Township of Union Public Schools

Township of Union Public Schools

Personalized Professional Development

2020-2021

District-Wide Professional Goals

• Cultural Competence: Training for all district staff. 

• High Quality Virtual Teaching and Learning: Data driven and student outcomes.

• Build capacity of all educators to increase their knowledge of High Quality virtual Teaching and Learning that is data driven.
• Build capacity of all educators to increase their knowledge of the impact of having cultural competence and its effects on students.

• Cultural Competency
• High Quality Virtual Learning

• Build cultural competence with the staff by creating the foundational components necessary to deliver culturally responsive teaching, so FES can address the academic needs of students who come from culturally diverse backgrounds.
• High Quality Virtual Teaching and Learning: Data driven and student outcomes.

• To engage and commit our staff to the best teaching practices regarding cultural differences and any sensitivities that are inherent.
• Increase the quality of virtual teaching and learning to maximize student academic growth.

• To enhance virtual learning strategies, and best practices, for all remote learning (synchronous and asynchronous), especially in regards to our two new curricular programs in science (grades 3 & 4) and social studies (grades 1 - 4).
• To engage and sensitize our staff to the best teaching practices regarding cultural differences and sensitivities.

• To enhance virtual learning strategies, and best practices, for all remote learning (synchronous and asynchronous), especially in regards to our two new curricular programs in science (grades 3 & 4) and social studies (grades 1 - 4).
• Demonstrate an understanding of cultural diversity and utilize strategies and resources to instill cultural competence as a life-long learning process: Cultural competence goes beyond awareness about various cultures. It is important to develop cultural self-awareness, knowledge, and skills across the curriculum that fosters continuous cultural competence development.

• To develop the teachers’ capacity with regards to engaging the students in learning

• Develop a culture of learning and implementation of effective PLCs with fidelity. By focusing on learning, instruction and reflection on effective practices, teams will engage in collaboration resulting in increased student learning.
• Integrate positive behavioral supports (PBSIS), restorative practices, social and emotional competencies, and promote culturally responsive teaching into our school wide practices and procedures.
• Develop a proficiency and an application of best practices and instructional techniques related to synchronous and asynchronous virtual learning.

• Enable teachers to modify instructional practices through effective PLC’s to meet the individual needs of their students while developing a proficiency and an application of best practices and instructional techniques related to synchronous and asynchronous virtual learning.
• Educate staff members on the implementation of a building wide PBSIS system of supports to develop building wide supports and recognition for our students.
• Integrate positive behavioral supports (PBSIS), restorative practices, social and emotional competencies, and promote culturally responsive teaching into our school wide practices and procedures.

• Family Outreach
• Cultural Equity & Responsiveness
• Social & Emotional Learning

• Evaluate and take action to create curriculum that embraces a standards-forward approach and learning experiences based on student interest and need through the Connected Action Roadmap
• Evaluate curriculum and make changes to lessons, materials, and assessment to be more inclusive and representative of the student population, including focused growth in the area of facilitating inquiry-based discussion on topics related to social justice (race, wealth, language, citizenship, climate, LGBTQ+ issues, etc.)

• To develop students’ ability to communicate in the target language and  understand the culture of the target language.
• Moving instruction to be more student centered
• Explore new approaches and theories to teaching a foreign language

• The librarians/media specialist department will advance the district's Comprehensive Equity Plan to provide equity in media center programs and resources that allow students to engage thoughtfully with people and ideas representing a diversity of "race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, ability, immigration status, English proficiency, housing status or socioeconomic status."