Professional Learning

Instructional Coaching

Instructional coaching is a proven, job-embedded professional development strategy whereby a highly skilled educator works with other educators Collegially and collaboratively to strengthen instructional practice. This personalized, ongoing, classroom-based approach fosters teacher growth. It provides consistent support as teachers work to improve their knowledge, skills, and techniques within a culture of collective responsibility for student achievement.
What Instructional coaching is	What Instructional coaching isn't
It is supportive of your work It is developmental, based on your individual goals and growth It is confidential and founded on trust It is a partnership dedicated to growth and learning It is flexible	It is not based on opinions or judgments It is not evaluative No data or conversation is reported to anyone outside of our relationship It is not a technical support position

Our District prioritizes providing support to our faculty and staff in order to support professional growth and learning opportunities. Instructional Coaches bring evidence-based practices into classrooms by working with teachers and other school leaders. We have four instructional coaches working in Springfield Township Schools.
Erinn Durham	Ellen Fracassini	Jessica Rodoff	Kelly Bechtel
Instructional Technology K-12	Literacy 6-12	Literacy K-5	Math K-12
New Teacher Induction Year 1	Teacher Induction Years 1 & 2	Teacher Induction Years 1 & 2	Teacher Induction Year 1 & 2
STEM/Design Thinking	PBL	UDL	UDL
UDL	UDL
Technology Integration Simple robots/Block coding Virtual/ Augmented reality iPads K-2nd 3D printing Google Suite Makerspace Integration STEM/Design Thinking	Technology Integration Inclusive Practices UDL Differentiation Co-Teaching Literacy 6-12	Technology Integration Inclusive Practices UDL Differentiation Co-Teaching Literacy K-5 STEM/Design Thinking Personalized Learning	Inclusive Practices UDL Differentiation Co-Teaching Literacy Mathematics K-12

Instructional coaching is not limited to these activities, but here are some ideas of what we can do together:

Reflect on Teacher Practice

Identify areas of strength and an area for professional growth
Discuss issues or concerns
Arrange to observe another teacher, discuss after
Ask questions to help prioritize issues/concerns related to instruction
Draw attention to gaps in procedures
Analyze lesson design
Examine district frameworks, standards, etc.
Anticipate possible pitfalls or challenges in a planned lesson
Videotape a lesson for reflection
Invite a coach to co-teach or model a strategy

Co-Develop

A rubric
Differentiated assessments
Standards for student behavior
A lesson plan or unit
Routines and procedures

Analyze How to Best Meet the Diverse Needs of our Students

Share effective strategies for increasing engagement
Analyze options to get students working at their correct level of difficulty.

Collect and Analyze Student Observation Data

Work with or collect data on individual students
Document student behaviors & comments
Look at equity of student participation
Brainstorm ways to foster cooperative learning
Examine & analyze student work

Reinforce training received

UDL
Differentiated Instruction
Literacy
Google Apps
Learning Management Systems
SMART Notebook
Renaissance STAR
Other

SDST Flex

Personalized Professional Learning for Faculty & Staff

Our commitment to high quality instructional practices and student achievement is only possible if our teachers have access to personalized learning which they self-direct in order to build skills and capacity to support our learners. Through SDST FLEX, professional educators in SDST will engage in personalized learning which allows opportunities to learn, meet, reflect, share, collaborate and grow their instructional practices. In addition, SDST has created a PROFILE OF A GRADUATE which articulates the skills and competencies for student outcomes. Teachers have the opportunity to select three days (21 hours) of professional learning from among five core strands. These strands support a shared vision of teaching and learning that is student-centered and grounded in research-based positive influences on student achievement. (See infographic below)

Professional reading, web-based resources, online workshops, and making connections to instructional practice with a Learn/Study, Think/Plan, or Do/Act approach to job-embedded professional learning. This may, or may not include, a teacher-based action research component to the learning. These focused activities can be completed independently, with a learning partner, or group of colleagues. The number of hours will depend on the learning design and purpose of the professional experiences.

Faculty and staff may be interested in creating a comprehensive and intentional learning plan exploring topics in a focused way specific to their teaching practice or to deepen their knowledge of best practices in their area of work. These could include:

Design Thinking
Equitable Instructional Practices
Science of Reading/Early Literacy Development
Social Emotional Learning
Trauma Informed Instructional Practices
Universal Design for Learning
Visible Thinking

Faculty and staff may also consider a more eclectic approach and design their learning plan to respond to varied interests and topics which are relevant in their instructional practice.

In all cases, learning content can be drawn from any number of sources, including:

Conferences or Workshops (live/face - to- face or virtual outside of the contracted work day)
Book Studies (Independently or with a learning community)
Ed Tech badges and courses
Podcasts
Webinars
Problems of Practice/Inquiry Groups

Additional Options for FLEX Learning:

Serving as a Cooperating Teacher/Internship Supervisor

For professional faculty who are providing support outside of work hours support to full-time interns/practicum students and/or student teachers for marking period or semester placements, teachers can earn up to 7 FLEX hours for coaching, consulting, and supporting a practicing professional. This work requires you to teach, explain, model, and support a practicing professional and demonstrates opportunities for enhancing your professional growth, learning, and practice.

Serving as a Mentor for New Faculty

For professional faculty who are providing support outside of work hours to full-time, new professionals, you may earn up to 7 FLEX hours for coaching, consulting, and supporting a new district professional in Year 1 Induction. This work requires you to teach, explain, model, and support a practicing professional and demonstrates opportunities for enhancing your professional growth, learning, and practice. These 7 hours of FLEX are in addition to the stipend you will receive as a mentor.

Any selection beyond those presented here may be considered FLEX learning as long as the following apply:

Must include hours of work.
Must support the role in SDST.
Must be completed by the exchange day completion dates.
Must be completed outside of your regular, scheduled work hours.
Must include a focus on professional learning and development (e.g., outside reading/viewing/learning) serving to inform enhancing instructional practices.

Want to learn more about SDST Flex? Have questions about topics or learning opportunities? Please contact your building administrator, supervisor or the Assistant Superintendent to discuss.

Strands

Professional Development Strands

The following five areas of focus are utilized by administration in planning professional learning opportunities and experiences for staff. The strands assist the administration in identifying priorities for conference attendance, training resources, summer learning academies, and professional development workshops throughout the year.

Inquiry-Based Learning

Workshops centered around inquiry-based learning will assist teachers in the development of units of study that provide students the opportunity to respond to authentic problems with creative thought and collaborative dialogue. This may include project-based, STREAM, and/or other experiences that integrate a variety of school-based, community, and technological resources in order to bring unique, engaging educational experiences to our students.

Social Emotional Learning

Workshops focused on social-emotional learning with assist teachers in the development of programs, units, or lessons that provide experiences for students to develop a heightened understanding of oneself and skills in working with others, with a focus on the development of personal strengths and a strong belief in the value of the school, regional, and global community.

Future Readiness

Workshops with a focus on future readiness are defined by activities and experiences that develop the constellation of personal and professional skills that support a student as they identify and pursue pathways to achieve personal goals for post-secondary education, the workplace, and community citizenry.

Personalized Learning

Workshops that support the development of personalized learning will focus on assisting teachers in creating opportunities for choice and voice both within and beyond the classroom. Examples may include, but are not limited to, the use of data to drive individual instruction, the development of a profile of a learner/graduate, and differentiation of instruction to meet the needs of all learners.

Cultural Competency

The development of cultural competency is an essential component of a complete professional development program. Workshops that support the growth of our teachers in their awareness of the unique needs and gifts of our students, the cultivation of communities of belonging, and an understanding of the complexity and interrelatedness of sociocultural identities will support our vision and commitment to equitable practices.