Welcome New PDC Reps and Alternates!

1. Welcome New PDC Reps and Alternates! …and current PDC members!

2. Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

3. Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

4. How are you?????????? • Please choose an object from the table and make a group of 3. • How does the object you chose represent how you are feeling in these first weeks of summer?

5. New to PDC…HMMMMM??? • Please choose a different object from the table and make a group of 3. • How does the object you chose represent how you are feeling about being a Professional Development committee rep?

6. Your two hats… Building PDC Chair & PD Leader Member of the District Committee Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

7. Your two hats… • Building PDC Chair & PD Leader • Planning PD Days • Evaluating PD time in the building • New teachers in your building • Member of the District Committee • Oversight of district development • Suggestions & improvement, evaluations • PD Workshop funds • Staying current with district initiatives Leadership: Staff Development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

8. Context

9. Context Process

10. Context Process Content

11. Facilitators: • Elementary • Middle • Technology

12. Enduring Understanding & Essential Questions for 2009-10 • Enduring Understandings: • PDC reps are leaders at the building level and the district level. • PDC reps are lead learners. • Essential Questions: • How does a PDC rep impact the building? • How does the PDC influence the district?

13. Who is in the room? Four Corners…sort of… Group 1: 0-5 years in the district 5+ years in the district Learning Communities: Staff Development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district

14. What is your level of concern about being a PDC rep? • Concerns Based Adoption Model (CBAM) Levels • Levels of Concern

15. Levels of Concern… • 0: Awareness • PD-What?

16. Levels of Concern… • 0: Awareness • PD-What? • 1: Informational • I’m here to get more information • Nuts and Bolts

17. Levels of Concern… • 0: Awareness • PD-What? • 1: Informational • I’m here to get more information • Nuts and Bolts • 2:Personal • How will this leadership role affect me?

18. Levels of Concern… • 0: Awareness • PD-What? • 1: Informational • I’m here to get more information • Nuts and Bolts • 2:Personal • How will this leadership role affect me? • 3: Management • I seem to be spending all my time with the nuts and bolts, answering questions etc. • Still not in the “zone”

19. Levels of Concern… • 0: Awareness • PD-What? • 1: Informational • I’m here to get more information • Nuts and Bolts • 2:Personal • How will this leadership role affect me? • 3: Management • I seem to be spending all my time with the nuts and bolts, answering questions etc. • Still not in the “zone” • 4: Consequence • How am I going to impact my building? • How can I refine my role to have more?

20. Levels of Concern… • 0: Awareness • PD-What? • 1: Informational • I’m here to get more information • Nuts and Bolts • 2:Personal • How will this leadership role affect me? • 3: Management • I seem to be spending all my time with the nuts and bolts, answering questions etc. • Still not in the “zone” • 4: Consequence • How am I going to impact my building? • How can I refine my role to have more? • 5: Collaboration • How can I relate what I’m doing to what others are doing? (Lead Mentor, Cohort Leaders, Administrators, Data teams…)

21. Levels of Concern… • 0: Awareness • PD-What? • 1: Informational • I’m here to get more information • Nuts and Bolts • 2:Personal • How will this leadership role affect me? • 3: Management • I seem to be spending all my time with the nuts and bolts, answering questions etc. • Still not in the “zone” • 4: Consequence • How am I going to impact my building? • How can I refine my role to have more? • 5: Collaboration • How can I relate what I’m doing to what others are doing? (Lead Mentor, Cohort Leaders, Administrators, Data teams…) • 6: Refocusing • I have ideas about something new that would make the role of PDC rep even better in my building.

22. Levels of Concern… • 0: Awareness • 1: Informational • 2:Personal • 3: Management • 4: Consequence • 5: Collaboration • 6: Refocusing Talk with your group about where you fall on the CBAM scale and why!

23. Who is in the room? Four Corners…sort of… Group 2: South and North Area Central and West Areas Learning Communities: Staff Development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district

24. What do you already know about what a PDC rep does? • Work with your CBAM group. • List what you already know in blue. • List what you THINK might be true of PDC in green. • Add your questions in purple.

25. PDC Roles & Responsibilities • Created by PDC 05-06, used for the first time 06-07 • Learns and Applies • Advocates for HQPD • Acts as a resource • Communicates • Evaluates PD

26. INNOVATION CONFIGURATIONS • A road map of what an innovation could look like. • Not evaluative, just helps you gauge your progress. • Look through the IC’s • Any questions answered? • Any questions raised? • Back to your poster….what is left unanswered?

27. The PDC Rep Learns and Applies

28. The PDC Rep Advocates for HQPD

29. The PDC Rep Acts as a Resource

30. The PDC Rep Communicates

31. The PDC Rep Evaluates Professional Development

32. INNOVATION CONFIGURATIONS • A road map of what an innovation could look like. • Not evaluative, just helps you gauge your progress. • Look through the IC’s • Any questions answered? • Any questions raised? • Back to your poster….what is left unanswered?

33. Who is in the room? Four Corners…sort of… Group 3: Experience on PDC at district or building level First time! Staff Development Website Learning Communities: Staff Development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district

34. Where does the work of PDC come from? • State of Missouri Guidelines

35. Major responsibilities and Job Description • Building PD (building) • School goals: Where is the PD to accomplish the goals? • Building level Professional Development time • 09-10 PD Calendar • Overseeing district professional development • New Teacher support (building) • Mentors (building) • 1% funding approval

36. Building Hat… • New teachers & Mentors • Do you know who your Lead Mentor is? • New Teacher Orientation • August 6-7, 10-11 • Website

37. New Parkway Teachers… • Website • What do teachers new to your building need to know to start the school year? • Who do you as PDC rep need to connect with regarding new teachers?

38. Building PD/District PD Days • PD Calendar • Your school goals should guide your planning. • Where are your school goals located? • Directions to locate school goals.

39. Details…. • Meeting dates • PDC Mentors • National Staff Development Council • Staff Development Basics

40. Review… • Roles & Responsibilities • IC’s • Next steps? • Highlight on your IC’s • Circle items others need to know • Share!

41. Thank you… • Teacher leaders play a highly significant role in the work of the school and in school improvement efforts. Precisely because of its informal and voluntary nature, teacher leadership represents the highest level of professionalism. Teacher leaders are not being paid to do their work; they go the extra mile out of a commitment to the students they serve. Teacher Leadership That Strengthens Professional Practice

42. Mentors… • No architectural firm would ask a newly licensed architect to single handedly design a major building the first week on the job. Rather she would work on a team with more experienced architects. Similarly a newly licensed accountant would not be assigned a major client to handle on his own. At the very least, he would be mentored by an experienced colleague and would gradually assume greater responsibility for the firms clients. • Teacher Leadership That Strengthens Professional Practice back