San Francisco Unified School District, San Francisco, California: Profile of Award -Winning Professional Development

Demographics:

48% Asian or Pacific Islander
20% Hispanic
17% African American
13 % White (not Hispanic)
1% Native American or Native Alaskan
30% Limited English Proficient Students (39 languages spoken)
59% Qualify for free/reduced lunch
10% Receive special education services

Critical Factors That Led to Developing a Professional Development Model:

1. The current superintendent, Waldemar Rojas, issued a set of priorities that included raising the achievement of students scoring in the bottom quartile on standardized tests, developing instructional strategies to better meet the needs of all students, and improving the scope and effectiveness of professional development.

2. Each year the district must hire about 200 new teachers. Close to thirty-five percent of all teachers in the district have less than four years of experience. (This situation will be exacerbated in the 1998-99 school year when 450 new teachers will be needed to respond to the state initiative to reduce class size.) Such large numbers of novice teachers served as a catalyst for the district to develop effective professional development.

Framework for Professional Development Model:

Eight days are set aside in the school year for professional development. Three are used by the district (recent activities have included early literacy, biotechnology, mathematics, and technology) and follow the format of a summer institute, multiple follow-up sessions, and targeted on-site activities. One day is set aside for special education issues. The remaining four days are available for individual schools to use to meet their own professional development needs. In addition, schools are expected to engage in professional development activities beyond these four non-student days. Typically, schools use a combination of an early release and creative scheduling to focus on the high-priority areas identified in their improvement plans. Depending on the specific goals included in these plans, additional professional development might include all the faculty, grade level or action research teams, curriculum teams, or individuals. (Each teacher is required to complete an Individual Professional Growth Plan that connects the individual's interests with both the district and his/her school's priorities.)

Several other professional development initiatives in the district make important contributions to the goal of raising student achievement. The district sponsors an orientation for teachers new to the San Francisco Schools. In addition, teachers may join the Beginning Teachers Support and Assessment Program (BTSA), a State-initiated program, that involves novice teachers in an extended mentoring relationship with master teachers in the district. At the secondary level Site Support Teams have been identified to work with teachers to develop content and performance standards in areas targeted for improvement (literacy and math were the most recent areas). An extensive Learning Resource Bank has been created, comprising professional development and curriculum materials. Included are books, periodicals, tapes, model units and lessons, instructional and assessment materials, as well as electronic links to libraries and universities and so on.

The K-8 Mathematics Initiative serves as a good example of the way in which professional development in the district combines both centralized workshops with school site activity. During the summer a team of 200 teachers and administrators attended an institute focused on the new mathematics adoption K-8, instructional strategies for Limited English Proficient students, and bottom quartile improvement strategies. This team subsequently planned and delivered three district-wide professional development days designed for teachers, paraprofessionals, principals, and parents. (Additional parent/family sessions were offered at school-sites during the evenings and on Saturdays.) Teacher leaders from each school facilitated on-site follow-up that included issues such as family math, managing manipulatives, planning a standards-based math program, and assessing student growth. This initiative was supported by a number of local universities.

Test scores for reading and math on the CTBS have been used to show the impact of the professional development program. These data show that there has been a significant growth for all students in both areas for three consecutive years. Moreover, students attending "focus schools" with an emphasis on math and/or literacy show more than a year's growth for a year's instruction. This finding is especially encouraging since the emphasis is now on raising the performance level of the students in the bottom quartile. The emphasis on elementary science is also beginning to show a change in classroom practice. Five years ago elementary teachers reported spending an average of less than 30 minutes each week on science. Currently, teachers are reporting an average of 140 minutes devoted to science.

The district plans to continue to refine this professional development model, giving schools more time, resources and technical assistance. Three areas will receive attention in the future: an administrators' institute, bilingual education, and technology.

Contact Information:

San Francisco Unified School District, San Francisco CA

Maria Santos

Assistant Superintendent

San Francisco Unified School District

2550 25th Avenue

San Francisco, California 94116

415-759-2950

415-759-2903 (FAX)

msantos@sfusd.k-12

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