Welcome to PD Center

Assessing Classroom Impact will focus on how staff actions impact student outcomes. Participants will identify teachers into four quadrants regarding learning expectations and environment (relationships), reflect on how staff actions impact student outcomes and plan for leadership actions to improve classroom impact.

In an effort to elevate teaching and learning, the instructional leader must lead with purpose and intention in an environment built upon trust, equity, efficacy, and continuous improvement! The school leaders will explore the many ways they can enact instructional leadership designed to elevate teaching and learning. In this course, you will engage in a thoughtful examination of the research, a consideration of your specific school context, reflection on your current leadership practices, and ultimately, a consideration of this question: How can I align my leadership behaviors and actions with the best of what research has to share on effective school leadership? NOTE: Leading by Design is comprised of three full days and 30 hours of credit will be awarded upon the successful completion of all three days. Instructor(s): Gary Abbamont & Jackie Santanasto

This course focuses on the strategic integration of AI technologies such as ChatGPT into educational settings. It thoroughly explores generative AI, covering fundamental concepts, practical applications in education, and important ethical considerations. It is designed to equip school leaders with the necessary knowledge and skills to guide their organizations through the effective adoption and application of AI tools.

Critical questions addressed include the enhancement of teaching and learning through AI, essential AI terminology, and the ethical frameworks that should guide its use. Participants will learn to support their staff in integrating AI tools effectively, creating an environment that aligns innovative teaching practices with educational objectives.

Instructors: Brian Stamford and Cristine Wagner-Deitch

Comprehensive Mental Health for School Leaders (1) is designed to help school leaders understand the core components of comprehensive school mental health as they engage in a planning process around implementation of services. The course focuses on a comprehensive school mental health curriculum and several core features of effective school mental health initiatives. Participants will examine a range of supports and services that promote positive school climate, social emotional learning, mental health, and well-being, while reducing the prevalence and severity of mental illness. This course examines ways to build or improve a foundation of district and school professionals, including administrators and educators, specialized instructional support personnel in strategic partnership with students, families, and community health and mental health partners. Participants will focus on ways to assess and address the social and environmental factors that impact health and mental health.

Student Career Readiness: Foundations for School Leaders is designed to help school and district leaders understand the rapidly changing nature of work and the Pennsylvania, U.S. and global workforce needs. Leaders will build knowledge of educational delivery systems, policies, structures, and strategies related to career development and career preparation. Specifically, this course will help leaders K-12 school and district leaders will learn how to implement the Career Education Work Standards, meet the Future Ready PA Index Career Readiness Indicators, develop plans to strengthen employer and community partnerships to support career education, increase communication and collaboration with career and technical education administrators, and examine strategies and best practices in career connected learning.

Instructor: Joann Hudak

Communication is the foundational underpinning of successful relationships and leadership. Clear, focused, and strategic communication with built-in feedback loops assists leaders in executing their vision and managing the continuous improvement process. This course explores core communication processes, typical correspondence, crisis communications, methods to engage multiple audiences, and opportunities for new communication structures. Equipped with communication strategies, a variety of communication modes, appropriate media, and an organized communication plan, school leaders will shape their current practices and enhance their skills for improved leadership.

Instructor: Mary Catherine Reljac

In Transforming Organizations, participants will develop and enhance the skills and knowledge they need to transform their organizations. When transforming organizations, school leaders must develop a clear vision and collaborative culture. In order to successfully transform organizations, a change in mindset must occur. Transformative change is persistent, purposeful, and intentional. Communication of the intent for transformation, as seen in revised visions, norms, values, expectations, and goals, is essential to enable transformative change. Successful transformative leaders recognize individual and collective contributions and utilize failure as an opportunity to improve school culture and student performance. When navigating systemic transformation, school leaders need to seamlessly integrate digital technologies that support all aspects of the process.

Instructor: Dean Maynard

Transformative Leadership I: Foundations for Sustaining Access and Engagement was the initial course introducing the cornerstones of equity through the lens of an educational leader. The course concluded with an action plan on how to engage in equitable practices through self-awareness, data analysis, family-community engagement, academic equity, disciplinary equity, and school climate.

This second course, Transformative Leadership II: Cultivating Opportunities for Success, will offer a deeper experience in determining how equity in education encompasses how to be intentional in ensuring equity is a part of everyday leadership practice. In particular, there will be a focus on Multi-Tiered Systems of Supports (MTSS) and how an equitable MTSS impacts students with disabilities, students from varying socio-economic status, gender identity and sexual orientation, religion, mental health, and students who have experienced trauma. Additionally, continued dialogue and activity around how to engage and empower staff in their interactions with colleagues, students, families, and communities through an equity lens will be provided.

This session will focus on teaching you how to identify, understand and respond to signs of mental health and substance use challenges among children and adolescents ages 12-18.

At the end of this course, you will be able to

• Identify common signs and symptoms of mental health challenges in this age group, including anxiety, depression, eating disorders and attention deficit hyperactive disorder (ADHD).
• Identify common signs and symptoms of substance use challenges.
• Interact with a child or adolescent in crisis.
• Connect the youth with help.