Professional Development Plan by sfhscollegeprep

St. Francis High School F ACULTY & S TAFF P ROFESSIONAL D EVELOPMENT P LAN St. Francis High School has adopted a Faculty & Staff Professional Development Plan that focuses on improving individual performance and encourages individual growth. In an atmosphere of mutual trust and respect, teachers, administrators, and staff dialogue and engage in cooperative activities designed to foster professional growth and refine skills.

FACULTY & STAFF PROFESSIONAL DEVELOPMENT PLAN Foreword When parents choose to send their children to St. Francis High School, they are entrusting us with their, and society’s, most precious gift—our future. Whether a teacher, administrator, counselor, staff member, coach, moderator, we are responsible for seeing that our students are learning and performing to their fullest potential. We should promise to treat our students fairly and with respect, believe in them, welcome them and nurture them in a safe, secure, and trustworthy environment. These efforts are what builds our learning community and demonstrates our distinguished reputation. As we set the expectation for our students to be their best selves, our community should expect that we will be our best selves. We should recognize that we model for our students and our community on many levels. When educators learn, students learn more, and our school improves. We all should keep working at improving, adjusting, tweaking, and striving to get it right. It will be challenging, but it is the right thing to do. Through personal professional development and collaborative efforts for school improvement, in all aspects, are significant ways through which those who work in schools can carry out society’s trust and demonstrate that this trust is well placed and deserved.

RECOGNIZE AND CELEBRATE ACHIEVEMENT AND INNOVATION IN EDUCATION.

Good teaching is not by accident. While some teachers are more naturally gifted than others, all effective teaching is the result of study, reflection, practice, and hard work. A teacher can never know enough about how a student learns, what impedes the student’s learning, and how the teacher’s instruction can increase the student’s learning. Whether students are high, low, or average achievers, they will learn more if their teachers regularly engage in highquality professional development. (Excerpts from Learning Forward’s 2010 publication Why Professional Development Matters by Hayes Mizell.)

BEST PRACTICES – NEXT PRACTICES!

Table of Contents [1]

Initial Teacher Development Plan 1st Year Teacher ........................................................................................ Page 3 2nd Year Teacher ...................................................................................... Page 4 3rd Year Teacher ....................................................................................... Page 5 4th Year Teacher ....................................................................................... Page 5

[2]

Career Teacher Development Plan........................................................ Page 6

[3]

Administrator and Staff Development Plan .......................................... Page 8

APPENDICES A. Professional Goal & End of Year Reflection Form B. Department Chair Observation Checklist C. SFHS Course Survey D. Teacher Performance Appraisal Form E. Administrator/Staff Performance Appraisal Form E1. School Counselor Performance Appraisal Form E2. Library Media Specialist Performance Appraisal Form E3. School Nurse Performance Appraisal Form F. 360 Degree Advantage Feedback Form

INITIAL TEACHER OBSERVATION AND DEVELOPMENT PLAN 1ST, 2ND, 3RD, 4TH YEAR TEACHERS In order to promote professional development opportunities for first through fourth year

teachers, the following plan is implemented.

1 ST Year Teacher

Meetings a) Attend mandatory first year teacher meetings throughout the school year. b) Participation in the school’s professional development offerings, as appropriate, is expected. Participation in outside-of-school professional classes/workshops/seminars is encouraged. Observations (refer to chart on page 6) a) Invite Department Chair to conduct an informal class observation during September and November. Refer to the Department Chair Observation Checklist form (Appendix B). b) The Principal may complete an informal, unannounced observation during September. This will include a post-observation conference. c) The Assistant Principal may complete an informal, unannounced observation during October. This will include a post-observation conference. d) The Principal may complete a formal, unannounced evaluation during January, February, or March. This will include a post-observation conference. Refer to the Teacher Performance Appraisal (Appendix D) for areas of evaluation. e) At the discretion of the Principal, Assistant Principal, Dean of Students, or Department Chair, any subsequent observations will be during December through April or any other time of the school year. These will include a post-observation conference. To Do a) Due September 30: Goal setting is an important component of a teacher’s development. Goal setting is designed to focus teachers on developing and mastering skills that will impact a teacher’s overall performance, and in-turn, student achievement. The emphasis may focus on one or more of the following areas: Planning and Preparation, Learning Environments, Learning Experiences, Principled Teaching or other areas for development and professional growth. Complete the Professional Goal Form (Appendix A) and submit to the Principal and Department Chair. b) Due September 30: In coordination with the Assistant Principal, select a specific person to act as a mentor. If no mentor is identified by the end of September, one is assigned. c) Due End of Quarter 1 and Quarter 3: Conduct a written student survey (Appendix C) at the end of the first and third quarter. Discuss the results of the student surveys with Department Chair. d) Due End of Semester: Observe two career teachers during the first semester. The career teacher listing is available from the Department Chair, Assistant Principal or Principal. Complete one observation during each quarter of the first semester. e) Due April 15: Complete the End of Year Reflection form (Appendix A) and submit to the Principal and Department Chair. f) Participation in the Cognia accreditation process is required for all teachers. The extent of involvement will vary throughout the process. 3

2nd Year Teacher

Meetings a) Participation in the school’s professional development offerings, as appropriate, is expected. Participation in outside-of-school professional classes/workshops/seminars is encouraged. Observations (refer to chart on page 6) a) The Assistant Principal may complete an informal, unannounced observation during September. This will include a post-observation conference. b) Invite Department Chair to conduct an informal class observation during October. Refer to the Department Chair Observation Checklist form (Appendix B). c) The Principal may complete an informal, unannounced observation during November. This will include a post-observation conference. d) The Principal, Assistant Principal, or Dean of Students may complete a formal, unannounced evaluation during January, February, or March. This will include a post-observation conference. Refer to the Teacher Performance Appraisal (Appendix D) for areas of evaluation. e) At the discretion of the Principal, Assistant Principal, Dean of Students, or Department Chair, any subsequent observations will be during December through April or any other time of the school year. These will include a post-observation conference. To Do a) Due September 30: Complete the Professional Goal form (Appendix A). The emphasis may focus on one or more of the following areas: Planning and Preparation, Learning Environments, Learning Experiences, Principled Teaching or other areas for development and professional growth. Note: The Principal, Assistant Principal or Department Chair may predetermine goal/s. Submit to the Principal and Department Chair. b) Due End of Semester: Conduct a written student survey (Appendix C) at the end of each semester. Discuss the results of the student surveys with Department Chair. c) Due End of Semester: Observe one career teacher during the first semester. The career teacher listing is available from the Department Chair, Assistant Principal or Principal. d) Due April 15: Complete the End of Year Reflection form (Appendix A). Submit to the Principal and Department Chair. e) Participation in the Cognia accreditation process is required for all teachers. The extent of involvement will vary throughout the process.

3rd Year Teacher

4th Year Teacher

The following chart depicts the class observation schedule for 1st, 2nd, 3rd, and 4th year teachers. The ( ) indicates the class observation is at the discretion of the Department Chair, Dean of Students, Assistant Principal or Principal.

1st Year Teacher

2nd Year Teacher

3rd Year Teacher 4th Year Teacher

September

October

November

Dept. Chair and Principal

Asst. Prin.

Dept. Chair

Asst. Prin.

Dept. Chair

Principal

(Principal) (Asst. Principal) (Dean) (Dept. Chair) (Principal) (Asst. Principal) (Dean) (Dept. Chair)

December (Principal) (Asst. Prin.) (Dean) (Dept. Chair) (Principal) (Asst. Prin.) (Dean) (Dept. Chair)

January

February

March

April

Principal (Asst. Principal) (Dean) (Dept. Chair)

(Principal) (Asst. Prin.) (Dean) (Dept Chair)

Principal, Asst. Principal, or Dean (Dept. Chair)

(Principal) (Asst. Prin.) (Dean) (Dept Chair)

Dept. Chair (Principal, Asst. Principal, or Dean)

Principal, Asst. Principal, or Dean (Dept. Chair)

May

(Principal) (Asst. Prin.) (Dean) (Dept Chair) (Principal) (Asst. Prin.) (Dean) (Dept. Chair)

Special Note: Each teacher is granted one time to suggest to the Principal, Assistant Principal or Dean of Students that the time chosen for an observation may not be the best time. The Principal, Assistant Principal or Dean of Students will come back another time.

CAREER TEACHER DEVELOPMENT PLAN 5 PLUS YEAR TEACHERS The Illinois State Board of Education grants recognition status to schools based on the school’s

compliance with relevant statues and administrative rules as evidenced in part by an onsite review. St. Francis High School is recognized as a non-public school with “Full Recognition”. In accordance with the ISBE 91-04A Nonpublic School Evaluation Instrument, the school’s personnel policies require: A formal evaluation is performed at least every two years in terms of proficiency and competency. This requirement includes the principal and other instructional administrators. Reference(s): [23 Ill. Adm. Code 425.30(c)(5-7)] and [23 Ill. Adm. Code 425.30(c)(3)(B)]

Formal Classroom Observations

The Principal, Assistant Principal, Dean of Students or Department Chair will complete formal, unannounced classroom observations during January, February, or March.

This includes a post-observation conference. The Teacher Performance Appraisal (Appendix D) includes The Four Domains* of Teaching Responsibility. Domain 1: Planning and Preparation

Domain 2: Learning Environments

a. Applying Knowledge of Content and Pedagogy b. Knowing and Valuing Students c. Setting Instructional Outcomes d. Using Resources Effectively e. Planning Coherent Instruction f. Designing and Analyzing Assessments

a. b. c. d. e.

Domain 3: Learning Experiences

Domain 4: Principled Teaching

a. b. c. d. e.

Communicating About Purpose and Content a. Using Questioning and Discussion Techniques b. Engaging Students in Learning c. Using Assessment for Learning d. Responding Flexibly to Student Needs e. f.

Cultivating Respectful and Affirming Environments Fostering a Culture for Learning Maintaining Purposeful Environments Supporting Positive Student Behavior Organizing Spaces for Learning

Engaging in Reflective Practices Documenting Student Progress Engaging Families and Communities Contributing to School Community and Culture Growing and Developing Professionally Acting in Service of Students

* The Framework for Teaching Evaluation. 2022, The Danielson Group.

Cognia

Continuous school improvement as it relates to student learning and engagement is a primary focus of the school’s Cognia accreditation. This ongoing work empowers departments to collaborate and focus on new opportunities and optimal learning environments as it best suits their needs. Participation in the Cognia accreditation process is required for all teachers.

Student Survey

It is recommended that each teacher continue to conduct a written student survey at the end of each course.

Individual Professional Development

Participation in the school’s professional development offerings, as appropriate, is expected. Participation in outside-of-school professional classes/workshops/seminars is encouraged.

ADMINISTRATOR AND STAFF DEVELOPMENT PLAN In order to promote growth and development for first through third year administrators and staff members, a Formal Evaluation is conducted by their immediate supervisor during the first two years and a 360 Degree Survey (see below) during the third year. These evaluations will include a conference. Refer to the Administrator/Staff Performance Appraisal (Appendix E, E1, E2, E3) for areas of evaluation. The Illinois State Board of Education grants recognition status to schools based on the school’s compliance with relevant statues and administrative rules as evidenced in part by an onsite review. St. Francis High School is recognized as a non-public school with “Full Recognition”. In accordance with the ISBE 91-04A Nonpublic School Evaluation Instrument, the school’s personnel policies require: A formal evaluation performed at least every two years in terms of proficiency and competency. This requirement includes the principal and other instructional administrators. Reference(s): [23 Ill. Adm. Code 425.30(c)(5-7)] and [23 Ill. Adm. Code 425.30(c)(3)(B)] Therefore, administrator and staff members with five plus years of experience at St. Francis High School will complete one of the three models of development on an every other year rotation. The models are:  Self-Evaluation (Appendix E, E1, E2, E3);  360 Degree Survey (Appendix F)—A 360 degree survey gathers feedback from other people with whom the team member works in order to provide a complete picture of perceptions. This model measures how others perceive a team member’s competencies, behaviors and character. Note: All 360 degree surveys are administered by a member of the President’s Council;  Formal Evaluation (Appendix E, E1, E2, E3).

Cognia

Individual Professional Development

Participation in the school’s professional development offerings, as appropriate, is expected. Participation in outside-of-school professional classes/workshops/seminars is encouraged.