California Department of Education
Taking Center Stage – Act II

Conclusion

Students who attend schools where the adults are excited about learning receive invaluable modeling about the importance of education. PLC members not only convey the excitement of continually improving their professional skills, but they also serve as a catalyst for schoolwide improvement by continually sharing best practices. In every meeting, PLC members analyze results to determine what factors led to improvement in student learning. Through honest discussions and reflective practice, they learn from mistakes and share successes, thus providing continuous professional development throughout the year.

In the Spotlight

Frank Wright Middle School (Outside Source), a Schools to Watch™-Taking Center Stage 2007 model, Imperial Unified School District. The staff members at Frank Wright Middle School have instituted many organizational structures and processes to ensure that their students have the best education possible. Some of the organizational strategies include the following:

  1. The school has created a culture of common vision and shared decision-making.
  2. Each team of teachers has a common prep time to facilitate planning, communication, and coordination.
  3. Teams collaborate and use assessment data to develop intervention programs.
  4. Coaching (both formal and informal) is a school-wide norm.
  5. The school schedules interventions daily both during and after school.
  6. The leadership team members act as instructional coaches for the other members of the staff.
  7. A distributed leadership team meets two times per month, trains one day per month, and coaches other staff members as needed.
  8. Grades are updated in student planners every two weeks.

 

State Superintendent of Public Instruction Jack O’Connell recognizes the importance of professional learning in education. In 2004, he convened a group of teachers, administrators, parents, business leaders, and students called the P-16 Council. Its purpose was to better coordinate and integrate education in California, from preschool through college. In the first year, the council made recommendations on academic rigor. In the second year, Superintendent O’Connell formulated four essential questions to guide the P-16 Council subcommittee discussions about professional development for teachers, administrators, and instructional staff. The four questions focus on:

  1. Recruitment: How can California attract a high-quality and diverse workforce to the education profession to fill the demand created by retiring staff and growing school districts?
  2. Preservice education: How can we work to ensure that California’s preservice programs develop fully prepared teachers and administrators and other instructional staff?
  3. Beginning educators: How should we support new teachers, administrators, and instructional classified employees?
  4. Continuing educators: How should educational institutions support continuing educators through professional development?

The P-16 Council Web site will continue to host results from the ongoing dialogue about professional learning. Likewise, the TCSII Web portal will add new information about successful professional learning practices at local schools.

The appendixes at the end provide a recommendation and resources on the topic of professional learning.

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Professional Learning for Paraprofessionals and Other Classified Staff

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Appendix 10-A. Professional Learning Recommendation in Action

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