1. Program Evaluation Plan Report Board of Education Meeting March 29, 2012 Professional Development Program

2. Purpose of the Program • Student and/or stakeholder needs addressed by the program: • Engage teachers and certified staff in continuous learning and growth throughout their careers in order to promote the most effective teaching and best possible learning in the classroom. • Meets a state requirement under provisions of Senate Bill 380, the Outstanding Schools Act of 1993, that each district allocate 1% of its state foundation formula to professional development.

3. Service Delivery Model Professional development program services are developed and delivered by three interrelated but distinct entities: • Professional Development Committee • Teacher/certified staff representatives • Academic Services Department • Central office administration • Building-Level Leadership • School principals & leadership teams

4. Program Deployment Status • Services are well-deployed, although deployment may vary in some areas or schools. • Working toward a more integrated model in which district, building and individual staff goals are better aligned and used to drive a systemic professional development program. • PD “flex” option was utilized throughout the 2011-12 school year

5. Progress Toward Previous Program Goal GOAL: Park Hill’s professional development program will comply with provisions of the Outstanding Schools Act. RESULTS: • While the annual budget through the 2009-10 academic year included a 1% allocation of foundation formula funding for PDC-sponsored professional development, this state mandate was waived by legislation at the end of the 2010 school year. • This waiver remains in effect until 2013. • The Park Hill School District nonetheless budgeted $60,000 for PDC for the 2011-12 school year, representing a .35% allocation.

6. Progress Toward Previous Program Goal GOAL: Teachers will report that professional development offerings have improved their classroom practice. OBJECTIVE: The percentage of teachers that report professional development has improved their teaching and/or professional practice will increase from 75.8% to 80%, as measured by the Academic Services teacher survey. RESULTS: • The percentage of teachers that report professional development has improved their teaching and/or professional practice increased from 75.8% to 82.4%. Teachers similarly indicated professional development and training positively impacted student learning & achievement (81.1%).

7. Plan for Evaluation Measurable Outcomes Data Collection Methods • The annual budgeting process will meet or exceed a 1% allocation of foundation formula funding for PDC sponsored professional development. Spending for certified staff professional development will expend this allocation. **SUSPENDED UNTIL 2013** • The percentage of teachers that report that professional development and training, including in-district and out-of-district, has improved their practice will improve from 82.4% to 85 % as measured by the Academic Services teacher survey or MSIP Advanced Questionnaire. • Document reviews • Surveys and questionnaires

8. Plan for Evaluation (cont’d) Measurable Outcomes Data Collection Methods • Based on three month follow-up survey results, 75% of teachers indicate that their time was “well-spent” on PDC day activities, and 85% reported that the learning outcomes were clear and that they felt that they learned them successfully. The goal is to increase the first measure to 80%, or have similar outcomes for all professional development offerings taken as whole, and to increase the latter to 87.5%. • Three month follow-up course evaluations

9. Next Evaluation Report March, 2013 Professional Development Program