District Administration August 2016 - 29

SPONSORED WEB SEMINAR DIGEST "Teachers in school districts that provide access to an online catalog of professional development offerings may also be more likely to receive a personalized list of recommended professional development activities that meet their goals." ing climate is the frequency with which you evaluate your tenured teachers. According to the respondents in our survey, evaluating tenured teachers every year may boost principals' ability to make a meaningful difference in the professional lives of their teachers. We asked, "To what extent does this statement reflect your experience in your current position: 'My school district uses the results from teacher evaluation to personalize teacher professional development.' " Only 25 percent of teachers report that their school often or always uses the results from teacher evaluations to personalize PD compared with only about half of principals. So that's not very many, but you can also see there's a gap in perception between teachers and principals. Based on the responses to the survey, we see that teachers in school districts that provide access to an online catalog of professional development offerings may also be more likely to receive a personalized list of recommended professional development activities that meet their goals. As you consider software tools that your district can adopt to move from compliance to connection in professional learning, the No. 1 piece of advice is to look for software that connects seamlessly between the evaluation portion of the system and the professional development catalog. That makes it easier to personalize professional learning because you can align professional development to evaluation results and to professional learning goals. SCOTT LARSON Supervisor for Professional Development and School Support District School Board of Pasco County (Fla.) Before 2007 our information was spread across different databases, compiled into one district data system that did not provide much information related to what the training was about, how it was facilitated, what the requirements were, or what people actually learned. It was literally just a course number, a title and the number of points awarded. It was difficult to keep track of who attended what training. Sign-in sheets would get lost, information wouldn't get to where it needed to be, and we spent a lot of time trying to correct errors. Performance Matters met or exceeded all of what we were looking for in terms of having a high-quality, integrated professional learning management system and a professional growth system all in one package. The benefits that we saw included a comprehensive learning management system, flexibility and many enhanced features. We also liked that it made clear connections through the evaluation and the learning systems for teachers to select PD, or for administrators to recommend PD for their teachers based on student data and based on teacher performance data. The areas in the system, called MyPGS, that we will probably be using most interconnectedly are the learning management system, the professional growth system, the teacher evaluation system, and our coaching/mentoring system. One issue that we had historically was that we'd schedule a training session that we thought was targeting a particular group of employees, only to find out everyone who saw it thought they were that particular group of employee, and so those seats filled up quickly. And then the people we needed in there were not able to get in. With MyPGS, we can set restrictions for certain courses where only certain job codes or titles have access to it. We have even set it up so we can restrict a course to a particular region in our district or a certain grade level. We can also target specific schools-we can have a selected feeder pattern that we want to do a particular training with, and only the schools within that feeder pattern can see that training in the system and register for it. The biggest piece of advice I can give is: You don't know what you don't know. I would strongly encourage you to visit someone else who's using this system to see what the features are and how the features work. In our transition to Performance Matters, the system was so dramatically different from what we had before that I didn't realize what I could ask for and have in MyPGS. Ask the right questions so that you get the right kind of guidance from the system. Learn as much as you can as early as possible. Test-drive everything and ask questions. Our Performance Matters tech support folks have gone above and beyond. We have asked for customizations that sometimes were completed before we finished the conference call. They are very quick to tell us, "We can make that work and here's how." To watch this web seminar in its entirety, please visit: www.districtadministration.com/ws062316 www.DistrictAdministration.com August 2016 29 http://www.districtadministration.com/ws062316 http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration August 2016

District Administration August 2016 - Cover1
District Administration August 2016 - Cover2
District Administration August 2016 - 1
District Administration August 2016 - 2
District Administration August 2016 - 3
District Administration August 2016 - 4
District Administration August 2016 - 5
District Administration August 2016 - 6
District Administration August 2016 - 7
District Administration August 2016 - 8
District Administration August 2016 - 9
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District Administration August 2016 - Cover3
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