School Type: Public	School Setting: Suburban
Level: K-12	School Design: Alternative
Content Presented By:
National Awards Program for Model Professional Development

Replication Details

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NOTE: If you have not already read the "Design and Implementation" section, selecting that from the menu before reading further will provide a context for the replication details below.

Professional development brings together teachers, paraprofessionals, specialists (speech, occupational and physical therapists), administrators, and parents in their efforts to provide optimum learning opportunities for students. At Hungerford, all instruction is focused on a common goal: "to guide students to their maximum potential and functional level by supporting their development of essential social, emotional, and academic skills." Over the past decade, the school has moved from a model based on limited expectations for special education students to one that actively supports students' transitions to the community and workforce. This common vision and purpose guide all professional development, teaching and learning activities.

Professional development planning is facilitated by annual needs assessments (in place since 1990). A continuous improvement model provides opportunities for individuals to identify and pursue professional development activities necessary to acquire the knowledge, skills, and abilities that will ensure desired student outcomes.

In order to sponsor professional development workshops without neglecting the special needs of students, the district employs full-time "replacement teachers". A staff member at the school is responsible for coordinating and scheduling the replacement teachers and other substitutes as needed, to allow teachers to take advantage of a variety of professional development experiences. When the professional development experience requires the teacher to be away from the school for more than a few days, the replacement teacher spends time in the classroom both before and after the teachers' absence to facilitate the transition.

There is strong union support for the school's professional development program and goals. The union representative and principal each independently confirmed the highly collaborative nature of the union/school relationship. Teachers' contracts provide for one professional development period each day.

A successful grant writing infrastructure has been established at the school to ensure access to additional outside resources. Two staff members have responsibilities for monitoring and responding to grant opportunities. Their efforts are supported by regularly-scheduled release time from classroom duties.

The Hungerford School works in partnership with the district, District 75, the Unified Federation of Teachers, community businesses and organizations, local colleges and universities. District 75 supports the school by identifying resources to promote professional knowledge focusing on high expectations, literacy, assessment, team-building, parent-involvement, conflict-resolution, positive behavior supports, and the use of technology.

Union supported Teacher Centers provide systematic ongoing professional education services to the teachers in our school. Staff members participate in Center activities to build collaboration, participate in training, share innovative teaching practices, and maintain high standards of accountability.

The school developed a school-based management planning team consisting of representatives from all constituencies in the school community. In forming the team, strong consideration was given to parent representation reflecting the student population.

This team:

• Developed partnerships with community agencies and businesses to develop vocational programs to prepare students for the transition from school to work. Eight community work sites are a result of this collaboration.
• Involved students in community service projects. These projects enable students to feel good when they see themselves as genuinely useful. Helping others is therapeutic. Community service also yields opportunities for learning.
• Initiated the use of curriculum-based measurement and portfolios as assessment methods.
• Supported thematic curriculum planning and cooperative learning.
• Developed mechanisms to coordinate existing information and databases for the purpose of linking resources and disseminating data for program development.
• Coordinated resources and service provided by public and private agencies and community based organizations.
• Increased opportunities for employment options and successful job placement for each student.

A Professional Development Needs Assessment was conducted with the entire staff through the use of surveys/questionnaires, interviews/discussions, self reports, and records of activities. A School Comprehensive Education Plan was developed to address the professional development needs of staff and parents, and the instructional needs of students.

Staff self-assessment also provided information about implementation of instructional programs and the quality of instruction. District 75 developed rubrics that were used by our staff in self-assessment of three program practices: "Literacy Development", "Individualized Educational Plan Development", and "Use of Student Learning Assessments".

During 1997-1998, a priority for the school was comprehensive and sustained professional development for the instructional and support staff. A major focus of staff development for the 1996-1997 school year was literacy improvement. As a result of professional development opportunities in literacy skills development, staff set the following goals: integrating literacy with the arts, technology, school-to-work skills, identifying appropriate performance standards, increasing parent involvement, and formalizing collaboration of resources with regard to literacy. Based upon these goals, the school developed professional training programs in technological skills, arts education, and alternative assessment.

Site Visit Documentation

P.S. 721R, Hungerford School's success was recorded based on a site visit conducted by the National Awards Program for Model Professional Development in 1997:

Criteria	Evidence
The professional development is comprehensive and long-term and not narrowly focused on one subgroup of students or staff.	grant writing team in place, established successful record securing additional funds district structure supports school's pd plan (release time, substitutes, strong union support for pd) clear and extensive evidence that pd is for all staff and aimed at goals for all students
There are clear professional development goals based on needs assessment and focused on improving ALL students' learning.	needs assessment conducted every year since 1990 documents, interviews, and observations indicate clear vision among all staff of goals for all students
The professional development goals and plan were developed through an inclusionary process.	team found evidence of extensive staff involvement (teachers, paraprofessionals, specialists) and active parents
The professional development goals are part of a long-term school improvement plan.	both district and school comprehensive plans identify 5 areas for improvement - all pd is focused on these 5 areas
Professional development is integral to the school culture and promotes continuous inquiry and improvement.	formal and informal meetings contract provisions for daily pd time district-supported pd lab and mentoring opportunities
The professional development activities reflect the best available research and practice in teaching, learning, and leadership.	pd is ongoing and integrated into daily life of staff focuses on clearly articulated, common goal/vision for all students
The specific content, instructional strategies, and learning activities are designed to reach the professional development goals.	emphasis on changing school culture and student outcomes multi-faceted activities all focused on common goal
There are processes for documenting and monitoring the alignment of school improvement plans, professional development activities, teacher and student outcomes.	annual school evaluation by site council longitudinal data collection processes annual review of school improvement plans that inform pd activities
Organizational structures support the implementation of professional development activities on the individual, collegial, and organizational levels.	strong support from district - school is now a pd lab site for other schools strong union support grant writing team with proven success and institutionalized support
Sustained resources (human, fiscal, and technological) are committed to support the professional development plan.	team found evidence of numerous structures that are in place to facilitate mentoring, individualized pd opportunities
The professional development design includes a comprehensive evaluation.	teacher portfolios, paraprofessional portfolios pre & post needs assessments provisions for annual data collection and analysis
The data collected are used to make appropriate programmatic adjustments to professional development.	site council addresses this at three different meetings each year open communication between administration and staff also facilitates adjustments
There is adequate description of the infrastructure, content, and process components to understand and draw lessons from the professional development plan.	although this site is a special education school, pd lessons applicable to any school context
The lessons learned are useful for other schools or districts.	staff now training site for others in district union uses school as example school is "community of learners" concept in action

Costs and Funding

Professional Development is supported through grants from the following:

• Chase Manhattan Bank
• Citi Tech
• DeWitt-Wallace Reader's Digest Fund
• Lynne Steinman Foundation
• Council for Supervisors and Administrators
• Artsgenesis
• New York City Council
• New York State Incentive Grant

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