Walking the Talk at Burgettstown School District

Burgettstown School District has taken on the tough work of instructional improvement through a coherent curriculum, a clear focus on teaching and learning, and a strong professional development plan for their staff. These administrators know that certain conditions have to exist for teachers to learn from one another in order to improve student achievement.

Administrators at Burgettstown have demonstrated a remarkable commitment on all levels to improving literacy and supporting teacher development. In fact, this year, Superintendent Deborah Jackson, Principal James Piccirillo, Assistant Principal Melissa Mankey, and Program Coordinator Phil Esno, are all enrolled in the "Providing Instructional Leadership in Early Literacy" course. "These leaders have crafted a plan for sustained, intensive professional development that is woven into the fabric of the school day through eMEDDED LEARNING™, coaching and collaboration," remarked Peggy Schooling, Reading First Program Manager for LSI.

Piccirillo, affectionately known as "Pic", has also instituted a unique process for ensuring that eMBEDDED LEARNING coursework is tied to improvements made in the classroom.

Pic and Assistant Principal Melissa Mankey visit teachers to observe elements of effective reading instruction and eMBEDDED LEARNING coursework being applied in their practice. These "walk-throughs" are charted in a special blue folder in each classroom, which also contains comments and feedback to teachers. Each classroom visit is documented with particular "Look Fors" in each lesson. The district has established a new Differentiated Evaluation Model to implement its supervisory goals.

Burgettstown uses these walk-throughs, coupled with data from the PSSA, Terra Nova, DIBELS, and University of Pittsburgh surveys to make data-informed decisions and work with coaches to focus instruction. "Coaches are absolutely key in facilitating changes in teacher practices through the dialogue and discussions around the online courses," noted Pic. There is one coach per grade in Burgettstown, and coaches are looped from K-3, allowing them to follow students across the grade levels. In addition, Burgettstown supports coaches with common planning time for their grade level teams.

By taking an active role in professional development, and drawing connections between the online courses and what's occurring in an individual teacher's classroom, Burgettstown has created a true learning community and created an air of excitement around literacy. "This school has a great feel," remarked Schooling. Students can tell you what it means to be good readers." Teachers are provided with opportunities to learn through a variety of media. They have opportunities for collaborative learning in small groups, to share classroom practices and lesson plans. Most importantly, the administrators and teachers are co-learners.

Burgettstown's strategy is right on the mark, according to the NSDC/NICI publication, E-Learning for Educators. "Ongoing support and follow-up ensures that staff development. . .will effect long-term changes in educator practice and produce results for students. Ensuring transfer of knowledge or skills into the classroom or school requires follow-up support". The challenge in building a learning community is getting the right mix of structures and processes that are put in place in such a way that they become synergistic. Burgettstown‘s investment is paying off.

Last year, every teacher at Burgettstown completed Guiding Principles and Word Study. This year, most teachers will be taking either Differentiated Small Group Instruction or Fluency and Vocabulary Development. "Taking online courses is the way of the new generation of teachers," remarked Pic. "My generation wore a whistle around the neck. This generation wears a flash drive."