• TEACHER PROFESIONAL LEARNING

  • Vision

    Teaching and Learning sessions and Professional Learning Communities are rigorous grade level, growth oriented, job-embedded, content-specific, curriculum-based learning, planning, and reflection for teachers in pursuit of equitable outcomes for students.

  • Mission

    We are committed to building teacher capacity  through a continuous, coherent, content-based and collaborative system of professional learning in order to disrupt the predictability of learning outcomes for our most persistently underserved students.

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  • Population Served

    All teachers and all students.

  • Locations Served

    All sites.

  • Goals

    • 100% of schools are implementing the school-based professional learning structures and models.
    • 90% of teachers agree or strongly agree that school-based PL (cadres) has supported them in implementing the (IF indicators) with integrity.
    • 90% of required teachers attend 3 professional learning days throughout the school year and 60% of teachers from all other schools attend the 3 professional learning days throughout the school year.
    • 80% of classroom observations reflect that teachers are teaching grade level content to all students that reflects the design and intent of the standards, including but not limited to Common Core shifts.

  • Standards for Program

    Common Core State Standards, Oregon.

  • Key Instructional Resources

    Curriculum, High-Quality Instructional Materials, Instructional Framework.

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  • Program: New Educator Induction Program

  • Vision

    The PPS New Educator Induction Program supports educators who are new to the profession to grow equitable instructional practices by connecting beliefs, feelings, actions, knowledge, and skills through reflective coaching cycles focused on disrupting disparity, disproportionality, and predictability of student outcomes and classroom experiences for our Black, Native, LGBTQIA, and Multi-Language Learners.

  • Mission

    We are committed providing peer-to-peer, non-evaluative coaching to first, second and third-year educators, new to careers in PreK-12 public education. Mentors coach through a student-centered instructional focus and racial- equity lens to develop culturally competent practices and increase the academic, personal and interpersonal success of all students. Program goals include accelerating educator development and leadership.

  • Population Served

    First, Second, and Third Year Educators who are new to careers in PreK - 12 public education.

  • Locations Served

    All Sites

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  • Goals

    • 100% of mentors establish measurable goals aligned to the Instructional Framework with their mentees.
    • 90% of teachers agree or strongly agree that working with their mentor has supported them in their individualized goal aligned to the Instructional Framework.
    • By the end of the school year, 90% of new educators meet Instructional Framework aligned measurable goals.

  • Standards for Program

    Oregon Mentoring Program Standards, Oregon State Standards, Common Core State Standards.

  • Key Instructional Resources

    Curriculum, High-Quality Instructional Materials, Instructional Framework.

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  • Program: Educator Pathways

  • Vision

    We believe in building future PPS teacher capacity through a systematic, aligned, continuous, coherent, and collaborative partnership to develop a diverse, high-quality, thriving workforce that disrupts the predictability of learning outcomes for our most persistently underserved students.

  • Students with instructor and remote control machine

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  • Population Served

    Teacher Candidates and Cooperating Teacher Leaders.

  • Locations Served

    Varies based on need.

  • Goals

    • 90% of Teacher Candidates agree/strongly agree that they felt welcomed and included in the school during their field experience in PPS.
    • 75% of Teacher Candidates agree/strongly agree that their field experience gave them the skills to provide Grade Level Standards Aligned, culturally-affirming, deeply engaging, and data driven instruction to students.
    • 90% of Teacher Candidates attend at least 4 district-sponsored professional learning events (site-based teaching and learning days, Professional Learning Communities, district Professional Learning Days).
    • 90% of participants agree or strongly agree that professional learning builds understanding of the instructional framework, key mentoring practices, and the PPS coaching cycle.
    • Cooperating Teacher Leaders, who attend Professional Learning, engage in 3 coaching cycles with their Teacher Candidate during their field experience.
    • 90% of teacher candidates agree or strongly agree that working with their Cooperating Teacher Leaders has supported them in their individualized goals.