“There is a ton of money for staff development.”
“The Summer Institutes are a strength.”
Other comments indicated the need to improve the staff development program. comments included the following:
“Usually staff development is a one shot thing and everyone goes back (to their classrooms) and does what they want.”
“I don’t know the percentage of teachers who take the Summer Institutes – maybe 50 percent. I hope it helped their teaching, but I don’t know it did.”
“Staff development is an issue for all employee groups because there is high staff turnover.”
“A weakness is inservice training for support staff. This is not done regularly and is not viewed as productive by the administrative staff.”
“The real weakness is in the lack of training. We jump into things unprepared. Untrained people are being asked to fill highly skilled positions. Training needs to be mandatory.”
“Counselors have not had any professional staff development by the district in five years.”
“We have never really trained people on site-based management. We have a lot of attrition on site teams and we aren’t training the new people.”
“Staff development for special education teachers is lacking.”
In summary, the auditors found that the professional staff have many staff development opportunities available to them in the Clover Park School District. However, training is not provided to all support staff members. The district lacks a comprehensive staff development plan to focus district and school efforts on the delivery of the curriculum and support district goals. No long-range plan provides for the design, delivery, follow-up, and evaluation of staff development activities. Staff development efforts are generally short-term, uncoordinated, and unlikely to improve teaching and impact student learning.
Finding 3.2: Articulation and Coordination Are Perceived to be Weak for Sound Curriculum Management.
Well articulated and highly coordinated programs demonstrate consistency horizontally within and between grade levels across the system. Consistency is also needed vertically from grade level to grade level and from elementary to middle to high school. Articulation insures that students do not experience repetition and disjointed learning as they move through school. Student achievement relies on internal consistency of the written, taught, and tested curriculum.
The auditors examined the curriculum guides and syllabi currently in use in the system to determine the degree of articulation and coordination present in the documents. Particular attention was paid to the delineation of the prerequisite essential skills, knowledge, and attitudes, and the delineation of the major instructional resources. The auditors visited the schools and discussed articulation and coordination with administrators and teachers.
The auditors found that at the elementary level several national models of instruction were being used: Accelerated Schools, Coalition of Essential Schools, Higher Order Thinking Skills, Onward to Excellence, Paideia, School Enrichment Model, and Success For All. At the Middle School Level the following national models of instruction were being used: Coalition of Essential Schools, and
the high schools in the district were using the Coalition these individual models might be, work was needed district
of Essential Schools. wide to ensure that a
student moving through and across grade levels was exposed to a basic, district-wide documentation was found which revealed any attempts at consistency or articulation.
No documentation was found to indicate that attempts were made to delineate prerequisite essential skills, knowledge, and attitudes, or to delineate the major instructional resources. The curriculum is
Clover Park School District Audit Report Page 57