Professional Development Plan

Whitehall Elementary Professional Development Plan

This plan developed by:

Kurtis Koenig, Principal

Britta Oliverson, Intervention Specialist

Michelle Johnson, Kindergarten Teacher

Megan Schilling, 2^nd Grade Teacher

Casey McLean, 3^rd Grade Teacher

Krystin Slater, 5^th Grade Teacher

A brief description:

At Whitehall Elementary we strive to grow, learn and improve a little bit every day. Additionally, throughout the year it is imperative that we frequently take large steps to continuously improve our effectiveness as instructors of young students. We address these large steps through Professional Development opportunities.

On six Fridays throughout the school year we allocate time for staff development. The instructional opportunities vary in content depending on the assessed needs of the school.

At Whitehall Elementary School we have a School Leadership Team which is composed of five teachers. Representing the K-2 is Michelle Johnson and Megan Schilling. Representing the 3-5 is Krystin Slater and Casey McLean. Representing our Tier 3 intervention needs is Britta Oliverson. This team meets the first Tuesday of every month, and at these meetings we select our quarterly, semester, and year-long goals. We then develop action plans to achieve these goals. Part of these action plans is the professional development that the team needs to accomplish those goals.

This Professional Development Plan Address all Components in 10.55.714(1)(1-n)

The Whitehall Elementary Professional Development Plan:

(a) shall be aligned with the district graduate profile and educational goals outlined in the district-integrated strategic action plan described in ARM 10.55.60

For reference, the Portrait of a Graduate synopsis is included here:

(b) shall be provided to address safety, well-being, and mental health of students and staff
(c) focuses on teachers as central to student learning and includes all other members of the school community
(d) focuses on individual, collegial, and organizational learning, reflection, and growth
(e) respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community by incorporating active learning and adult learning theory
(f) reflects research and demonstrates models of effective practice in teaching, learning, and leadership
(g) enables teachers to develop further experience in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards;
(h) offers opportunities for feedback and reflection
(i) is ongoing and sustained
(j) is planned collaboratively by those who will participate in and facilitate that development
(k) requires substantial time, other resources, and where practical provides coaching and expert support
(l) is job-embedded to encourage teachers to meet, share, collaborate, and grow their practice
(m) is driven by a coherent long-term plan
(n) is evaluated on the impact of professional development on teacher effectiveness and student learning, and the results of this assessment guides subsequent profession

Goals for Professional Development in Whitehall Elementary

The primary impetus for any goals we set is student data. We utilize several benchmark and progress-monitoring assessments throughout the year and at varied frequencies to determine where our students are currently achieving academically. These data inform the School Leadership Team about areas where we want to see improvement.

Data-Driven Goals

For the 2024-25 school year, improved writing across the curriculum is a stated strategic goal.

Professional Development: Writing Curriculum Map

Narrative: The first of two sessions was held on Nov 8, 2024. The second will occur on January 17, 2025. In these PD sessions, the entire instructional staff, including paraprofessionals, have and will continue to participate in designing a curriculum map aligned to state writing standards. The teachers work collaboratively across grade levels to ensure that they are preparing students adequately for the next grade level. The staff identifies “power standards” which are explicitly taught multiple times and embedded standards which are addressed and taught but not necessarily the prime focus of their writing instruction plans. The objective is to prepare students for the rigors of writing in the middle school and the curriculum map is built from that point down through the grades. Additionally, the curriculum materials used for each grade level are identified and thoroughly vetted to ensure maximum achievement of standards.

This is a collaborative effort where all teachers will reflect on their own teaching practices and essentially work together to build a strong writing instruction pathway from Kindergarten through fifth grade. After the January PD session, we will evaluate if we need additional support. We will address those needs at that time.

To further cement our understanding, the staff is reading the book The Writing Revolution by Yolanda Westerberg. This is functioning as the base of our curriculum mapping approaches. This PD will be revisited on March 14. If necessary, it will continue into April 11.

This PD meets the requirements for components a, c, d, g, h, I, j, k, l, m, n.

An ongoing instructional goal is to improve our reading instruction. The goal to have every teacher trained in the Science of Reading began in 2022-23 and continues into this year.

Professional Development: Science of Reading by Carrie Cole

Narrative: This twelve-part, 24-hour professional development takes a deep dive into the science of teaching reading. The training was conducted by Carrie Cole through Side-by-Side STRIVE. The first installment of this program occurred in the fall of 2022. Last February through April, was the second installment. As of the 2024-25 school year, 85% of our teachers, 50% of the paraprofessionals and the principal have been through this extensive training. Teachers learned the cutting-edge instructional practices for teaching reading in the classroom. The data-driven goal to increase performance in reading and usage will continue until 100% of the teachers and paraprofessionals have completed the training. The next available date for this training has not been set. Once it is, we will continue to build up this facet of our instructional practices.

This PD meets the requirements for components a, c, f, g, I, m, n.

Student and Staff-Driven Goals

In the 2023-24 school year the teachers have noted an increase in behavioral concerns on the playground. Some of those behavioral concerns derive from or lead to safety concerns while students are at play. It became a goal of the leadership team to make sure that all staff was aware of all rules and safety guidelines as well as the proper protocols to monitor, consequence, or refer students.

Professional Development: Recess Behavior Review

Narrative: This professional Development occurred on November 17. It will be a Townhall format. In this collaborative meeting the teachers reviewed our protocols and procedures for teaching, re-teaching, and enforcing behavioral and safety expectations on the playground. We use “Kelso’s Choices” at Whitehall Elementary which is a conflict de-escalation program that teaches students to talk through small problems before they become big problems. At this PD session we made sure that all teachers and paraprofessionals knew and understood how to teach students to use Kelso’s Choices on the playground. The staff then reviewed the protocols for response to and consequences for behavioral or safety and/or behavioral infractions on the playground. This included a refresher on how to properly submit a behavioral referral. This training lasted 3 hours. This area will be revisited yearly.

This PD meets the requirements for components a, b, c, d, e, h, I, j, k, l,

In the special education setting, we have several students with significant needs. In order to provide access to learning as well as behavioral supports to our more needy students, it became necessary to provide training to our resource room paraprofessionals and special education teacher.

Professional Development: STAR Program Training

Narrative: This training involved our paraprofessional staff and Special Ed teachers. Attendees were instructed in the use of this evidence-base program to help students with special needs with maintaining a positive mental health status while receiving instruction. The training took place on November 17 and lasted 3 hours. This PD will be refreshed yearly.

This PD meets the requirements for components a, b, c, d, e, f, g, I, k, n

Professional Development: Behavioral and Educational Practices for Students with Mental Health Disabilities

Narrative: This PD took place on June 11, 2024. The 6-hour training provided guidance on developing fair behavior intervention plans as well as empathetic, flexible, practical, and effective strategies for preventing inappropriate behavior from the start in the classroom and dealing with it once it is already happening. This training was attended by our special education department.

This PD meets the requirements for components a, b, c, f, k, n

Professional Development: Working with non-verbal students

Narrative: In-house Speech Therapist Jari Wock will deliver an instructional presentation in conjunction with other speech professionals from the Prickly Pear Cooperative. In this PD the staff will learn strategies and techniques to work with students who struggle with the ability to communicate their wants and needs. Additionally, the teachers will receive training on how to ascertain the level of retention for students receiving instruction. This PD will last 2 hours. The leadership team will evaluate its efficacy and determine if it is needs to be revisited in the future.

This PD meets the requirements for components a, b, c, d, g, h, I, n

Following the writing curriculum map, the teachers have expressed a desire, and the School Leadership Team concurs that a math curriculum map is necessary.

Professional Development: Math Curriculum Map

Narrative: Following on the coattails of the Writing Curriculum MAP, our next objective is to construct a Math Curriculum Map. This will be done in very much the same way and following the same process of the Writing Map. Our goal is to have our first work session on April 11. This will only occur if the Writing Map is completely done. Teachers will meet with the grade level above and below their own. The staff identifies “power standards” which are explicitly taught multiple times and embedded standards which are addressed and taught but not necessarily the prime focus of their writing instruction plans. The objective is to prepare students for the rigors of the math classes in the middle school and the curriculum map is built from that point down through the grades. Additionally, the curriculum materials used for each grade level are identified and thoroughly vetted to ensure maximum achievement of standards.

This PD meets the requirements for components a, c, d, g, h, I, j, k, l, m, n.

Safety-Driven Goals

A prime directive of Whitehall Schools is to provide a safe environment for staff and students.

Professional Development: CPR and AED training for all staff

Narrative: This PD took place on November 18, 2024. All staff was required to attend this 6-hour training wherein they earned a CPR and AED certification. Staff located each AED on campus and familiarized themselves on how to access them. The staff was also instructed in the use of Naloxone in the event that the use of the recovery drug was needed. This training was conducted by certified trainers in cooperation with our school nurse. It will be repeated as necessary to ensure all staff is current on their certification.

This PD meets the requirements for components a, b, d, e, g, h, I, j, k, m,

Professional Development: Intruder Training

Narrative: This PD took place on August 17, 2023. All staff was required to attend this 6-hour training. Local Sheriff’s deputies provided classroom-based instruction on how to handle intruders. Each staff member was also instructed in hands-on disarming techniques. Finally, the Deputies created live scenarios of various types of intruders. The staff learned when and how to flee, run, hide, and/or fight. Principals reviewed the safety and emergency handbook and reviewed protocols with each teacher. This training will be revisited on a three-year cycle.

This PD meets the requirements for components a, b, d, e, g, h, I, j, k, m,

Environment-Driven Goals

We recognize that our digital world continues to grow and evolve. In the era of emerging artificial intelligence, social media, and digital networking, our students will need to be prepared to function in a world that looks different today than it did 10 or even 5 years ago. How the digital world impacts, influences, and alters the academic world must be constantly and professionally explored and addressed.

Professional Development: AI, its impact, uses, and detriments in the classroom.

Narrative: This is an ongoing professional development conducted by our in-house IT person Colton Anderson. The first iteration of the training occurred on October 11. For two hours the teachers and administrator learned about ways in which AI can be an enormous advantage as a learning or teaching tool. Additionally, the staff learned about how AI can be used in a negative way. The focus of the PD was to impart the important truth that artificial intelligence is here and it will only grow in its impact and efficacy. We must prepare our students how to use it properly, safely, and in a manner where learning occurs with it, not in spite of it or instead of it. The second iteration occurred on November 17 for 90 minutes. There will be a third (and likely more on a yearly basis) on January 17.

This PD meets the requirements of components a, b, c, d, e, f, g, h, I, j, k, l, m, n.