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Lawrence Public School District
Lawrence, KS
School Type: Public
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School Setting: Urban
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Level: K-12
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School Design: Traditional
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Content Presented By:
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National Awards Program for Model Professional Development
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Design and Implementation
Four components are key to the success of the district's professional development model. First, all teachers new to the district must complete a New Staff Instructional Skills Program within their first two years. This program is directed by an instructional skills coordinator and involves the teachers in six (released) days of intensive work designed to introduce them to the district and develop a common language about effective instruction. Teachers prepare a series of videos and action plans focused on instruction. Second, BLIS (Building Level Instructional Skills) groups can be formed at the building level to explore self-identified issues that are connected to the school improvement plan. Typically six teachers and the principal engage with an instructional skills coordinator for six half days (released). Third, a professional development library of mixed media is housed at the central office. The library contains an extensive collection of books, periodicals, tapes, video material, and CD-ROMs. Schools are encouraged to use this material and/or to order additional items. Finally, central office staff is available for consultation with schools. The emphasis is on in-district capacity building through a trainer of trainers approach. Several cadres of trainers are sustained in the district (e.g., direct instruction, action research, curriculum assessment/development and evaluation).
Schools use a variety of methods to create time for professional development. Several schools use a weekly early-dismissal plan, other schools use creative block scheduling to create common planning time, while others create "buddy classes" to permit primary and intermediate grade teachers to share work time. In all cases this work is student-focused and driven by analysis of data concerning student achievement. At the end of the year each school must make a presentation to the Local (district) Inservice Council detailing the effectiveness of the plan for that year. This "results-based" planning and evaluation focuses attention both on student achievement data and on levels of implementation by teachers of strategies detailed in the school improvement plans.
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