Common use of Professional Learning Community Clause in Contracts

Professional Learning Community. I understand that the vision for faculty at Fullerton Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton Investment School, which will include cycles of coaching for continuous improvement (inclusive of and extending beyond the TDES cycle) of best practices to increase student achievement as well as feedback about my practice in varying forms and formats. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton Investment School will partner with the Center for Transformative Teacher Training for the 2014-15 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxxxx and Xxxxxxx Xxxx Xxxxxxx. The company was their response to the countless requests they received from educators around the country to provide training in their breakthrough new model of professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point of instruction, Real Time Teacher Coaching®, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. Hundreds of schools in the United States have already undertaken the No-Nonsense Nurturer model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. An overview of the trainings is provided below:

Professional Learning Community. I understand that the vision for faculty at Fullerton Mound Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton Mound Investment School, which will include cycles of coaching for continuous improvement (inclusive including: professional development workshops and/or conferences; in-classroom coaching; development of and extending beyond the TDES cycle) of best practices commitment to increase student achievement as well as feedback about my practice in varying forms professional growth plans; common planning across grade levels and/or subject areas; and formatsfrequent collegial collaborations and/or observations. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton Investment School will partner with the Center for Transformative Teacher Training for the 2014-15 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxxxx and Xxxxxxx Xxxx Xxxxxxx. The company was their response to the countless requests they received from educators around the country to provide training in their breakthrough new model of professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point of instruction, Real Time Teacher Coaching®, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. - “Unpacking” potentially disempowering mindsets Hundreds of schools in the United States have already undertaken the No-Nonsense Nurturer this model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. Staff members will be compensated accordingly for PD time outside regular school hours. An overview of the trainings is provided below:: The No-Nonsense Nurturer An introduction to the No-Nonsense Nurturer protocols, theories and practices through classroom video analyses, lively discussions, planning periods, and role-plays. All staff members will be expected to implement the No-Nonsense Nurturer Four-Step Model to significantly advance student motivation, participation, engagement and achievement. 6 hours (August date TBD, prior to opening of school) Real Time Teacher Coaching As part of the Real Time Teacher Coaching model, any/every classroom educator may be selected to receive immediate, non-disruptive feedback from coaches via headsets during actual instruction. Prior to the coaching observation, the coach conducts a baseline observation of the teacher and holds a pre-coaching conference with the educator. After coaching the teacher in real time to increase student engagement, the coach and educator meet again to analyze the experience. The coach reviews strategies that the teacher is implementing with fidelity, notes successful practices, and addresses any misconceptions, habits, resistances or subconscious mindsets that may inhibit the teacher’s ability to engage all students. If Ongoing throughout school year necessary, the coach will suggest deliverables for future coaching sessions. This process will support an educator’s effective implementation of the No- Nonsense Nurturer. Culture Plan A CT3 Associate will work with school leaders to develop a draft of a school-wide culture plan. Following its completion, staff members will attend a two-day workshop led by the CT3 Associate. During this workshop, staff members will evaluate, revise and refine the draft of the culture plan. Culture plans will address: • Resources and expectations for communications with staff and students’ families • Discipline hierarchies and procedures • Reward systems • Operating procedures • Schedules 2 days Moving from Cultural Competence to Cultural Relevance As part of a deeply self-reflective process, all staff members will identify and address their experiences with students and their own potentially disempowering mindsets. There will be a series of four six-hour workshops covering the following topics: 1) Understanding Self, Understanding Student 2) Building on Cultural Assets 3) Enacting Culturally Relevant Pedagogy 4) Sustaining Liberatory Education 24 hours (four full-day workshops spread across the first half of the school year, exact dates TBD)

Professional Learning Community. I understand that the vision for faculty at Fullerton Xxxxxx Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton Xxxxxx Investment School, which will include cycles of coaching for continuous improvement (inclusive of and extending beyond the TDES cycle) of best practices to increase student achievement as well as feedback about my practice in varying forms and formats. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton . Xxxxxx Investment School will partner with the Center for Transformative Teacher Training Achievement Network for the 2014-15 school year. As part The Achievement Network (ANet) is a nonprofit that helps schools strengthen their practice and culture of this partnership, all staff members will participate using standards and data to accelerate student learning in workshops, training underserved communities. ANet works alongside school leadership teams to establish the structures and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center practices necessary for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxxxx and Xxxxxxx Xxxx Xxxxxxx. The company was their response a successful transition to the countless requests they received from educators Common Core. In the 2013-14 school year, XXxx worked across the country with more than 470 schools in nine geographic Networks. ANet is eager to work with CMSD to begin to build leader and district capacity around the country Common Core and Data-Driven Instruction. ANet is also eager to provide training work closely with CMSD to understand the unique context in their breakthrough Cleveland, and to begin developing strong relationships with district leaders, schools and partners. • Conduct a diagnostic assessment of CCSS readiness and data-driven instruction in each new model ANet school, with synthesis of trends, recommendations and best practices: • Conduct a diagnostic assessment of the use of learning standards and achievement data in 10 CMSD schools (timing in September/early October) ANet would send experienced staff to lead this effort, both staff from other ANet Networks who have coached top performing schools, and staff from our central team who focus on school diagnosis, and professional development • Conduct a half-day school visit, including observations and interviews with school leadership and key staff, to assess each school’s use of learning standards and achievement data to improve instruction and produce strong academic outcomes, and where available a “data day” observation. • Collect artifacts from schools including instructional calendar, data day protocols, observation of data day professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point , deliverables from data day PD (e.g., action plans) • Share written synthesis of instruction, Real Time Teacher Coaching®, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. Hundreds of findings/observations to support schools in implementation. Site visits and interviews are formative in nature and not evaluative or punitive. • Hold one hour meeting with school leadership team to discuss findings and next steps • Hold four half-day learning sessions for school and teacher leaders. Learning sessions on best practices in transitioning to the United States have already undertaken Common Core, particularly focusing on the No-Nonsense Nurturer model and, in line use of learning standards and data to drive instructional changes to align with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. An overview the rigor of the trainings is provided belownew Common Core standards. • October session topics could include:

Professional Learning Community. I understand that the vision for faculty at Fullerton Almira Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton Almira Investment School, which will include cycles of coaching for continuous improvement (inclusive of and extending beyond the TDES cycle) of best practices to increase student achievement as well as feedback about my practice in varying forms and formats. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton . Almira Investment School will partner with the Center for Transformative Teacher Training (CT3) for the 2014-15 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxxxx and Xxxxxxx Xxxx Xxxxxxx. The company was their response to the countless requests they received from educators around the country to provide training in their breakthrough new model of professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point of instruction, Real Time Teacher Coaching®, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. Hundreds of schools in the United States have already undertaken the No-Nonsense Nurturer model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. An overview of the trainings is provided below:

Professional Learning Community. I understand that the vision for faculty at Fullerton East Technical High Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton East Technical High Investment School, which will include cycles of coaching for continuous improvement (inclusive of and extending beyond the TDES cycle) of best practices to increase student achievement as well as feedback about my practice in varying forms and formats. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton . East Technical High Investment School will partner with the Center for Transformative Teacher Training for the 2014-15 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxxxx and Xxxxxxx Xxxx Xxxxxxx. The company was their response to the countless requests they received from educators around the country to provide training in their breakthrough new model of professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point of instruction, Real Time Teacher Coaching®, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. Hundreds of schools in the United States have already undertaken the No-Nonsense Nurturer model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. An overview of the trainings is provided below:

Professional Learning Community. I understand that the vision for faculty at Fullerton Xxxx & Xxxxx Xxxxxx Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton Xxxx & Xxxxx Xxxxxx Investment School, which will include cycles of coaching for continuous improvement (inclusive including: professional development workshops and/or conferences; in-classroom coaching; development of and extending beyond commitment to professional growth plans; common planning across grade levels and/or subject areas; and frequent collegial collaborations and/or observations. Cambium and CMSD are deeply appreciative of all educators and staff who wish to contribute to the TDES cycle) success of best practices Xxxx & Xxxxx Xxxxxx Investment School. Please know that the following will be required of Xxxx & Xxxxx Xxxxxx Investment School’s faculty, staff and administrators during the 2013-2014 school year: - Participation in two to increase three days of professional development immediately prior to the start of school (scheduled professional development days are included in this count); - Participation in one 30-minute staff meeting or professional development per week to be scheduled during the end- of-day 40-minute block (again, exact requirements may vary by content area but will not exceed this amount); - Demonstrated understanding of school goals and your role in helping the school achieve these goals; - Read communication from administrators on the day it is sent; - Read and update the school-wide calendar on a daily basis; - Ask for and give help as needed to help accelerate the rate of student achievement achievement; - Learn and lead as well needed to help accelerate the rate of student achievement; - Work cooperatively with administrators, teacher leaders and the lead partner; - Recognize that school personnel and teacher leaders will be assuming responsibility for tasks completed by the lead partner as feedback about my practice in varying forms new structures and formatsprotocols are established; - Serve as a team member and contribute to the school’s overall problem solving and improvement efforts. I will be flexible as the school seeks to expand learning time for students and also seeks to maximize efficiency of all instructional minutes with students. I understand that realflexible scheduling may require longer or different length class periods, staggered schedules, before-/after-school programming, and/or differentiated use of time for professional development and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and common planning. Please know that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I the following will be expected to participate required of Xxxx & Xxxxx Xxxxxx Investment School’s classroom staff during the 2013-2014 school year: - Participation in a comprehensive and ongoing professional development strategy that commences prior to opening an additional hour of bi-weekly after school 2014, extends content or grade level planning throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff year (exact requirements may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff vary by content area but will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described belownot exceed this amount), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton Investment School will partner with the Center for Transformative Teacher Training for the 2014-15 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxxxx and Xxxxxxx Xxxx Xxxxxxx. The company was their response to the countless requests they received from educators around the country to provide training in their breakthrough new model of professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point of instruction, Real Time Teacher Coaching®, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. Hundreds of schools in the United States have already undertaken the No-Nonsense Nurturer model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. An overview of the trainings is provided below:

Professional Learning Community. I understand that the vision for faculty at Fullerton Xxxxxx-Xxxxxxxx Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Fullerton Xxxxxx-Xxxxxxxx Investment School, which will include cycles of coaching for continuous improvement (inclusive of and extending beyond the TDES cycle) of best practices to increase student achievement as well as feedback about my practice in varying forms and formats. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement.. Fullerton . Xxxxxx-Xxxxxxxx Investment School will partner with the Center for Transformative Teacher Training The Leader In Me for the 2014-15 school year. As part of this partnership, all staff members will participate The Leader in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) Me was founded in 2009 by acclaimed educators Xxx 1999 in Raleigh, NC after an entrepreneurial elementary principal decided to see how Dr. Xxxxxx Xxxxx’x 7 Habits of Highly Effective People could be adapted to schools. Xxxxxxxx Xxxxx later incorporated lessons learned from this experiment into a comprehensive consultant program. Xxxxxxxx Xxxxx currently has offices in 150 countries and Xxxxxxx Xxxx Xxxxxxx. The company was their response to the countless requests they received from educators around the country to provide training in their breakthrough new model of professional development. CT3 is redefining what constitutes highly effective professional development with its unique training model that delivers feedback at the point of instructionconsults on leadership, Real Time Teacher Coaching®execution, productivity, trust, sales performance, and with its new, research-validated method for classroom management, the No-Nonsense Nurturer® Program. Hundreds of schools in the United States have already undertaken the No-Nonsense Nurturer model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. An overview of the trainings is provided below:customer loyalty.