A r c h i v e d I n f o r m a t i o n
1998-1999 National Awards Program for Model Professional DevelopmentCarroll Independent School District
Southlake, Texas
Description of School
Carroll Independent School District (ISD) is a small but rapidly growing suburban district with an annual growth rate of about 15% in the past two years. The district serves 5,850 students in grades kindergarten through twelve.
Student Demographics
| .2% | American Indian (Navajo) |
| 1.3% | Asian or Pacific Islander |
| 1.2% | African American, not of Hispanic origin |
| 2.0% | Hispanic |
| 95.3% | White (not of Hispanic origin) |
| 1.0% | Limited English Proficiency |
| 2.0% | Qualify for Free/Reduced Price Lunch |
| 8.1% | Receive Special Education Services |
Background and Goals
While Carroll ISD may not be as ethnically diverse as other districts, it?s academic diversity presents challenges of differentiating instruction for various levels of performance and needs. In addition, a recent evaluation of Carroll ISD revealed another challenge: a need for teachers and administrators to attain a better understanding of how to integrate technology into the curriculum. Understanding these challenges, Carroll ISD?s professional development model, STAR, focuses on these two issues: 1) to enhance instruction to include high, average, and low performing students as well as other students who receive special education services, and 2) to integrate technology into teaching and learning.Five participant groups including university faculty, novice teachers, veteran teachers, administrators, and other partners in the learning community (parents, businesses, support personnel, etc.) collaborate on objectives of the program, ensuring that differentiating instruction and integrating technology remain at the center of all planning and implementation.
The broad goals of the participant groups are: 1) to work collaboratively with university partners to improve teacher preparation and induction; 2) to provide support for novice teachers at the preservice and induction-year levels; 3) to enhance the mentoring skills and content knowledge of veteran teachers; 4) to support administrators in their efforts as instructional leaders and facilitators of change; and, 5) to include parents, community members, businesses, and support personnel as partners in their learning community.
Professional Development Design and Implementation
University Partner: As a site for a professional development school, Carroll ISD works with its partners at the University of North Texas to improve the teacher preparation and induction program. A steering committee, consisting of mentor teachers, administrators, university personnel, student teachers, and parents, helps design and evaluate coursework, training activities, and mentoring and supervision processes. The professional development school?s goal is to provide the best training ground for novice teachers to integrate technology and meet the needs of all learners in the classroomSupport for First Year Teachers: STAR offers an orientation/induction program to provide training and support for new teachers throughout their first year. Two days of district and campus orientation are provided at the beginning of each school year, with 3-5 follow-up sessions throughout the year. All employees are required to pass certain technology competencies within their first year of employment and campus technology coordinators provide assistance to new staff who need help. All induction-year teachers are provided with a trained mentor teacher. Mentors and teachers participate in on-line mentoring activities and special training sessions where they explore real classroom issues.
Support for New Administrators in Their Roles as Instructional Leaders: STAR provides training for new administrators to help them become more knowledgeable in facilitation, Cognitive Coaching skills, site-based team training, conflict resolution, and the use of technology.
Support for and from the Community: STAR includes Regional Service Centers, businesses, community members, parents, and other support personnel as partners in the learning community. These partners are encouraged to bring real-world experiences into the classroom via technology, share knowledge and perspectives with others, and become active members in the extended learning community. For example, community members serve on a number of district committees to provide input on standards for the future. The city?s Parks and Recreation Department, in cooperation with the district, provides training for parents and community members on a variety of topics.
Support for and from Veteran Teachers: Veteran teachers are expected to improve their mentoring skills, share best practices, learn to integrate technology in the classroom, stay abreast of content and methods, and reflect on teaching and learning to improve student performance. Extensive training is provided for all teachers and administrators who want to implement the Cognitive Coaching process. This process includes developing three goals each year (one professional, one cognitive, and one student achievement), and then working with one?s supervisor and coaching partner to reflect on practice and self-assess the accomplishments of their goal. Training for this process includes regular follow-up sessions for renewal.
Objective Evidence of Success
All site-based teams are trained in data analysis, goal setting and staff development planning. Campuses submit a yearly campus professional development plan to the Director of Staff Development indicating objectives, activities, estimated costs, the model of staff development used, measures of success, and other needs for staff development that could not be addressed on campus days. Over the past five years, test scores have continued to rise as a result of this focus on data analysis. There has been an increase in the number of students taking AP courses and increased scores on AP exams. SAT and ACT scores have also continued to rise, as well as the state criterion referenced test- TASS. The scores of special needs students also continue to rise. Carroll ISD continues to examine data each year and focus professional development efforts around these areas of need.
Contact Information
Nancy Rindone, Director of Staff and Program Development
Carroll Independent School District
1201 North Carroll Avenue
Southlake, TX 76092
(817) 329-2934
(817) 251-5064 (fax)
-###-
[ Return to National Awards Program ] 
Last Updated -- November 4, 1999 (mhm)