Integration of the Massachusetts Curriculum Frameworks
	Support the goals of the district, the school and the individual educator
	Support of school improvement plans
	Opportunities for processing, implementing, evaluating, and reflecting
	Collegiality and collaboration across and within professional roles, responsibilities, and grade levels
	Expansion of educators’ knowledge of subject matter
	Incorporation of research-based strategies for teaching, learning, and assessment
	Opportunities for embedded classroom work that models best instructional practices
	Opportunities for training members of the school community, classroom paraprofessionals and others
	Opportunities to increase teachers’ capacity for leadership roles

Overarching Goals for Professional Development:

1. Student learning and achievement will improve by increasing performance on the English Language Arts and Mathematics MCAS in the Advanced and Proficient categories for students who meet or exceed school-based attendance expectations
   
2. Teachers will unpack standards according to their subject area (mathematics, English Language Arts, Science and
   Technology/Engineering, Social Studies) to generate a common understanding and vocabulary, and engage staff in formal activities to glean a deeper understanding of content knowledge
   
3. Provide teachers with training in assessments and provide opportunities to create, discuss and identify forms of assessment that will inform instruction to improve student learning and performance
   
4. The district will enhance and design district wide procedures to include a Professional Development Handbook and a Mentor Teacher Program handbook

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1. Design and update a high quality standards-based curriculum in English Language Arts, Science and Technology/Engineering and begin Social Studies (Curriculum Design Team)
   
2. Upon approval of the School Committee, implement mathematics curriculum according to the identified standards for Mastery and Developing standards (Curriculum Administrative Team will seek approval in Fall 2007)
   
3. Design three benchmark assessments for English Language Arts, Science and Technology/Engineering (Curriculum Design Team)
   
4. Train teacher in using information gleaned from benchmark assessments to inform instruction
   
5. Continue Performance Improvement Mapping at Hanover Middle School and Sylvester School

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1. Provide graduate-credit course in the Studying Skillfull Teaching, Assessment for Improving Student Achievement, Content Area Reading Strategies
   
2. Provide a learning institute to paraprofessionals on understanding reading
   
3. Provide training to secretaries on Microsoft Office Suite or X2
   
4. Unpack standards according to grade level and subject area for horizontal and vertical articulation
   
5. Continue alliance with MassInsights to provide mathematics and science professional development for teachers and administrators
   
6. Provide embedded professional development in English Language Arts
   
7. Focus on developing teacher quality through Individual Professional Development Plans that are aligned with school and district goals
   
8. Provide training to teachers in methods to integrate technology into the content areas
   
9. Establish a committee to examine time allotments at the elementary and middle school levels

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1. Provide training to a cohort of teachers in standards based instruction and unpacking standards and understanding assessments
   
2. Engage all staff in a presentation on standards and assessments
   
3. Provide training to staff on implementing common assessments and provide opportunities for teachers to analyze student work
   
4. Create at least 2 common formative assessments based on analytic rubrics at each grade level for each subject area
   
5. Continue the Reading Assessment Committee to determine and implement district wide reading assessment in grades K-4

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1. Design a district wide Professional Development handbook for staff in order to provide information on policy and procedures regarding Professional Development activities, Professional Development Points, and Educator Licensure.
   
2. Continue work to align the Teacher Mentor Induction Program with Massachusetts Department of Education regulations for induction programs and examine extending the program to three years of support rather than one year.
   
3. Continue to provide induction training, including the New Teacher Orientation, to all teachers who are in their Preliminary and Initial years of teaching and who are first year teachers
   
4. Continue to provide training to the Administrative Team that is link to district goals and initiatives from the Department of Education
   
5. Continue the Professional Development Committee

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