We need to understand that student learning cannot happen without strong teachers. To be effective in the 21st century, our teachers must strive to stay current with the demands of constantly evolving:

• Curriculum

• Testing and assessments

• Use of classroom data and research, and

• Technology and instructional materials

Rightly so, teachers are solely focused on teaching during the regular school day. After school, they are planning lessons, grading student work, attending committees, and performing other professional duties such as coaching or directing student activities.

To refine their craft and to benefit from the wisdom of their peers, they must meet together during the workday but when class is not in session. District 300 recognizes and supports the importance of these professional development meetings, which our teachers have advocated to best address the learning needs of their students.

Still, it is not uncommon for parents in any school district to wonder why school is sometimes closed for "school improvement" time. In D300, this time comes in the form of occasional early releases, late starts, or full days devoted to school improvement. I can assure you that this time is both well spent and highly necessary.

To support the growth of our teachers, D300 uses a well-known model referred to as the "professional learning community." The goal is to build educators' skills and knowledge through the creation of "learning teams." These departmental or grade-level staff teams meet during a regularly scheduled time. Together, the team builds and maintains the school's academic infrastructure to provide for the learning and social/emotional needs of all students. The success of educational professional development -- and ultimately student learning itself -- lies in collaboration, rather than teachers striving alone in isolation.

The teams meet during early release or late start days, which vary in frequency depending on school and grade level. They also meet a few times a year for School Improvement Plan (SIP) days or half-days, which are meant for school staff to collectively check the status of their school's official plan for academic and related improvements. Whether a half day or a whole day, this time is incredibly important to ensure that our schools remain accountable for their plans and goals.

This learning-team time is spent on activities including:

• Strategically planning for the academic success of all students

• Aligning to Illinois Learning Standards, within grades and between grades

• Studying effective teaching practices through discussion and observation

• Analyzing student assessments

• Differentiating instruction to address individual students or groups

• Monitoring data to determine student progress, and

• Examining student work

Beginning this school year, the D300 school board moved all high schools to a late-start schedule that has students arriving two hours later than normal every other Monday. This time is used for highly strategic professional development.

The D300 Central Office is ensuring accountability partly by requiring the high school division heads to provide advance copies of their agendas for review and feedback. Additionally, the program's effectiveness and validity will be evaluated at the end of the first and third quarters. The D300 Curriculum & Instruction Department will closely review student grades, AP course enrollments and outcomes, PSAE (Prairie State Achievement Examination) testing results, and 12 other predetermined academic areas related to each high school's goals for improvement.

Finally, students, parents and teachers will be surveyed to analyze the overall perceptions of the "Late Start Mondays" to help determine whether the program will continue in 2010-11. Should the overall data show program significance and improved student achievement, this model may be considered for our elementary and middle schools.