Professional Development Plan Evaluation 

Joseph DiBello 
NYIT EDIT 690 
Fall 2018 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Strategic Planning Goal for Professional Learning 
 

 
 
This part of the plan serves as a solid introduction to the rest of the plan. It has a 
strong connection to the district's strategic plan as well as focused goals. One of the parts 
that is best aligned with NYSED standards is the focus on growth of the whole child and its 
link to professional assessment. No changes necessary. 
 
 
 
 
 
 
 
 
 
 
 
 
 Alignment with the New York State Standards 
 

 
 
No evaluation necessary at this point. Whether or not these standards are met will be 
evaluated in the later sections. 
 Goals for Professional Learning 

 
 
This section lists the overarching goals of the professional development at Pelham 
Memorial High School. Pelham is not a very diverse area and as a result, there is not a big 
emphasis on serving a diverse population. However, Pelham, much like other Westchester 
Districts, are very divided with different elementary schools serving different demographics. 
Then all of these students come together in middle and high school. This is a huge obstacle 
for the district’s teachers to overcome and should be addressed in this PD plan. (Indicators 
5a, 5b, 5c) 
 
 
 
 
 
 
 
 
 
 Needs Analysis and Planning Professional Learning 
 

 
 
 
On one hand this section is very strong in terms of Standard 8 - Data driven 
Professional Practice, specifically indicator 8a . The needs assessment is almost entirely 
based on standardized testing. However, this once again does not address Standard 5 and 
developing teachers to address the needs of a diverse populations.  
Additionally, the focus on the professional learning community does not actually 
include the...community. Standard 7 is not addressed at all. The parents and community 
members should be part of the schools needs assessment along with standardized test 
data. Indicator 7b definitely needs to be more addressed, especially in Pelham. 
 
 
 
 Strategic Planning for Professional Learning 

 
 
 
 
 
 
  
 
Some specific areas could be improved here according to what has been already discussed. 
In Section 4, feedback loops should be augmented with a portion about gathering feedback 
from the students and parents. 
 
Section 9 also seems to be lacking. Rather than focus on a few technologies and frequency 
of use. This section could read “Employ a system to bring new pedagogically appropriate 
technology education to teachers.” (9b) 
 
 
 
 
 
 
 
 
 Structures to Support Professional Learning 
 

 
An addition to this section regarding a diversity focus committee is needed. As shown 
throughout the rest of the analysis and proposed changes in this document., the need for 
more attention regarding the needs of children from vary backgrounds should be 
addressed. An additional committee on PLAC will serve to bring the needs of the students to 
the table and bring the focus away from strictly standardized testing achievement. 
 

 
 
There is no mention of how mentors are selected. The K-12 supervisor for that subject area 
should be selecting the mentor. This mentor should be chosen for their ability to collaborate 
with peers and establish a pathway for a new teacher to integrate into the school 
community. 
 
 

 
 
The means for determining “When Necessary” is not specified. Including a statement like: A 
committee will be established consisting of administrators and one teacher from each 
department in PMHS and PMS will work to bring applicable consultant support in when 
needed. This committee will give teachers a pathway for reaching out and asking for 
support from various consultants in areas where they feel they would best benefit from such 
an investment. 
 
Conclusions 
 
Overall, the Pelham PD plan is very inclusive and well structured. The main thing that 
needs to be addressed in this plan is the diverse population in Pelham. To an outside 
observers eye Pelham may not appear as a diverse community, however, there are certain 
groups of students in the district whose education is not of the same standard as others. 
This occurs due to the Elementary school populations being based on location within the 
district. 
When all of the students attend the same school in middle school, some friction 
occurs. This is what needs to be addressed and the solution of the problem begins with the 
teachers being best able to address the situation in their classroom. There is a need for 
professional development in this area to spearhead programs to work to give all of our 
students the top tier education that they deserve.