TSD Systems Alignment

1. DRAFT – Need to verify PD info TSD Systems Alignment Professional Development Results of Preliminary Design May 2010

2. Project Overview • Background • PD varies widely between the three employee groups in terms of expectations, budget, support and delivery • Old model – what are you interested in? • New model – what skills (and PD) do you need to carry out the mission of the organization? • Key Issues • Access, quality, alignment of skill sets and expectations • Objectives • Create a conceptual / preliminary design for a District-wide PD system for all employee groups • Enable modeling of 21st Century skills by District personnel • Increase the effectiveness and efficiency of workforce • Scope • District-wide PD system for all employee groups • Focus especially on APT and Classified needs

3. Project Phasing • Project Approach • Phase I – Conceptual/Preliminary Design (Fall ’09 / Spring ‘10) • Phase II – Detail Design and Development (Fall ’10 / Spring ‘11) • Phase III – Pilot (Fall ‘11) • Phase I – Conceptual / Preliminary Design Approach Details • Documented current PD processes and identified issues • Performed research on best practices • Identified core competencies across the entire organization • Design a new PD process • Developed Project Plans for Phase II (in process)

4. Major PD Process Issues Identified • Non-systemic PD Policies and Practices • Inconsistent Culture to Support PD • Lack of budgets for PD for some employee groups • Lack of access to PD • Missing Career and Skill Development Paths • Course availability not consistently communicated • Links with other HR systems • Lack of systemic PD registration, tracking and reporting systems

5. Best Practices Considered NSDC- Standards for Staff Development NCREL- Adult Learning Theory Diane Lauer- Coaching Model Lieb- Principals of Adult Learning Council for Exceptional Students- Teacher Competencies for Inclusive Practices . . . . Special Learning Communities - ___ Classified Skills Development - Douglas County St. Vrain Classified PD Model – St. Vrain Professional Learning Models - NCCRESt Leading for Equity – Montgomery Schools Teaching Learning Cycle – Cherry Creek School District

6. Annual PD Plan Orient New Employees Provide Ongoing PD PD Reporting Provide PD Infrastructure Preliminary Design for Professional Development at TSD • PD master used by all groups • Clear policies • Career and skill track clearly defined courses • New employee orientation • Stakeholder driven PD • Consistent PD plan • Schedules published and communicated • Link to dept/school effectiveness plan • PD defined for specialists and specialty groups • Internal/external • All groups use same scheduling and reporting system • Coaching, mentoring and learning community practices employed • Common data base • Great tool for career planning/performance evaluations

7. What Are the Big Ideas in the New Process? • PD is driven by instructional / service delivery needs • Common system to be used across all employee groups • Required skill sets will be driven and aligned with mission and vision • PDCA embedded - continuous improvement of both individuals and processes • Technology will be utilized to support the volumes • Leadership needed to ensure systemic implementation • Linkages to HR processes • Hiring, Staffing, Recognition, Compensation, Retention, Performance evaluation

8. Organizational Skill Sets Identified Communication Collaboration Technology and Information Literacy Critical Thinking Differentiation Commitment to Excellence Technical / Professional Training Flexibility / Adaptability This information has been shared with the PET teams (verify)

9. What Are the Anticipated Benefits? • Inclusive of all employee groups • Consistency • Common language • Awareness • Cross-group articulation • Equitable opportunities for continuous improvement • Enrichment • Skills aligned with district goals • Skilled and satisfied employees • Career paths: meaningful motivated • Quality improves student achievement

10. Preliminary Measures Were Identified

11. Moving Forward -- Next Phase • Project Approach • Phase I – Conceptual/Preliminary Design (Fall ’09 / Spring ‘10) • Phase II – Detail Design and Development (Fall ’10 / Spring ‘11) • Phase III – Pilot (Fall ‘11) • Scope of Phase II – Detail Design and Development • Infrastructure elements of the PD process • Classified and APT employee groups • Collaboration with the licensed employee groups (e.g., LPET Team, Differentiated Instruction Team)

12. Deliverables for Phase II Leadership • A target culture to support new PD practices. • Leadership across the District for PD across all employee groups Process and Standards • Policies for PD for APT and Classified groups • Definitions of competencies for in-scope employee groups • Detailed PD process to support all employee groups. • Supporting PD curriculum for in-scope employee groups Process and Standards (cont) • Tools to implement Professional Development Plans (PDP) • Linkages established with major external sources of PD (e.g., universities) Technology • A centralized and shared catalogue of internal instruction available • Scheduling, delivery and tracking software Other • Suggested PD budgets for APT and Classified personnel • District-wide system for tracking PD expenditures

13. Phase II Approach • Organize Project • Document Detail Requirements • Evaluate and Select Software Tools • Design and Develop Components • Develop Pilot Approach • Develop Cost / Benefit Analysis and Plan for Next Phase • Review with Cabinet and other Groups

14. Next Steps Confirm leadership Finalize project plans Recruit team leads and team members Kickoff project in August

15. DRAFT – Need to verify PD info TSD Systems Alignment Professional Development Results of Preliminary Design May 2010