Archived: Lawrence, Kansas School District: Profile of Award-Winning Professional Development

A r c h i v e d I n f o r m a t i o n

Abstracts of 1996-1997 National Awards Program Winners for Model Professional Development (February 1998)

Lawrence, Kansas School District: Profile of Award-Winning Professional Development

The Lawrence, Kansas (PreK-12) School District serves a university community (University of Kansas) in a moderately urban, mid-size city setting. Rapid growth (thirty percent in the population in the last decade), and high community expectations for education set the environmental context. The district comprises 24 schools with an enrollment of 9,872 students.

Demographics:

81% White (not Hispanic)
9% African American
4% Native American or Native Alaskan
3% Asian or Pacific Islander
2% Hispanic
3% Limited English Proficient Students (36 languages spoken)
28% Qualify for free/reduced lunch
20% Receive special education services

Critical Factors That Led to Developing a Professional Development Model:

The Quality Performance Accreditation (QPA) Initiative adopted by the State Board of Education holds schools accountable for demonstrating student progress, and mandates both site-based councils and school improvement plans. The state also requires that professional development initiatives connect activities with impact on instructional strategies and student achievement. Lawrence volunteered to pilot this accreditation model and has added more schools each year. Thus, the idea of student-focused, data-driven professional development has been institutionalized in the district for several years.
A central office staff (currently comprised of a director of evaluation and standards, two instructional skills coordinators, and several curriculum specialists) has developed a strong theoretical base for integrating instructional improvement, curriculum development and professional development. Several methods have been developed to support teachers and other district personnel as they engage in reflection and planning for change. The emphasis is on sustaining a program that is ongoing, comprehensive, and job-embedded.
The district has been able to protect the funding for professional development activities even during those times when bond issues have been difficult to pass. Professional development has a high priority in the district. Current funding comes from a number of sources: State Excellence Grants, fifty percent match from State Professional Development Funds, Title II (math and science), and business partnerships.
Building on their experience with the pilot for the QPA, all schools are now required to craft a school improvement plan each year that details the connection between professional development and student achievement. Three different data sources are used: norm-referenced CTBS; state assessments in writing, math, science and social studies; and local assessments in math and reading. A local School Inservice Council that is comprised of teachers, principals, parents, and community representatives develops the plan and then forwards it for review to the Local (district) Inservice Council (LIC) which is comprised of teachers from each school, administrators, curriculum coordinators and early childhood specialists. The 32 member LIC meets monthly and provides an opportunity for both oversight and cross-school sharing/collaboration. It is here that an assessment is made concerning the inclusion of state and district goals, as well as approvals secured concerning travel, and so on. Each school must detail plans to use the six half days set aside by the district for professional development; the district staff will plan for two or three additional days. In addition to school plans, teachers should submit individual professional development plans that require support beyond that provided in the school plan.

Framework for Professional Development Model:

Four components are key to the success of the 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.

Contact Information:: Lawrence Public Schools, Lawrence KS; Sandee Crowther; Division Director of Evaluation and Standards; Lawrence Public Schools; 3705 Clinton Parkway; Lawrence, Kansas 66047; 913-832-5000; 913-832-5016 (FAX)

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Last Updated -- February 20, 1998, (pjk)