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Title II FY18 Professional Development Plan

 

A Federal Program Advisory Committee was held in the Spring of 2017 to develop the following Federal Programs Plan for 2017-2018 school year. Title I Title II Title III School Improvement. Attendees, school and position Craig Sosebee - Central Office-Federal Programs Administrator Janet Lake- Central Office-Federal Programs Bookkeeper Cindy Williams- Central Office-Federal Programs Administrative Assistant Leigh Rogers- Cleveland Elementary-Teacher Ruth Smith- Hayden Primary-Media Specialist Jason Winningham- Hayden Middle-Teacher/CounselorCarnell Spradlin-Susan Moore Elementary- Assistant Principal Trisha Bodine- Susan Moore High-Teacher Becky Brothers-McGowan-Central Office-Special Education Coordinator Jodie Jacobs- Central Office-Elementary Curriculum Coordinator Barbara Robertson-Central Office- School Nurse Supervisor Denise Lybrand- Cleveland Elementary-EL Consulting Teacher Beth Thompson-Resource Center- School Improvement Specialist Kelly Miller-Susan Moore High- Media Specialist Mary Grace Hicks- Resource Center-Literacy Coach Meagan Holt- Resource Center-Math Coach Kay Hollingsworth-Central Office-Special Education Secretary Sherry Armstrong- Central Office- CNP Director Daniel Smith- Central Office- Assistant Superintendent.

Due to the changes in the State Report Card-Program Review,it was decided to combine the two meetings to include one parent from each school represented and one principal. A Federal Programs Parent Advisory Council was held in the Spring of 2017 to review the Federal Program Plans and the Parent and Family Engagement Policy Attendees, school/association and position. Julie Fortenberry- Cleveland Elementary- Parent Joseph Whited- Cleveland Elementary-Principal Amy Williamson-Locust Fork Elementary-Principal Mary Grace Hicks-Resource Center- Literacy Coach Beth Thompson-Resource Center-School Improvement Specialist Bridgette Murphree-Susan Moore Elementary- Principal Kim Bontrager-Susan Moore Elementary-Parent Ashley Dutton-Locust Fork Elementary-Parent Lana mcAlpin-Blountsville Elementary-Parent Shannon Lakey-Blountsville Elementary-Principal Kim Harbison-Hayden Primary-Principal Caroline Culwell-Hayden Primary and Elementary-Parent Suzette Johnson-Hayden Middle-Principal Jodie Jacobs-Central Office-Elementary Curriculum Coordinator Shawn Marsh-Hayden Elementary-Principal Cindy Williams-Central Office, Craig Sosebee-Central Office-Federal Programs Coordinator

1. Describe the activities to be carried out by the local educational agency under this section and how these activities will be aligned with challenging State academic standards. 2102(b)(2)(A) Blount County District Professional development will not be limited to attending a workshop or participating in a seminar with a visiting expert. Professional development will consistently be an ongoing process that involves sustainable improvement in student learning and instructional practices. This requires evaluation of student performance and teacher self- assessment, identifying possible courses of action, testing new approaches, assessing results and then beginning the process anew. Instructional support staff in the District will support building principals to implement PD on an on-going basis based on the school’s needs assessment and Continuous Improvement Plan. Professional development offered will be certain that all educators have the best possible skills, content knowledge, and preparation for teaching. The needs of learners in the twenty-first century demand innovative, progressive, and cutting-edge instruction. As such, the quality of our professional development programs is influenced by a variety of factors. The National Staff Development Council recognizes these variables as the essential standards for professional development in education. Three core areas of ensuring high quality instruction for all students: Best Practices Strategies- 1. Recruiting, hiring, and retaining effective teachers

2. Class Size Reduction- Blount County Schools recognizes the importance of providing smaller class sizes in the elementary grade span in an effort to reduce the teacher-student ratio and has identified this as one of the priorities of our Title II program. Four teachers are being funded for class size reduction the schools listed below. Applachian Hayden Primary Southeastern Susan Moore Elementary 3. Core Instructional Strategies - The Blount County School System believes that all core instruction can improve. This will be the second year we will be implementing the Educator Effectiveness Model that will provide teachers with expectations for evidence-based best practices and training. This is crucial to our system needs as it was revealed by our last AdvancED accreditation report that we did not have a systematic way to define and train best practices. Professional Development activities may take many forms in the district and will be funded through Title funds and local funds. Conferences and trainings will offer many opportunities for professional growth for administration, teachers and paraprofessionals.

The Blount County District Improvement Team (DIT) conducts a needs assessment each year to guide the professional development needs for the district. This committee consists of: Superintendent-Rodney Green Assistant Superintendent -Dr. Stoney Beavers Assistant Superintendent-Daniel Smith Federal Programs Coordinator-Craig Sosebee Assessment Coordinator-Steve Latta Technology Coordinator-Brian Narrell Federal Programs Administrative Assistant-Cindy Williams Special Education Coordinator-Becky Brothers-McGown Technology Integration Specialist-Becky Canoles Attendance Officer-Gary Noles School Improvement Specialist-Dr. Beth Thompson Instructional Math Coach-Megan Holt.

Blount County District Professional Development plan will support administration, teachers and paraprofessionals by providing training on: Improving the quality of instruction Improving student learning Meeting all College and Career Standards School Safety and Culture Educator Effectiveness Model.

The numbered items are planned for the 2017-2018 school year: 

  1. SEB Creating Quality, Math Design Collaborative (MDC) Units  National Homeless Conference Alabama Reading Association Fall Conference 
  2. Alabama Counseling Training 
  3. E-Rate Bootcamp
  4. FETC Education Technology 
  5. AMSTI 
  6. MDC High Quality Tasks
  7. Leader in Me Symposium
  8. AMSTI Science
  9. Virtual Alabama Safety Summit
  10. AdvancED Alabama
  11. National Science Teacher Conference 
  12. Athens State -Recruiting 
  13. Jacksonville State-Recruiting 
  14. University of Alabama-Recruiting 
  15. ASCD Standards Summit on Poverty 
  16. CLAS Conference 
  17. Nuts & Bolts Symposium
  18. ISTE
  19. MEGA Conference
  20. SREB Networking Conference
  21. EL Instruction 

 

  1. Describe the local educational agency's systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building the capacity of teachers and opportunities to develop meaningful teacher leadership. 2102(b)(2)(B)
  2. Blount County District Professional Development plan will support administration, teachers and paraprofessionals by providing training on: Improving the quality of instruction Improving student learning Meeting all College and Career Standards School Safety and Culture Educator Effectiveness Model The “Teacher Onboarding Program” for Educator Effectiveness is provided for all new teachers during the summer. The program is to provide quality training and classroom support as well as one on one mentor support. Teachers that are hired after the training will attend the program the next summer.
  3. Teachers with fewer than 5 years experience:
  4. 3-Day TOP Teacher Orientation
  5. Monthly Job Embedded Professional Development through mentoring and/or on-line source Teachers with 5 years or more experience: 
  6. 1-Day Orientation 
  7. Monthly Job Embedded Professional Development through mentoring and/or on-line source The initial phase of the program features overviews of Blount County programs and procedures. It also models best practices available to the classroom teacher targeting the area of classroom management, best practices, and educator effectiveness. Teacher leaders serve in two fundamental types of roles: formal and informal. Formal teacher leaders fill such roles as department chair, master teacher, or instructional coach. These individuals typically apply for their positions and are chosen through a selection process. Ideally, they also receive training for their new responsibilities. Formal teacher leaders play vital roles in most schools. In many cases, these teacher leaders manage curriculum projects, facilitate teacher study groups, provide workshops, and order materials. They typically serve on the school’s Continuous Improvement Committee and other committees as needed. Informal teacher leaders, in contrast, emerge spontaneously and organically from the teacher ranks. Instead of being selected, they take the initiative to address a problem or institute a new program. They have no positional authority; their influence stems from the respect they command from their colleagues through their expertise and practice. Each school in the system plans professional development activities as a part of the School Continuous Improvement Plan to address identified priorities, needs, goals, and objectives at the local school level. A system-wide plan of professional development is then created to address the areas identified by the school plans and other pertinent data.

 

  1. 3. Describe how the local educational agency will prioritize funds to schools served by the agency that are implementing comprehensive support and improvement activities and targeted support and improvement activities under section 1111(d) and have the highest percentage of children counted under section 1124(c). 2102(b)(2)(C)

 

  1. The District Improvement Team meets monthly to discuss any professional development needs, activities to be supported and to discuss funds available to support areas of need. During the summer, after a comprehensive needs assessment, the team prioritizes the academic needs, student and teacher support and professional development plans. District Title II funds are used to support teacher, administrative and other staff in their development as well as four class-size reduction teachers. Schoolwide Title I funds support the local school professional development plans. Title I funds are distributed based on the free and reduced lunch numbers. The Federal Programs Advisory Committee meets twice a year to review the data needs assessment, and to plan for the upcoming school year. The committee is made up of school personnel, district staff and parents representing their school. Members receive a copy of the plan to review before the meeting and vote to approve or disapprove the plan. An agenda, powerpoint, votes and sign in sheet are kept on file in the Federal Programs Office. The Parent Advisory Council meets also twice a year to discuss plans for parent and family engagement to support improvement activities for all students and parents/families. Agenda, plan and sign in sheet is kept on file in the Federal Programs Office.

 

  1. 4. Describe how the local educational agency will use data and ongoing consultation to continually update and improve activities supported under this part. 2102(b)(2)(D)
  2. A school improvement specialist is employed to assist the district and individual schools in data collection and review.
  3. Data responsibilities will be:
  4. Collect and compile student information and intervention data
  5. Assist schools in tracking dropouts and graduates 
  6. Provide assistance with ARI and participate in walkthroughs and data meetings 
  7. Monitoring implementation and benchmark achievements of aCIP’s. 
  8. Participate in grade level meetings, data meetings, and walkthroughs at schools.
  9. Ensure that school improvement schools use only evidence-based models, strategies and materials.
  10. Coordinate with central office to lead school facilities in analyzing results of state assessments. Coordinate with the District Improvement Team who are assigned to individual schools to participate in walk-throughs at least three times a year. In addition the best practices of using student achievement data will be used to support instructional decision making for all schools and the district under the leadership of the district wide school improvement specialist and school administration.
  11. Best Practices include:
  12. Making data part of the ongoing cycle of instructional improvement.
  13. Teaching students to examine their own data and set learning goals.
  14. Establishing a clear vision for schoolwide data use.
  15. Providing support for a data driven culture
  16. Maintaining a district wide data system