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Site Visit Documentation
Woodrow Wilson Elementary School's success was recorded based on a site visit conducted by the National Awards Program for Model Professional Development in 1996:
Connection between PD and school/district improvement plans (needs assessment). Have goals and mission changed over time and rationale for change?
Wilson no longer uses school improvement plans. The district requires certain components of a staff development action plan and allows schools the freedom to organize its own information. A staff development planning team surveys teachers annually to determine goals. An action plan is developed accordingly. The school is shifting its focus to reading.
Extent to which distinct PD experiences are connected and ongoing and linked to goals.
Study groups provide on-going opportunities to link professional development experiences to goals and student outcomes. Study groups meet for 1.5 hours at least twice a month.
Diversity in types of PD experiences.
Teachers participate in school, district, state, and national professional development activities and often initiate their own learning activities and professional development.
Percent of staff/schools involved (planning, evaluating, participating in the full range of activities).
100% of teachers participate in annual surveys and at least four days of professional development each year. Approximately 93% of the teachers also participate in study groups.
Strategies for supporting ongoing PD (time for PD and how it is embedded).
Staff is willing to give up personal time to attend at least two afternoons per month and attend such activities as Family Math Night. The presence of student teachers from Kansas State University allows time during the day for professional development activities.
Methods for evaluating the PD initiative (collection of appropriate data and use of data).
The school uses a district-wide evaluation form for professional development activities. They also use annual surveys and feedback forms to evaluate activities.