Professional Development Plan

Central Square Central School District

September 2018-2025
 Professional Development Plan (PDP)
Planning Committee

Board of Education:
Randy Hoyt, President
Lorraine Wood, Vice President
Catherine Sundet
Randy Hoyt
Michael Lawyea
Steven Patch
Timothy McCarthy
Chance Nickerson
Allison Douglas

Professional Development Planning Team:

● Thomas J. Colabufo, Superintendent

● Concetta M. Galvan, Assistant Superintendent
● Erin Phillips, Executive Director of Elementary Education
● Maureen Phippen Ladd, School Business Manager
● Iraina Gerchman, Executive Director for Planning, Development & Technology
● Teri Marks, Interim Executive Director of Pupil Personnel Services
● Brent Bowden, Principal @ Brewerton Elementary School
● Damon Villnave, Assistant Principal @ Paul V Moore High School
● Jennifer Smolnik, Principal @ Millard Hawk Elementary School
● Jennifer Parker, Teacher @ Central Square Middle School
● Laura McAfee, Teacher @ Paul V Moore High School
● Meghan Chaloux, Teacher @ Hastings-Mallory Elementary School
● Katie Wood, Special Area Teacher @ Elementary Level

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The Professional Development Plan (PDP) Planning Committee is a sub-committee of the Central
Square Central School District’s Professional Development Committee (PDC). School-based
professional development teams are led by a principal and Professional Development Committee
representative.

Philosophy of Professional Development for the Central Square School District:

Quality teaching and learning depends on a knowledgeable and effective teacher in every classroom.
The intent of this Professional Development Plan is to assure that all instructional staff engages in
meaningful and sustained professional development in their respective content areas and grade
levels, resulting in improved student achievement.
In addition, professional development is no longer viewed as something that is only necessary for
teachers. It is recognized that everyone who affects student learning, from the Board of Education,
district administration, teachers, support staff, to the parents and community, must continually
improve their knowledge and skills in order to ensure student learning.

Mission:
We are dedicated to providing ongoing opportunities for professional growth in order to ensure
maximum student achievement that will empower all students to excel as citizens in a changing
world. We further recognize that the Board of Education goals and the C2 Strategic Plan, provide the
foundation that supports the framework for the Professional Development Plan.
We acknowledge the importance of our partnership with parents and community. The training
provided will not only enhance the educational environment of our learners but also foster strong
relationships that support effective and nurturing learning communities.
The Central Square Central School District offers a minimum of twenty-four (24) hours of professional
development opportunities as part of Superintendent’s Conference Days and Early Dismissal Days.
In addition, professional development opportunities are included in staff, grade level and
department meetings as well as out-of-district training. There is a District expectation that all staff
actively participate in these initiatives. Sound and practical professional development programs are
a link to establishing good instructional practices that enhance the knowledge of curriculum content
and design.

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Learning Forward Standards

Effective Teaching and Learning

Literacy and Numeracy

Technology

At-Risk Students

Instructional Strategies

Mentoring

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 C2 Strategic Plan

The Central Square School District has developed a Strategic Plan based on the District’s goals. The
full plan can be found here https://www.cssd.org/domain/209.
The Central Square School District Framework
The mission of the Central Square School District is to empower all students to excel as citizens in a
changing world. The Central Square School District has set the four core goals upon which all other
work is based and aligned. By working toward these goals we firmly believe we can fulfill this
mission. These goals remain constant; however, the measurable objectives to reach these goals
may change from year to year
District Goals
1. Increase instructional engagement
2. Support an atmosphere that promotes 21st Century Citizenship for all
3. Support partnerships between the district and community
4. Continue to implement sound fiscal practices that work to support student learning
The puzzle pieces below signify the focus areas used to set measurable objectives in all of our

planning initiatives.

Professional Development Matrix

The purpose of this matrix is to guide the District and staff members when designing and choosing
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 professional development. The District wants to ensure that all staff are highly skilled practitioners
trained in the pedagogical practices identified by the district as most effective in the teaching and
learning process. Staff want professional development that is meaningful, and they want to engage
in relevant experiences that increase their skills and knowledge of the best practices in education.
This matrix includes the goals and focus areas that the District has identified as critical to excellence
in teaching, based on our Strategic Plan. The items listed under each strand are titles or topics for
professional development that have been available to District staff.
Though this matrix does not cover every possible professional development opportunity available to
staff, it can help guide planning and decision making as it identifies the District's expectations.
MIA designates Mission in Action statement.
GOALS/FOCUS AREAS
Sound
Increase Instructional Social/Emotional Health, Safety, &
Promote 21st Century Citizenship Management
Engagement Learning Personnel Resources
Practices
Foundations of Good Trauma Informed How to be an Online
Rigor with Technology CPR/AED SchoolTool
Instruction Instruction Learner
Standards Based
Mindfulness Academic Integrity Creativity Stop the Bleed nVision
Instruction
Gradual Release of Emergency Preparedness
Poverty CyberSecurity Breakout Edu Website
Responsibility Training
Adaptive & Assistive Employee Assistance
Learning Targets Mental Health First Aid Gaming Customer Service
Technology Program (EAP)
Formative Assessment Amygdala Hijack Netiquette Research Skills De-escalation Professionalism
Differentiated Instruction Facilitate Student
In Her Shoes Mastering Your Email Stress Management Job Specific Training
(MIA) Assessment
Understanding and Building Online Mandated Reporter
Rigor (MIA) Google Foundations Records Retention
Assisting the Anxious Child Assessments Training/Refresher
Critical Thinking (MIA) Nearpod Digital Portfolios
Curriculum Development
(lesson and unit plan GoGuardian Evaluating Resources
design)
Working with Students Computer Based
Canvas
with Special Needs Testing
Research Based Preparing/Building
SchoolTool
Instructional Strategies Data
OCLI District Toolkit Understanding Data
Online
Using Data to Impact
LETRS Parent/Student
Instruction
Communication
What Does it Mean to Be Social Media &
PowerUsers
College & Career Ready? Schools
Building Your Digital Google for Power
Accommodations Training
Classroom Users
Canvas WeVideo

The District tries to offer professional development on a rotating basis so that all staff can access the
required trainings.
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 Model Rotation – 3 Year Professional Development Rotation
This rotation is meant to display the core professional development required for all instructional staff
in the District. The conference Day configuration is for demonstration purposes only, and will be
scheduled according to the availability of presents and in consideration of other District trainings.
All new teachers are required to participate in New Teacher Orientation which lays for foundations
of good instruction as defined by the District.

Year 1 Year 2 Year 3

Conference Day Conference Day Conference Day

1 2 3 1 2 3 1 2 3

Outcome Gradual Reserved Learning Differentiated Reserved Curriculum Formative Reserved

& Release of for Other Targets Instruction (1 for Other Development Assessment for Other
Standards Responsibility District (1/2 day) day) District A: Lesson & (1/2 day) District
Based (2 Parts, 1/2 Initiatives Initiatives Unit Plan Initiatives
Instruction day each) Design (1/2
(1/2 day) day)
Trauma SWD - CSE Critical Rigor (1/2 SWD - Major
Informed Process & Thinking day) Disability
Instruction How to Read (1/2 day) Types and
(1/2 day) an IEP (1/2 Strategies (1/2
day) day)

Electives Electives Electives Electives Electives Electives Electives Electives Electives

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 Mentoring
One of the essential components of our Professional Development Plan is the Mentoring Program.
As of February 2004, all new teachers in New York State must be mentored for one year to earn
their Professional certification. As a result, the Mentoring Program was developed for all new
teachers in the Central Square School District. The program offers a team approach to provide on-
going support, semi-monthly informational and support meetings, observational feedback, and
in- service training.

The mentoring program includes:

● familiarizing new teachers with CSSD policies and procedures
● pairing new teachers with mentors an in-depth look at CSSD standards and core
curriculum
● instructional/classroom management strategies
● coordinating various assessments to match lesson objectives
● becoming aware of the types of resources available
● strategies for preparing students for State tests and District standardized tests
Responsibility
● Assistant Superintendent for Instruction & Personnel
● Executive Director for Planning, Development & Technology
● Executive Director of Elementary Education
● Executive Director of Pupil Personnel Services
● Superintendent
● Building Administrators
● Mentors/Mentor Coordinator

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 Professional Development Models

The staff may select from an extensive menu of sustained and intensive professional development
opportunities. A variety of these models are job embedded as they allow opportunities for staff
to implement newly acquired skills. The following list, which is not all-inclusive, reflects a
collection of models whose delivery includes inquiry-based, standards and research-based
practices that address the individual needs of students and lead to academic success.

Workshop NYS Master Teacher Program

Action Research Coaching
Data Teams Peer Review
Gap Analysis Professional Learning Communities
National Teacher Certification Preparation Reflective Practice
Study Groups Teachers Teaching Teachers
Train the Trainer Teams Needs Assessments
Definitions available in the glossary

School District Waiver CR Part 154 Professional Development Requirements Specific to English
Language Learners (ELLs):
The Central Square Central School District has a very low number of students enrolled K-12 that
require ELL services. The number varies yearly but we average between three and twelve
students. The District assures that teachers of ELL students will receive professional development
geared to the needs of their specific learners. Our current ENL teacher will provide targeted
professional development during designated TEAM/Department conferencing time.
The topics will focus on strategies to support language acquisition in core content areas. Teachers
will also attend workshops on differentiated instruction that will address the needs of varied levels
of learners and training on instructional delivery using an integrated co-teaching model. Teachers
of ELL students will also have access to resources and opportunities offered by RBERN (Regional
Bilingual Education Resource Network); i.e., Understanding Language Acquisition and the Special
Education Process to Meet the Needs of Struggling ELLs. The times allotted for each Professional
Development opportunity will vary according to appropriateness. Team/Department conference
time is available weekly.

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 Staff Development Team
The staff and/or positions below all provide professional development throughout the year.
Superintendent, Thomas J. Colabufo
Executive Director of Elementary Education, Erin Phillips
Assistant Superintendent for Instruction and Personnel, Concetta Galvan
Executive Director of Pupil Personnel Services, Dr. Kristin Collins
Executive Director for Planning, Development & Technology, Iraina Gerchman
Director of Athletics, Jim Drancsak
Assistant Director of Pupil Personnel Services, Christina Smith

Elementary Principals
Brent Bowden Michael
Smolnik Amanda Viel
Carin Reeve
Secondary Principals
Mathew Penrod and Jeff King (Central Square Middle School)
Kristin Enright (Paul V. Moore High School)
Assistant Principals
Christopher Soluri (Paul V. Moore High School)
Jennifer O’Malley (Paul V. Moore High School)
Jennifer Smolnik (Central Square Middle School)
Damon Villnave (Paul V. Moore High School)

Curriculum Consultants
School Psychologists
Mentors/Mentor Coordinator
Tech Cadre (Train the Trainer Teams)
Department Coordinators
Librarians
Teacher Leader Cadre
NYS Master Teachers
Technology Coaches through Model Schools

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 List of Other Providers and Community Partners
CiTi BOCES - 533 COSER providers, et al.
Harvey Silver (Silver, Strong & Associates)
Center for Instruction, Technology & Innovation (CiTi BOCES) Team Sheldon
SUNY Oswego
Syracuse University
SUNY Cortland
RSC-TASC at OCM BOCES
CONTACT
FARNHAM Agency
CNYRIC
Productive Struggle, LLC
Standard for Success
SchoolTool representatives
CPT/DDRO
CTI
Midstate Early Childhood Direction Center
Herkimer Oneida BOCES
OCM BOCES
CNY Teacher Center
Comprehensive Counseling Development Team
Cayuga College
Reading League Coaches
OCLI Coaches
Any other certified individual or equivalent provider
Midstate RBERN

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 Statement of Assurances

The Superintendent certifies that:

Planning, implementation and evaluation of the Professional Development Plan were

conducted by a professional development team that included teachers, administrators and
others identified in the plan.

The PDP focuses on improving student performance and teacher practice as identified through
data analysis.

The PDP describes professional development that:

✔ Is aligned with State content and student performance standards;
✔ Is articulated within and across grade levels;
✔ Is meaningful and sustained;
✔ Indicates how classroom instruction and teacher practice will be improved;
✔ Indicates opportunities for each teacher in the District;
✔ Reflects congruence between student/teacher needs and District goals/objectives.

The PDP indicates an evaluation of effectiveness of the professional development and a

mechanism to adjust activities based upon the evaluation.

The PDP or the annual update to the plan was adopted at a public meeting by the Board of
Education.

Superintendent of Schools Date

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 Glossary
Action Research: Also called classroom inquiry- teachers initiate and carry out research in their
classrooms and schools; this is not necessarily formal research like would be done at a university-
it is observable in nature, and can be used to answer questions like:
● What happens when I base my government curriculum on what is concern to my students?
● What happens when students use sketch journals to document their learning in science?
● What strategies do students use to help their peers during writing conferences?

Gap Analysis: Analysis of data to determine the difference between current and desired student
achievement level

National Teacher Certification Preparation: National Board for Professional Teaching Standards
(NBPTS); the teacher provides clear and consistent evidence of their adherence to NBPTS
standards in their daily teaching. Must submit portfolio, videos, sample of student work; 18 month
process, fees not to be paid by the district. For more information, access www.nbpts.org.

Networking: Discussion and information gained and shared through membership and
participation in professional organizations

Coaching: Process where teachers/administrators engage in coaching conversations that impact

in the classroom to improve their skills

Peer Review: Process where teachers review each other’s lessons or units, providing
opportunities to learn from each other and to engage in professional discussion

Professional Learning Communities: is a group of educators that meets regularly, shares

expertise, and works collaboratively to improve teaching skills and the academic performance of
students

Reflective Practice: Modification of instruction based upon self-evaluation and/or feedback

provided by colleagues and/or administrators

Study Groups: Small number of staff joining together to learn new information and/or skills for
the benefit of students

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