Description of School

Norman Public Schools is a large suburban school district in the city of Norman, Oklahoma. The district serves 12,511 students from kindergarten through grade twelve.

Student Demographics

Background and Goals

Professional development in Oklahoma in the early 1980s was evolving from the traditional isolated in-service into meaningful staff development that addressed effective methods of instruction. The district began to actively involve its teachers and administrators in pursuing quality professional development, emphasizing all phases of the education process. This early effort led to the creation of Decisions for Excellence, the district?s superstructure for professional development. The structure was developed as a base to help educators enhance their knowledge and expand their repertoire of skills in order to make effective decisions about teaching and learning. Developed in 1985, Decisions for Excellence has been updated through revisions in 1989, 1991, 1992, 1994 and 1998. Each revision has focused on translating current research into effective practices, providing the critical base for all phases of professional development.

All professional development in the Norman Public Schools is targeted toward improving academic achievement for all students. Toward that end, the district has set two long-range goals. One is to "provide educational experiences in the basic skills that prepare students to function effectively in contemporary society." The second is to "maintain comprehensive continuous progress in all subject areas with equity and comparability among all attendance areas." The district also follows a set of six professional development goals to fulfill its program goals of continuity of curriculum and professional skills.

Professional Development Design and Implementation

Decisions for Excellence: This comprises the district framework for professional development, targeted toward improved teaching and learning. It has four components: "Processes" for effecting change; "Procedures" for participatory decision-making; "Program" for improving instruction; and the "Product" of student learning. Professional development activities carried out through the program reflect a continuing attention to evolving education research.

Professional Development Activities: Ongoing professional development includes participating in workshops, conferences comprehensive training programs, study groups, peer coaching, program development, curriculum development, and staff development presentations; authoring articles and books for publication; observing instruction; demonstrating teaching; and individual study.

Professional Resource Opportunities: This "training of trainers" program is designed to develop teachers as instructional leaders and staff developers. Teachers, selected by peers, receive 40 hours of comprehensive training in research-based information on adult learning, group process skills, effective staff development strategies, and team building. They get an additional minimum 20 hours in instructional strategies that affect learning across the curriculum for all students. Teachers completing this training work with principals as staff developers and resource teachers at their sites and serve as leaders on site school improvement teams.

School Profiling: School staff review student achievement at each school, for each grade level, and in each curriculum area to determine where students are, where they need to be, and how to get there. Reviewers look at data on curriculum and instruction, assessment, student developmental levels, attendance, discipline, parent involvement, and other factors. The process allows complete participation by staff, with opportunities for parent involvement, and results in a consensus on the annual goals for each school.

Objective Evidence of Success

Studies have shown that teachers feel the program has enhanced their skills and knowledge, both in the classroom and in their ability to help their peers. Standardized test scores demonstrate how both subject and method specific professional development has succeeded. The percentages of fifth-grade students passing the state performance-based writing, math, and science assessments significantly increased between 1995 and 1998. Similar gains occurred at grades 8 and 11. ACT test scores also demonstrate academic gains as the average composite score rose from 21.7 % in 1992-93 to 22.8% in 1997-98. Evidence of success is also revealed in the decreased numbers of suspensions and absences.

Contact Information

Elaine Fulton Hale, Director of Staff Development
Norman Public Schools
Professional Development Center
207 East Gray Street
Norman, OK 73069
(405) 366-5955
(405) 366-5851 (fax)
okpdcn@onenet.net

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