Comprehensive/Professional Development Plan 2017-18

The Goshen Central School District is comprised of one high school, one middle school and one intermediate school, and one primary school. The Comprehensive/Professional Development Plan (PDP) has been developed by a Professional Development Committee (PDC) consisting of teachers, building administration, curriculum administration, parent representation, and representation from higher education.  The plan was developed to show a comprehensive and targeted approach to our staff development program and our educational goals. In addition to the PDP, the professional development needs of staff members will be met in the following manner:

  • The Superintendent of Schools and the Assistant Superintendent for Curriculum, Instruction, Personnel, and Technology will keep each of the buildings informed of current and relevant educational issues through regularly scheduled administrative meetings (Instructional Council and Cabinet).
  • Principals and Directors will conduct regular meetings with faculty and staff, departments, teams and, grade levels to keep all parties informed of current initiatives and projects.

The Goshen Central School District expects that all staff will participate in professional development throughout the school year. These experiences will count toward the 100 hours of professional development for administrators, teachers and teaching assistants.  It is expected that every administrator and faculty member will be involved with professional development, each year, through various forms, such as:

  • Superintendent’s Conference Days….3 to 4 annually
  • Faculty Meetings ……………………10 annually
  • Grade Level Meetings………………2-4 monthly
  • Department Meetings……………….2-4 monthly
  • Professional Conferences (require administrative approval)
  • n-service Courses (require administrative approval)
  • Graduate Courses (require administrative approval)
  • Professional Learning Communities/Groups (require administrative approval)

MyLearningPlan, or some other PD management system, will be used to enable teachers to track their professional hours for purposes of reporting to NYSED TEACH System.  Under the new Continuing Teacher and Leader Education Requirements (CTLE), teachers and administrators must affirm their completion of 100 hours of state approved professional development in the NYSED TEACH system to maintain their NYS teaching certification.

A needs assessment for developing each of the experiences listed above will be conducted as needed. Staff members are encouraged to share their professional development needs and ideas with principals and directors. Principals and directors will actively seek staff input. Goals, objectives, workshops and topics will be developed from this input.  In the early spring of the school year, the PDC will begin to identify areas of focus for the following year based on surveys and meetings at each building, with prioritization based on meeting state requirements and mandates and meeting the needs of students.

A specific emphasis must be placed, for each experience, on improving pedagogical skills, content knowledge, meeting individual student’s needs and student outcomes. The focus must be on continually improving the experiences of students in our classrooms and improving GCSD results on tests, assessments and overall student achievement.

Needs Assessment Sources (Among others)

  • NYS Report Card
  • NYS Accountability Reports
  • BEDS data
  • Analysis of data from NYS Assessments and Regents Exams
  • Analysis of data from Fountas and Pinnell Assessments.
  • Analysis of data from student performance on Pre-Assessment and Post Assessments, K-5 Writing Assessments, etc.
  • Student attendance rates
  • Student Discipline information
  • Graduation and dropout rates
  • Annual improvement plans
  • Violence prevention input
  • Surveys
  • New State Mandates

Comprehensive PDP Goals

  • Effectively enhance reading, writing and speaking skills across all instructional areas.
  • Encourage the use of technology as a tool to enhance and support instruction to meet the needs of the 21st century learner and create students who are career and college ready.
  • Focus our teaching and learning on individual student’s needs with outcomes based on developing an in-depth understanding and application of mastered skills.
  • Continue to align our curricula with Next Generation Learning Standards.
  • Support a structure to allow for communication and collaboration within and across grade levels and subject areas and across buildings.  The PDC will work with building and central administration to create opportunities for horizontal and vertical articulation.
  • Support wellness for healthy students, faculty, and staff.
  • Provide an environment and opportunities which promote positive character development.
  • Encourage the effective use of formative, summative, and benchmark data to promote student learning.

PDP Resources

GCSD will utilize a variety of funding sources for professional development. Those sources include but are not limited to:

  • Local funds
  • State funds
  • Grant funds – Title IA, Title IIA, Title III
  • Special Education Funds

PDP Providers

The GCSD anticipates drawing from the following list of providers to deliver high quality professional development for staff members:

  • Goshen Central School District
  • Orange Ulster County BOCES
  • Dutchess County BOCES
  • Sullivan Count BOCES
  • Rockland County BOCES
  • Putnam Northern Westchester Counties BOCES
  • Southern Westchester County BOCES
  • NYSCATE
  • Google Certified Trainers

GCSD will also rely on the expertise of its professional staff. In many instances our teachers can provide a wealth of information to each other in a variety of ways. Teachers can be asked to attend workshops and report back to the staff on the content of the workshop. This turnkey approach can also take the shape of in-service offerings and in-district meetings/conferences.

GCSD will also utilize resources from other school districts, BOCES, MHRIC, and local colleges and universities.

For professionally certified administrators, teachers and teaching assistants, professional development opportunities must come from the approved state provider list to count towards their 100 CTLE 5 year requirement.

Mentor Program

PHILOSOPHY

Mentoring is the complex developmental process of guiding and supporting new teachers (interns) through the initial phases of their career transition to help them become highly effective and reflective educators who challenge students to think critically, be creative, communicate well, and collaborate.  Furthermore, it leads them to remain lifelong learners.

GOAL

The mentoring program will improve teacher performance, increase retention of promising teachers and build a community of learners while meeting state requirements for certification.

OBJECTIVES

The objectives of the Mentor Program include:

  • Providing instructional assistance, support and general guidance for interns.
  • Providing knowledge of State standards, district-wide performance standards and district curriculum guides for interns.
  • Training and assisting experienced teachers to serve as mentors.
  • Offering experienced teachers the opportunity to serve as mentors to share their knowledge and skills with new teachers entering the field.
  • Acknowledging examples of outstanding educational practices that exist throughout the district.

HIGHLIGHTS OF MENTOR PROGRAM

  • Teachers with initial certificates will be paired with individual mentors for their first year in the school district. To be paired with a mentor the initial certificate holder must be employed for at least one full semester.
  • Every effort will be made to pair mentors and interns from the same tenure area or level.
  • Mentors will receive two day summer training workshop, focusing on skill building and relationship building.
  • Mentors will provide 35 hours of support ( 17.5 hrs. per semester)
  • Mentors and Interns will observe, co-teach, and reflect with a focus on best instructional practices.

DISTRICT MENTORING COMMITTEE

  • 2 teacher members ( One member representing each of the elementary and secondary levels, selected by GTA)
  • 1 building administrator
  • 1 district administrator
  • 1 higher education representative, when possible

Committee members will develop district plan.
Committee members will participate in mentor selection.
Committee members will evaluate program annually.

SELECTION OF MENTORS

CHARACTERISTICS OF A MENTOR

MENTORS SHOULD:

  • be tenured teachers with at least five years of teaching experience in the district.
  • hold permanent or professional New York State certification.
  • demonstrate mastery of pedagogical skills and curricular knowledge.
  • demonstrate superior teaching abilities.
  • demonstrate strong interpersonal and communication skills.
  • be identified as “highly effective” (or “effective” and have recommendation of principal) as designated by the APPR Process.

SELECTION OF MENTORS

  • Prospective mentors must apply to be a mentor by attending a mentor training workshop offered by the District.
  • Building principals select mentors from among applicants with the agreement of the mentoring teacher.
  • Every effort will be made to match a mentor with an appropriate intern according to grade level or curriculum area, building, and personality.
  • In the event that a match proves to be incompatible, the building principal shall select another mentor for the intern in question.

ROLE OF THE MENTOR AND TIME REQUIREMENTS

THE MENTOR WILL:

  • Provide the intern with support related to subject and course curricula, instructional strategies, classroom management, building and district policies and procedures, parental contacts and any and all other topics that may be of importance to the performance of an intern’s duties as a teacher.
  • Meet with their assigned intern prior to the start of the school year for an initial meeting. The purpose of this meeting is to initiate the relationship between the mentor and the intern.
  • Meet with the intern a minimum of 17.5 hours per semester (35 hours per year). These sessions can be direct observations of the intern in his or her classroom, assistance with instructional planning, peer coaching, orientation to the school’s culture, or other appropriate types of activities to help the intern with his or her professional practice.
  • Attend a joint meeting with the Mentors and Interns prior to the beginning of the school year and another meeting to be held in May of the mentor year.
  • Maintain a log of all contact between the mentor/intern. The log will identify the date, time and type of activity. This log must be submitted to the district office along with the “Goshen Central School District Mentoring Program – Mentor Form” attached to the claim form in order to receive payment for mentoring service.
  • Participate in an evaluation of the mentor/intern program, when requested.
  • Participate in four support meetings (two per semester) coordinated by the Mentor Program coordinator.
  • Receive an annual stipend as per contract.

PREPARATION OF THE MENTOR

THE MENTOR WILL:

  • Attend training prior to being designated as a mentor. Training will focus on the development of mentoring skills.

SELECTION OF INTERNS

DEFINITION OF AN INTERN

  • Any newly employed teacher in need of mentoring to meet New York State certification requirements that works in the school district for at least a full semester.
  • An experienced teacher in need of mentoring support as determined by building and/or central administration.

AM I REQUIRED TO COMPLETE THE MENTORING REQUIREMENT?*

Source: NYSED

  • If you are employed in a public school and in your first year of teaching with an Initial certificate:
    You must have mentoring in your first year of teaching
  • If you taught in a non-public school (private or parochial) in the first year of your Initial certificate, and are now employed in a public school in the second year of teaching: You must have mentoring in your first year of teaching at the public school
  • If you taught in a public school, but not in NYS, in the first year you held the Initial certificate, and then taught in a NYS public school in the second year: You must have mentoring in your first year teaching in the NYS public school
  • If you taught in a parochial or private school in the first and second year of your Initial certificate: You are not obligated to complete a mentored experience for the Professional certificate
  • If you taught in a parochial or private school for at least 2 years prior to receiving your Initial certificate:
    You are not obligated to complete a mentored experience for the Professional certificate
  • If you taught in a public school with a valid teaching certificate in another state for at least two years prior to receiving your NYS teaching certificate: You are not obligated to complete a mentored experience for the Professional certificate
  • If you taught in a public school with a valid teaching certificate in another state, had less than two years experience, but was provided a mentored experience in that public school: You are not obligated to complete a mentored experience for the Professional certificate in a NYS public school
  • If you have not taught at all in a public school during the validity period of your Initial certificate:
    You are not obligated to complete a mentored experience for the Professional certificate

*The district reserves the right to require mentoring for all first year probationary teachers and any second year probationary teacher whose evaluations do not tend to support a tenure conferral recommendation.  A teacher who has been placed on a TIP may be assigned a mentor, at the discretion of the author of the TIP.  A teacher who returns from an extensive Board approved leave (one year or more) may be offered a mentor, should the building principal deem it appropriate.

TYPES OF MENTORING ACTIVITIES AND TIME REQUIREMENTS

THE INTERN WILL:

  • Attend new teacher orientation.
  • Meet with mentor on a regular basis 35 hours per year (17.5 hours per semester) to discuss subject and course curricula, instructional strategies, classroom management, building and district policies and procedures, parental communication, and any other topic of professional concern. These sessions can be direct observation of the intern in his or her classroom, assistance with instructional planning, peer coaching, orientation to the school’s culture, or other appropriate types of activities to help the intern with his or her professional practice.
  • Maintain a log of all contact between the mentor/ intern team. The log will identify the date, time, location, and type of activity. Log to be submitted to the Mentor Coordinator at completion of mentoring period.
  • Maintain a reflective journal highlighting areas of professional growth.
  • Remain in the mentor/intern program for a full year, or required term, from the date of employment.
  • Participate in monthly mentor support meetings (5 per semester) coordinated by the office of the Assistant Superintendent for Curriculum, Instruction, Personnel, and Technology.