Professional Development Plan: Green River State Central School District

The simultaneous renewal in teacher education is based on the perception that improvement is required at all levels in the education system and that all stakeholders are responsible for such improvement (Srinivasacharlu, 2019). The teaching fraternity and profession in the United States have learned about quality literacy in instruction, from expert researchers and strategies that work and the ability to differentiate instructions and plan with diverse learners in mind. The challenge being experienced in the nation today is putting this information into practice at the secondary school level (Srinivasacharlu, 2019). While there are highly skilled and exceptional teachers at each secondary school, we are unsure if all the teachers have the dispositions, skills, and knowledge required to ensure that students develop increasingly sophisticated understandings of literacy. 

This Professional Development Plan is for District. It describes a vision and strategic learning for students focused on student achievement, embedded in daily practice, continuous and collaborative (Krolak-Schwerdt et al., 2014). The purpose of this plan is to reinforce a culture that supports student learning by delivering a framework that supports each educator in enriching their practice. The definitive goal of this professional development plan is to advance student learning. This professional development plan is a continuous process that allows for sustainable development and improvement of student learning and instructional practices (Krolak-Schwerdt et al., 2014). This entails evaluating the performance of students and the self-reflection of teachers, testing new approaches, identifying the possible courses of action, and assessing results. 

Vision Statement for the District 

Green River State Central School District envisions an environment where teachers and students are engaged in development withing local, state, and virtual environments. The district intends to encourage and cultivate a sense of collaboration among staff, students, and all stakeholders. The primary objective of the district is to develop children that are responsible, respectful, motivated, and academically prepared to tackle the challenges of life (Grimmett, 2014). The district will achieve this mission by providing a coordinated curriculum implemented by creative and collaborative individuals in a supportive environment. 

Mission Statement for the District 

The mission for the Green River State Central School District is to develop students physically, intellectually, emotionally, and socially in partnership with parents and the community so that every child becomes a complex thinker, lifelong learners, and responsible global citizens (Grimmett, 2014). 

The Goals of the District 

The Green River State Central School District is devoted to educating students using a data-driven methodology to enhance and support excellence through instructions, curriculum, and programs (Koner & Eros, 2018) . The district is dedicated to providing all learners with access to high-quality teachers, leadership, and personalized learning experiences and opportunities that motivate them to reach their fullest potential and graduate college. 

Community Engagement 

The community plays an integral role in the educational process and in the cultivation of positive relationships that support high levels of two-way communication and collaboration, providing a platform for parents and the community to engage in the education and development of students actively (Koner & Eros, 2018) . 

Climate and Culture 

The Green River State Central School District is devoted to cultivating positive and secure learning spaces that foster the development of ethically and socially responsible citizens who are actively engaged in learning that promotes dignity, understanding, curiosity, and respect for all cultures and individuals that prepares students to excel in the 21 st century and beyond (Lorio & Woods, 2020) . 

Technology 

The Green River State Central School District advocates using advanced technologies in school for both teachers and students that enhance instructional practice and curriculum development, real-world application, and student engagement (Lorio & Woods, 2020) . Thus, learners acquire technical and literacy skills that are vital for the global workplace. 

Integration of Professional Development 

At its core, the professional development plan for the district focused on building meaningful relationships between assessment, instruction, and curriculum, and the strengthening of social development across all levels (Tack et al., 2017) . The district provides all teachers and stakeholders professional development opportunities designed to address the needs of the students and enhance instructional practice that supports student achievement towards proficiency in New York State learning standards. 

Professional Development Goals 

To establish a culture of student empowerment through the development of student leadership and a sense of community (Tack et al., 2017) . 

To develop a literacy program that encourages the understanding of literacy behaviors and instructional uniformity across all levels (Tack et al., 2017) . 

To expand the instructional abilities of teachers and all stakeholders in the use of online resources to provide meaningful and high-quality instruction in hybrid, blended, traditional, and at-home learning environments (Tack et al., 2017) . 

Action Plans 

Classroom Management: To create a classroom management plan that contributes to the academic productivity of students. 

Teachers must have the ability to manage the behavior of their students and organize their classrooms, which is critical to achieving positive educational outcomes (Koner & Eros, 2018) . A systematic and ongoing professional development plan is required for teachers to improve their ability to manage classroom behavior effectively. Continuous professional development in classroom management is critical for both new and existing teachers. Classroom management is challenging for new teachers who may not contain the required training (Koner & Eros, 2018) . 

District educators have been tasked with increasing the achievement of students by cultivating effecting classroom management systems through: 

The ability to meet the different learning needs of a diverse student population. 

Adequate classroom management skills. 

Building a classroom environment that is nurturing and respectful. 

Building long-lasting relationships and collaboration with the community, teachers, students, and families. 

This objective will focus on developing effective classroom management environments and student behaviors to enhance their opportunities to learn. District teachers will be tasked with establishing explicit classroom norms that support high expectations and shared responsibility for the engagement of students in learning (Koner & Eros, 2018) . District teachers must also consider the causes of positive student engagement and misbehavior from multiple perspectives, such as the appropriateness of the instructions, or are the goals clearly established. District teachers must establish and maintain open communication lines with parents about student's behavior can class participation (Tack et al., 2017) . 

Activities in Classroom Management 

Understanding classroom management. 

The setting of the classroom environment. 

The development of standard classroom operating procedures. 

Introducing student responsibilities. 

Introducing classroom rules. 

Resources for District Teachers 

Emmer, E., & Evertson, C. (2016). Classroom management for middle and high school teachers . Pearson. 

This book consists of practical ideas and advice for teachers that will guide them in building long-lasting relationships and increase engagement in the classroom. The book also shares ideas on improving classroom management practices, such as offering personalized learning to students, which is vital to 21 st century learning (Tack et al., 2017) . The author does not only state the importance of best in class classroom management practices but also helps teachers figure out how to make them happen in the classroom. 

Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners . Jossey-Bass. 

It is not easy to get student engagement in the classroom. Some teachers find it easy, while others find it hard. This book acts as an invaluable piece to teachers who want to increase classroom engagement for all students. In addition to explaining the importance of classroom engagement, the book also elucidates specific strategies that can be sued by teachers in promoting classroom engagement (Krolak-Schwerdt et al., 2014). In addition, the book gives practice advice on how teachers can encourage critical thinking practices to both teachers and students by encouraging creative and imaginative learning. 

Assessment: All district teachers must educate and provide support for instructional teams in the design, creation, and application of high-quality assessments. 

The district has moved to implement the common core state standards that emphasize the ability of students to analyze, compare, synthesize, prove, connect, hypothesize, critique, and explain their ideas (Krolak-Schwerdt et al., 2014). Teachers in the district are expected to create, adopt, and promote assessments that encourage deeper learning based on 21 st century skills that students need to succeed in a knowledge-based economy. 

The criteria for providing high-quality assessments must include: 

The assessment of high cognitive skills that encourages learners to transfer their learning into new situations and problems (Li & Krasny, 2019) . 

The use of materials that are educationally valuable and instructional sensitive. The assessment tests should be designed in ways that encourage the teaching and learning of the underlying concepts. The tests should focus on what students think as well as what they know (Li & Krasny, 2019) . 

The assessment should be valid, reliable, and fair. The assessment issued out by the teachers in the district should accurately evaluate the ability, knowledge, and skills of students that they intend to measure. The assessments should free from bias and must be designed in ways that reduce obstacles to performance that could undermine their validity. 

Activities and Strategies 

There should be continued research and the development of necessary assessment tools that target the needs of students (Li & Krasny, 2019) . 

Teachers should design and deliver student-centered instructional activities. 

There should be ongoing consultations and training with administrators on how to design performance-based assessments. 

Professional development programs should be planned and designed to prepare teachers to meet the individual needs of students through targeted and differentiated instructions (Li & Krasny, 2019) . 

Professional development programs should build skills and capacity among teachers and administrators via departmental task forces and study groups. 

Resources for District Teachers 

Anderson, C. (2005). Assessing writers . Heinemann. 

This book provides a student-centered approach to writing assessment and instructions. Many at times, teachers feel ill-equipped on how to measure the assessment of their students. Anderson's book makes it possible for teachers to provide an assessment to students that are related to their interests, motivators, and identities. The book provides meaningful information about holding high-quality assessment space for learners in the classroom. The book also provides practical solutions to common challenges and offers amazingly great ideas for unit planning and troubleshooting. 

Davies, A., Herbst, S., & Busick, K. (2013). Quality Assessment in High Schools: Accounts from Teachers . Solution Tree. 

This book provides instructors with meaningful focus areas so that they can teach, plan, assess, and make daily decisions in ways that support student learning. Learning is socially and culturally constructed (Li & Krasny, 2019) . This book makes it possible for teachers to consider the learning processes and results within dynamic social contexts and encourages them to start thinking about their classes and students as they provide learning within these contexts critically. 

Curriculum: All teachers, administrators at the Green River State Central School District must develop professional development skills, knowledge, and strategies that effectively implement curriculum and instructional best practices. 

A classroom is a dynamic environment that brings together students from different upbringings with different traits and abilities (Srinivasacharlu, 2019). Therefore, an effective teacher must implement innovative and inventive teaching strategies in order to fulfill the distinct needs of students. 

Objectives in curriculum development 

Provide literacy development for the district students in all content areas. 

Teachers and administrators will be provided with professional development opportunities to enhance their knowledge and learn the appropriate teaching strategies based upon best practices and next generation learning standards in their respective disciplines. 

All teachers and administrators must strive to foster student achievement by demonstrating knowledge and the effective implementation of the curriculum, assessments, and instructions. 

The main objective of the district is to use professional development initiatives in strengthening content knowledge and education for all content areas for teachers. The effectiveness of the professional development program does not only depend on the program, but also on the teachers and how well they implement the concepts learned from the given program (Srinivasacharlu, 2019). 

Activities and Strategies 

The commitment to professional development programs in literacy with an emphasis on the learning of best instructional practices. 

The inclusion of next generation learning literacy frameworks in curriculum development for each content area. 

The effective development of collaborative structures for literacy coaching. 

Facilitate mapping the curriculum with a continued focus on next generation learning and workshop structures. 

The development of evidence-based instructional techniques that improve the achievement of students in the following content areas: 

Reading and writing. 

Math, Social Studies, and Science. 

Technology, Education, and Business Education. 

Actions 

The development of curriculum maps for integration in all content areas. 

The implementation of vertical alignment for all subjects as well as assessing the gaps in the curriculum. 

The incremental implementation and planning of response to intervention frameworks for all high school literacy, reading, and instructions. 

Resources for District Teachers 

Richards, J. (2017). Curriculum Development in Language Teaching . Cambridge University Press. 

The book helps teachers and instructors learn about designing, evaluating, and analyzing the curriculum. The book focuses on the effectiveness of conducting a needs analysis before designing a curriculum. 

Serravallo, J. (2017). The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers . Heinemann. 

This book provides different strategies and approaches and different levels of support for students struggling with various aspects of reading. This book helps instructors determine the appropriate strategies and intervention methods to be incorporated into the curriculum. 

Culturally responsive teaching and learning: The districts aims to establish a community that is focused on the deterrence of discriminatory behaviors through the advancement of educational measures that will positively influence the school culture and climate. 

Culture has a strong influence on the beliefs, values, attitudes, and behaviors that both students and teachers bring to the instructional process (Srinivasacharlu, 2019). The challenges of underachievement can only be solved by teachers and instructors who are prepared. In addition, instructors can only be held responsible if they are sufficiently prepared to be culturally receptive to the learning styles and needs of their students. 

Activities and Strategies 

Planning and implementing professional development programs designed to prepare teachers and administrators to fully implement the expectations and practices articulated in the Dignity's Act. 

The building of capacities and skills among teachers via teams and groups for inclusion and cultural diversity, promoting social and cultural learning, the building of safe and respectful schools, and the promotion of mental health education (Tack et al., 2017) . 

The facilitation and support of teachers in action research in cultural diversity, school climate and bullying, and emotional learning and mental health education. 

Characteristics of Culturally Responsive Teachers 

A teacher must possess an affirming attitude towards learners from culturally diverse settings as this significantly impacts their erudition, overall academic performance, and the belief in themselves. 

Teachers must be agents of change in their learning institutions and confront the barriers associated with those changes. Teachers must also develop the skills required for collaboration in culturally sensitive environments. 

Teachers must be able to learn about their student's past experiences, community, and home culture as the atmosphere in and out of the classroom is vital in building relationships by increasing the use of these experiences in the context of teaching and learning. 

Resources for District Teachers 

Hammond, Z., & Jackson, Y. (2014). Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students . Corwin. 

When the teacher gets immersed in a student's ethnic identity and culture, the teacher collaborates with the student that facilitates learning and development. By culturally connecting with the student, the teacher promotes intellectual development and teaching, resulting in high-functioning independent learners. 

Banks, C., & Banks, J. (2013). Multicultural Education: Issues and Perspectives . Wiley. 

Banks and Banks (2013) explore the implicit biases and structural racialization in the context of American schools that has, for decades, denied learners the opportunity to develop critical thinking abilities. Banks and Banks (2013) provide a step-by-step process to instructors to empower students by teaching them the skills and dispositions needed to become independent learners. 

ELL Students: All teachers should help students in the district achieve their academic and personal objectives by providing high-quality, personalized language instruction in a friendly, welcoming, and inclusive environment. 

The most significant educational challenge for the district is on improving the education of English language learners. Professional development programs for teachers should provide opportunities by rewiring long-term commitment from all stakeholders (Tack et al., 2017) . They should have program topics emerging from the interests and teachers and have specific measurable and evaluation goals. 

Activities and Strategies 

The design and implementation of ELL programs that allow students to achieve academically and become proficient in English (Kennedy, 2016) . 

The provision of equitable resources to all district programs and services for ELL students. 

Familiarize each ELL pupil with the different cultures and customs of the U.S. while encouraging their sense of racial pride through cultural diversity and sensitivity. 

Maintain constant and open communication lines with administrators, teachers, and parents to furnish the learning requirements of the ELL students in a holistic manner (Kennedy, 2016) . 

The use of evidence-based tools and processes by instructors to design high-sustenance instructions that provide numerous entry points for the diversity of ELL students. 

The fostering of quality interactions that promote the development of language, collaboration, and problem-solving (Kennedy, 2016) . 

The leaders at the district will develop a vision for quality teaching for ELL students and support instructors in their work to make classes with ELL students accelerated and rigorous. 

Resources for District Teachers 

Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice . Teachers college Press. 

This book is an excellent resource for instructors who want to teach more responsively and inclusively. If educators are to apply the strategies and concepts used in the book, they will revolutionize the education for ELL students. 

Li, N. (2016). Teaching ELLs Across Content Areas: Issues and Strategies . Information Age Publishing, Inc. 

Li (2016) provides information to instructors on how they can understand ELL students and focusses on the implementation of effective classing strategies for teaching ELL students. Li (2016) also provides strategies for teachers on how to navigate through language barriers, behavioral problems, and cultural differences. 

References 

Grimmett, H. (2014).  The practice of teachers’ professional development: a cultural-historical approach . Sense Publishers. 

Grimmet (2014) describes the practice of educators from a professional development perspective. Grimmet's historical and cultural perspectives are rooted in Vygotsky's societal and genetics theory. The main objective of the book is to provide educators and instructors with practical concepts while fostering their abilities to examine habitual practices. 

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education , 68 , 99-113. https://doi.org/10.1016/j.tate.2017.08.007. 

School systems in the United States acknowledge that quality teaching is critical to improved student outcomes. Therefore, the purpose of professional development programs should be to ensure that teachers engage in continuous learning activities that facilitate the learning of students. 

Kennedy, M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research , 86 (4), 945-980. https://doi.org/10.3102/0034654315626800 

At the local and state levels, professional development programs form the foundation of improving the skills and knowledge of teachers. There is a direct correlation between teacher learning and student achievement. Therefore, professional development programs must be based on the local, federal, and state governments striving to connect education policy to instructions. Education in the United States experiences a dynamic curriculum that needs a deeper understanding of student learning and thinking that has resulted in professional development programs to sharpen educators' skills and knowledge. 

Koner, K., & Eros, J. (2018). Professional Development for the Experienced Music Educator: A Review of Recent Literature. Update: Applications of Research in Music Education , 37 (3), 12-19. https://doi.org/10.1177/8755123318812426 

Educational reforms in the United States and across the world are setting bold goals for student learning. Although many factors influence the achievement of these strategies, what instructors know and can accomplish plays an integral role in influencing the learning of students. This has resulted in the implementation of high-quality professional development and learning opportunities for teachers to be responsive to challenging, changing, and complex educational demands. 

Krolak-Schwerdt, S., Glock, S., & Böhmer, M. (2014).  Teachers’ professional development: assessment, training, and learning . Sense Publishers. 

The evaluation of professional development programs enables program managers and participants to make evidence-based decisions about the program. If the professional results are positive, everyone in the program benefits. If not, then resources would have been wasted. There are hundreds of professional development programs across the United States, where program managers advocate for the reliance on professional learning as a critical component in the efforts to improve the education of students. 

Li, Y., & Krasny, M. (2019). Development of professional networks among environmental educators. Professional Development in Education , 46 (2), 337-353. https://doi.org/10.1080/19415257.2018.1562957. 

Educators play an integral role in improving the quality of education, not only in the United States but across the world. Educators also reorientate education to address sustainability, provide training, and improve public awareness. Through professional development programs, teachers can bring changes within global educational systems that shape the knowledge and skills of future generations. 

Lorio, C., & Woods, J. (20s20). Multi-component professional development for educators in an Early Head Start: Explicit vocabulary instruction during interactive shared book reading. Early Childhood Research Quarterly , 50 , 86-100. https://doi.org/10.1016/j.ecresq.2018.12.003. 

Tack, H., Valcke, M., Rots, I., Struyven, K., & Vanderlinde, R. (2017). Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development. European Journal of Teacher Education , 41 (1), 86-104. https://doi.org/10.1080/02619768.2017.1393514. 

Evidence-based research conducted on professional development programs is an indication of a strategy that supports not only educators' practice but also informs the development of public knowledge on the basis for teacher education. Teachers who participate in such programs absorb more evidence-based research into their own practice and the relevance of their value as "researchers" in improving their role as an educator. 

Srinivasacharlu, A. (2019). Continuing Professional Development (CPD) of Teacher Educators in 21st Century.  Shanlax International Journal of Education ,  7 (4), 29–33. 

Education is a life-long process, and as teachers exert their influence on the learning and achievements of students, professional development programs improve the instructional practices of teachers in classrooms and help students perform and achieve better results. 

Vendsen, B. (2020). Inquiries into Teacher Professional Development--What Matters?  Education ,  140 (3), 111. 

According to more than 1500 studies conducted, the professional development of teachers is vital for improving student achievement and classroom instruction. Professional development programs are lifelong learning experiences for teachers that are needed to cater for the rapid changes happening in education and the need for teachers updating their skills. Thus, professional development programs foster the collaboration between schools and teacher education institutions in providing educators with a more integrated experience.