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Table of Contents

A. Student Performance
B. Curriculum Development and Evaluation
C. Staff Development
D. Compensatory Education
E. Bilingual/English as a Second Language
F. Career and Technology Education
G. Gifted and Talented Program
H. Special Student Populations
I. Instructional Technology

FINDING

Staff development for teachers and other instructional personnel is determined and scheduled both centrally and by each individual campus (Exhibit 2-54). Centrally, MPISD has provided staff development in the following areas:

  • Reading Recovery - MPISD is an official training site for this program. The district has trained teachers at each campus with a first grade and has extended the training significantly beyond the Reading Recovery teachers.
  • Technology - There is continuous training in technology that includes both basic proficiency and advanced training. Technology training on hardware, software, Internet use, and network use is conducted by the Districtwide Technology department and its two trainers. Scheduled workshops are presented on a districtwide basis, schools are scheduled for visits during one week of each month for small group or individual training, and teachers can request individual assistance in addition to the other opportunities on an as-needed basis.
  • Phonemic Awareness - All six of the MPISD kindergarten teachers and most of the district's pre-kindergarten teachers received six days of training in 1998-99, and some are receiving extended training this year.
  • Teaching Mathematics - The district has used its Eisenhower funds to train math teachers for at least five years. In the last two years, MPISD has sent at least 25 teachers of grades K-8 to Math Solutions' five-day institute. The district also sent three high school math teachers to Western Michigan State University for five days of training in the summer of 1997-98 and sent them back for two additional days in November. MPISD has also used the math consultant at RESC VIII to do numerous workshops in teaching mathematics at all levels in addition to having sent teachers to numerous other workshops.
  • Discipline Management - Every one of the district's elementary schools has trained teachers for a discipline management program such as the Boys Town program.
  • Learning Styles - Most of the district's teachers have been trained in how to accommodate children's learning styles and to make good use of their own learning style.
  • New Jersey Writing - Over the last two summers, the district has trained approximately 20 teachers in the New Jersey Writing Project.
  • ESL/Bilingual - Since the district continues to require that all teachers attain ESL endorsement, MPISD routinely hosts classes for that training.
  • Gifted and Talented Education - All teachers who have identified gifted students in class receive the required initial training and the annual training.

Exhibit 2-54
MPISD Staff Development by Campus
1996-97 through 1997-98
Campus Type of Staff Development
Mt. Pleasant High School Gradebook software training
  Vertical teaming
  Working with students and adults from poverty
Mt. Pleasant Junior High School Discipline plan
  Section 504 procedures
  Vertical teaming
  Technology
  Working with students and adults from poverty
  Plato 2000
Wallace Middle School Technology
  Working with students and adults from poverty
  Gifted and talented
  Improving reading
  Appraisal orientation
  Vision management
  Team building
Corprew Intermediate School Discipline management
  Planning priorities
Sims Elementary Special education procedures
  Brain compatible learning
  Department-based inservices
  Inclusion
  Working with students and adults from poverty
  Vertical and horizontal teaming
  Gifted and talented
Brice Elementary Vertical and horizontal teaming
  Technology
  Literacy development
  Portfolio assessment
  Department-based inservices
Fowler Elementary Team building
  Discipline
  Technology
  New Jersey Writing
  Vertical and horizontal teaming
  Department-based inservices
Child Development Center Domestic violence and substance abuse
  Education performance standards
  True colors
Source: MPISD, deputy superintendent for Curriculum.

The district also held a districtwide inservice training day on January 6, 1997 at which approximately 380 district personnel attended. Topics included Reading Recovery, brain-based learning, critical and creative thinking, teaming and integration of curriculum, vertical teaming, Plato computer managed instruction, Shurley Grammar, New Jersey Writing Strategies, and Thoughtful Literacy.

According to principals, site-based decision-making committee (SBDM) representatives, and teachers, there has been no standard means of determining training needs. To determine staff development needs, some campuses conduct an annual survey of teachers, others request that teachers submit ideas through the SBDM committees, and on others the principal develops the program with input from various teachers or department heads. Since there have been three principals in the last four years at the high school, two principals in the last three years at the junior high school, two principals in the last two years at the middle school, and a new principal at the intermediate school in the last two years, there has been little consistency in the approach to staff development.

Since each school has developed its own customized curriculum to meet student needs, a decentralized approach to staff development has been appropriate. However, with the district moving to an aligned K-12 curriculum, there needs to be a coordinated staff development program to support the curriculum. Also, achievement of TEKS objectives and training to support achievement will need to be monitored and evaluated centrally.

During 1998-99, the district had staff development coordinators on two campuses to teach part of each day and facilitate staff development the rest of the day. This combination of teaching and staff development gives each coordinator credibility with the other teachers, and also keeps them in touch with the practical aspects of teaching.

Recommendation 13:

Hire campus staff development coordinators for all campuses.

IMPLEMENTATION STRATEGIES AND TIMELINE
1. The board approves the creation of a staff development coordinator position at each campus where one does not exist.
March 1999
2. The deputy superintendent for Administration and Operations advertises the positions, screens applicants, and recommends final candidates to the superintendent and deputy superintendent for Curriculum. March-May 1999
3. The superintendent and deputy superintendent for Curriculum interview finalists and hire coordinators. June 1999
4. The staff development coordinator at each campus meets with the principal and department heads and conducts an initial training needs assessment to complement the curriculum and address needs in each school and department. July-August 1999
5. The coordinators at each campus implement the staff development plan for their campus. August 1999

FISCAL IMPACT

The campus staff development position requires at least one-half FTE at each of the Child Development Center, elementary, intermediate, and middle school campuses, and one FTE will be required at the junior high school and high school for four FTEs. Filling the position at the existing staff development salary will cost $40,000 annually for each position or $160,000 for four new positions plus benefits of 25 percent, or $200,000 total.

Recommendation 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
Hire campus staff development coordinators for all campuses. ($200,000) ($200,000) ($200,000) ($200,000) ($200,000)