School).