Wakefield Public Schools Professional Development School Year 2016-2017 WPS PD Mission Statement
We believe in providing professional development that is responsive to the needs of all students, faculty, and staff. In order to promote a professional learning community, professional development will: • Include clear goals, outcomes, measures, and opportunities for reflection • Provide communication between faculty/staff and administration • Address legal mandates, district, school, and individual goals • Use differentiation to promote professional growth and enhance current practices • Satisfy ongoing, cohesive, and sustainable objectives
Professional Development at a Glance: District & School-Based PD Sessions Job-Embedded PD District Supported PD Opportunities
District Professional Development Sessions (*Denotes State Regulations)
Monthly Wednesday early release days feature district-wide professional development that connects to the WPS Instructional Strategy, but also provides options from which educators can choose to meet their individual needs. Presenters will be sought from outside, reputable organizations as well as teacher leaders from the Wakefield Public Schools. The topics chosen for the professional development series will be relevant and meaningful for diverse roles and responsibilities of educators across the district. All topics are tied directly to the WPS Instructional Strategy and are color coded for reference, green denotes Quality Teaching, blue denotes Rigorous Curriculum and yellow denotes Individualized Student Learning.
Teaching All Students Workshop Series
Educators will participate in a Teaching All Students workshop series. The series will consist of a Students with Disabilities strand and an English Language Learners strand. Changes in the workshop series in 2016-2017 come from the work and collaborative leadership provided by the Professional Development Task Force, made up of administrators and teacher leaders. A notable change this year will be increased choice for teachers, as well as opportunities for teachers to work collaboratively in smaller groups. The 5-part Students with Disabilities strand
will target research-based academic, social/emotional/behavioral intervention strategies, and inclusive practices for the regular education classroom. The 5-part English Language Learners strand will consist of Sheltered English Immersion strategies working with English Language Learners and may help the educator prepare to take the state assessment. While teachers will be able to select from only one of two strands this year, we will continue to offer these options next year so each strand may be taken over the course of two years. Each strand earns educators the 15 PDPs required to renew or advance licensure.*
Instructional Technology Showcase and Open Space Technology
Educators in grades 5-12 will also select from a rich menu of options as part of an Instructional Technology Showcase. The showcase will feature teachers from our district presenting best practices in instructional technology, which will allow educators to continue building essential skills that will enhance the learning experiences for our students with access to 1:1 technology. Educators in grades PreK-12 will have an opportunity to teach and learn from one another on the Professional Day in March using the Open Space Model.
Job-alike Sessions
These sessions provide an opportunity for educators in special roles not related specific content areas to receive job-embedded opportunities to learn with and from others in similar roles. Critical to our district are Instructional Support Staff, who will also participate in all sessions connected to their roles. The Special Education Department will also create opportunities for the unique needs of certain ISP roles.
Online Training Modules
These sessions provide flexibility for educators to access state-mandated trainings (ex. 51A, Conflict of Interest, Confidentiality, Bullying, and Physical Restraint) at a time that works best for them. One hour will be provided to complete these trainings on Sept. 1, but educators may complete them at any time prior to Oct.3.
School-Based Professional Development Sessions (*Denotes State Regulations)
Each school will have the opportunity to utilize approximately 25 hours of professional time to target PD around specific school goals tied to the WPS Instructional Strategy as articulated in each School Improvement Plan. Some of this PD will take place on the days prior to school opening. Fifteen one-hour meetings/PD sessions will take place on Monday afternoons throughout the school year (see calendar to the right), with dates decided by each school. Principals and school-based Instructional Leadership Teams will communicate the specific PD targets and calendar, considering a balance of time reserved for faculty, department, and grade-level meetings. Special Education professionals will require time to meet for regulation and practice training in four sessions over the course of the school year. School based professional time will be utilized for any or all of the following:
Faculty meetings, forums, and presentations Supervision/Evaluation System* training & support Special Education training* around regulation and practice PD sessions aligned to School Improvement Plans* Additional PD sessions to support Instructional Technology Additional PD sessions to support curriculum work
Job-Embedded Professional Development
Monthly Monday Meetings Month
Number of Meetings
September October November December January February March April May June
2 2 1 1 2 1 2 1 2 1
The new Supervision/Evaluation System fosters frequent classroom visits and feedback so that teachers have continuous dialogue with a building or district administrator around effective
instructional practices. Non-evaluative Literacy Coaches, Curriculum Coordinators, Library Media Specialists, and Technology Integration specialists will provide ongoing coaching and support as teachers implement new strategies and refine their craft. The WPS mentoring* program matches teachers new to the district or new to the profession with trained, experienced mentors to provide support throughout the induction year. Grade-level and content-area PLC teams create a collaborative Professional Learning Community, in which educators work together to raise student achievement. District-wide curriculum teacher leadership teams, comprised of teachers who are both interested in receiving professional development and willing to host a Learning Lab classroom, create job-embedded professional learning experiences for all involved. Supported by coaches, Learning Lab teachers welcome other teachers for peer observation and reflection around new strategies they are trying in their classroom.
District Supported Professional Development Opportunities
Educators will wish to seek specialized courses toward certification* and advanced degrees that are not offered in the district. WPS will continue to provide reimbursement for approved courses, as defined by the contract.
Lesley University Partnership
The Galvin Middle School serves as a satellite site for Lesley University, providing convenient access to licensure programs for WPS educators. Lesley will also continue to offer WPS-only courses at the state tuition rate. In the coming year, Lesley University will continue to collaborate and consult with district and school leaders to support our expanding early childhood programming.
In-service workshops
In-service workshops in the region offer valuable experiences for educators looking to grow in specific aspects of their practice. WPS will continue to provide substitute coverage for approved workshops and subsidize registration costs as school-based budgets allow.
Massachusetts Standards for High Quality Professional Development
HQPD has clear goals and objectives relevant to desired student outcomes. HQPD aligns with state, district, school, and/or educator goals or priorities. HQPD is designed based on analysis of data relevant to the identified goals, objectives, and audience. HQPD is assessed to ensure that it is meeting the targeted goals and objectives. HQPD promotes collaboration among educators to encourage sharing of ideas and working together to achieve the identified goals and objectives. HQPD advances an educator’s ability to apply learning from the professional development to his or her particular content and/or context. HQPD models good pedagogical practice and applies knowledge of adult learning theory to engage educators. HQPD makes use of relevant resources to ensure that identified goals and objectives are met. HQPD is taught or facilitated by a professional who is knowledgeable about the identified objectives. HQPD sessions connect and build upon one another to provide a coherent and useful learning experience for educators.
2016-2017 Wednesday Early Release Day Schedule Wednesday /Friday September 16
Elementary Schools 12:45 – 3:15
Galvin Middle School 11:50 – 2:20
Wakefield High School 11:50 – 2:20
• Reading/Writing Instruction (schoolbased) • Job-Alike Sessions Reading/Writing Instruction (
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 1
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 1
September 28
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 1
• World of Difference Training • Job-Alike Sessions
• Technology Menu • Job-Alike Sessions
October 19
• Curriculum (Math/Reading/Writing) • Job-Alike Sessions
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 2
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 2
December 14
• Curriculum (Math/Reading/Writing) • Job-Alike Sessions
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 3
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 3
January 11
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 2
• Instructional Technology Showcase
• Instructional Technology Showcase
February 8
• Curriculum (Math/Reading/Writing) • Job-Alike Sessions
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 4
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 4
March 8
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 3
• Curriculum workshops • Job-Alike Sessions
• Curriculum workshops • Job-Alike Sessions
April 26
• Curriculum (Math/Reading/Writing) • Job-Alike Sessions
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 5
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 5
May 17
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 4
• Student transition Planning (4-5, 8-9) • Job-Alike Sessions
June 7
• Teaching All Students: Inclusionary Practices • Teaching All Students: ELL, Part 5
• Reflection and assessment of school goals to inform planning for 2017-2018
