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.
San Francisco Unified School District's success was recorded based on a site visit conducted by the National Awards Program for Model Professional Development in 1996:
Criteria
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Evidence
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Connection between professional development and school/district improvement plans (needs assessment).
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The professional development initiative incorporates the district mission and goals while allowing sites to design their individual agendas based on an analysis of student data. There are district offerings designed to provide a common emphasis and focus for the district. There has been a shift over time from emphasis on district mandated professional development to the empowering of local sites to evaluate their progress toward district goals and determine areas for study and improvement.
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Extent to which distinct professional development experiences are connected and ongoing and linked to goals.
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Professional development experiences are linked to goals of sites that address the mission and goals of the district. Experiences are long-term and extend over the school year, including extended summer sessions.
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Connection to research and best practices.
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Efforts at each site, as well as the district, are focused on research and best practice in designing and implementing professional development activities. Attendance at conferences and capacity-building training is made available to staff.
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There is evidence that the professional development content has direct application for teaching.
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The site experiences are based on direct application and support for implementation of objectives of professional development. On-site support is available through mentors, coaches, and district-level personnel.
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Diversity in types of professional development experiences.
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Experiences offered include workshops, study groups, action research, conferences, demonstration teaching, coaching, modeling, master practitioners, and opportunities for discussion and reflection.
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Strategies for supporting ongoing professional development (time for professional development and how it is embedded).
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There are eight days of professional development during the contract year provided by the district. Furthermore, school sites have added additional time through block scheduling, flexible scheduling, early release or late start, and common grade-level planning time.
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The professional development program is institutionalized rather than dependent on specific resources or personalities.
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The program is designed to place responsibility on each site for the customization of professional development activities to meet their individual needs. There is also an attempt to develop capacity within each site while at the same time providing specific assistance for common needs through district resources. The objective of the initiative is to create a culture where the process is self-sustaining. There is a required financial contribution by all school sites to the professional development activities, thus creating an inherent interest in receiving benefit from that investment.
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