Staff Collaboration Expectations

Staff Collaboration
  • Within the new schedule, there are several opportunities for collaboration. Mondays are a division-wide planning day that will be dedicated to collaboration and preparing for virtual instruction. Additionally, there is embedded planning time within daily schedules Tuesday-Friday to support additional collaboration opportunities. Additional expectations for staff across the division include the following:

    • Spend at least 3 hours on Monday planning with teams, creating materials and visuals to support student learning.
    • Plan daily for at least 1 hour, using that time to modify lesson plans, give feedback, and collaborate with teaching teams.
    • Participate in Professional Learning Communities (PLC) participation as directed by administrators.
    • Attend staff meetings and district-wide professional learning  participation is expected with registration through PLMS.
    • Participate in all contractual school-based activities and community events (i.e., Open House, Back to School Night, Teacher Conferences).
    • Provide Academic Supports based on Formative and Summative assessments.
    • Provide individual learning activities/plans for students receiving SEAL supports.
    • Collaborate with grade-level teams, instructional specialists and coaches to determine integration for students receiving SEAL supports.


    Curriculum and Pacing

    We recognize that our students, families, and staff would benefit from a curriculum format that provides flexibility and curriculum tools and content that are consistent throughout the school division and afford students opportunities to interact with teachers. Additionally, the curriculum should include time for community building and social emotional learning. 


    Our Curriculum and Instruction Team is working on the following supports for our schools, teachers, and families:

    • Identifying priority standards and creating pacing guides for a fully virtual school schedule, as well as alignment with a hybrid model.
    • Implementing Curriculum Best Practices and utilize best practices for special populations for Virtual and Hybrid Learning. 
    • Organizing a vehicle to support collaboration and the exchange of resources, materials, and ideas (example - the learning resources exchange).
    • Implementing school-based Professional Learning Communities (PLC) for all instructional staff (facilitated by instructional coaches when available).
    • Implementing a process that will provide an opportunity to reflect on how things are going and revise throughout the fall semester once interim data has been collected. 
    • Implementing a communication plan to ensure clear and concise information sharing among ACPS staff.


    When it comes to our instructional models, we are building out the following approaches and guidelines:

    • Apply an interdisciplinary and project-based learning (PBL) approach to instruction when possible.
    • Determine guidelines and criteria for targeted small group instruction (consider MTSS, IEP hours, ELD, TAG).
    • Develop a time and place for community building and Social Emotional Learning (SEL) within the curriculum.
    • Innovate opportunities for accelerated learning within ACPS or through third-party partnerships (example: Edgenuity, collaborate with the Department of Technology Services).
    • Create access to innovative virtual events for students each quarter (example: consider guest speakers, connect with The Office of Community Partnerships and Engagement).
    • Implement a communication plan to ensure clear and concise information sharing among ACPS staff.


    We are expecting our principals and each of our teacher teams to design the following: 

    • Ensure staff is fully implementing the approved curricular resources and applications, including the Learning Management System, according to the division guidelines. 
    • Support staff with the implementation of curriculum best practices, interdisciplinary and PBL, providing instruction on the priority SOLs, and community building and SEL.
    • Ensure instructional staff participates in collaboration and PLCs.
    • Provide a structure that is conducive to the implementation of targeted small group instruction.  
    • Provide a structure for Instructional Coaches to support teachers with distance instructional strategies and the implementation of the curriculum.
    • Ensure guidelines related to small group instruction for special populations are followed and implemented.
    • Implement a process to ensure there is an accurate record of family contact information (mailing, phone, email, etc.).
    • Implement targeted small group instruction for students by and/or in collaboration with school-based interventionists, Special Educators, EL Specialists, Teachers (small groups should include MTSS, IEP hours, ELD, TAG, ASOL, etc.).


    Professional Learning Expectations 

    Division-Wide Professional Learning will be focused on Equitable Services, Policies, and Practices in the following five areas:

      • The Use of Instructional Technology
      • Trauma-Informed Practices
      • Equitable Practices for Vulnerable Learners (EL, SPED, Black and Latino)
      • Instructional Best Practices for All Learners in a Virtual Setting
      • Multi-Tiered Systems of Support (MTSS)


    ACPS will provide all instructional staff with synchronous and asynchronous professional development for ACPS digital tools. Professional Learning resources and sessions will be housed on Canvas, Zoom, and various division platforms. Schools will follow a tiered prioritization to identify the professional learning and development required for specific student groups.