• Marshall Public Schools uses an established Staff Development Committee to develop a district wide Staff Development Plan consistent with Board Policy #425. This plan will consist of goals that align to the District’s Strategic Plan and School Continuous Improvement Plans (SCIPs). The Staff Development Committee will consist of teachers representing various grade levels, subject areas, and special education. The Committee members are listed below.

    Committee Members: Toni Bladholm, Jackie Budden, Esther Caron, Stephanie DeVos, Lori Dyce, Amanda Grinager, Jeff Hansen, Chris Hess, Katie Hjermstad, Kaia Johnson, Brian Jones, Karen Londgren, Darci Love, Jamie MacKinnon, Jean Mather, Scott Monson, Kathy Pearson, Tiffany Teske, Mary Kay Thomas, Nancy Thooft, and Jeremy Williams

    The following goals have been developed and used when developing staff development opportunities by the Staff Development Committee.

    • SD activities align to our Strategic Plan and/or School Continuous Improvement Plans
    • SD activities are aligned with state academic standards and state assessments
    • SD activities have a positive and lasting impact on classroom instruction
    • SD activities on instructional strategies for improving student academic achievement
    • SD activities are developed with participation of teachers and administrators
    • SD activities are designed to increase the success of teachers providing instruction or support to limited English proficient students
    • SD activities provide training to help teachers effectively use technology in the classroom to improve instruction and learning
    • The number of initiatives from the district are realistic and manageable

    Each site will also use their Site Leadership Team (SLT) as their Site Professional Development Team. These members go through the selection process as defined in the teacher contract.


    The objectives regarding staff development for 2017-18 are listed below by building.

    Early Childhood

    • Align Literacy curriculum vertically and horizontally for PK through Grade 3.
    • Continue to support CEM (Classroom Engagement Model).
    • Facilitate and support professional development opportunities that increase teacher capacity.


    Park Side

    • Align Literacy curriculum vertically and horizontally for PK through Grade 3.
    • Remove first bullet and change to… Facilitate and support professional development opportunities that increase teacher capacity to meet the needs of all students.
    • Continue to support teachers as they implement a Balanced Literacy program that is aligned to the standards.
    • Facilitate and support professional development opportunities that increase teacher capacity to meet the needs of a diverse group of learners.
    • Facilitate and support professional development opportunities that meet the social and emotional needs of students.
    • Support the implementation of instructional strategies that are designed to meet the needs of English learners.  (SIOP)

     West Side

    • Continue to train staff on implementing ELA Standards into teaching
    • Continue to train staff on standards based learning/grading
    • Train teachers on how to integrate technology into their content area
    • Train staff on implementing instructional strategies (SIOP)
    • Develop strategies for classroom teachers to meet needs of EL students.

     Middle School

    • Continue to train teacher on standards based learning/grading
    • Continue to train teachers on how to integrate technology into their content area
    • Train staff on effective instructional strategies for all students to help reduce the achievement gap (SIOP)

     High School and MATEC

    • Train certified staff to integrate technology into all content areas.
    • Train certified staff on Common Core Standards for the purpose of implementation in literacy in all courses.
    • Train certified staff to implement SIOP instructional strategies.
    • Train certified staff on how to use/implement reading strategies into their classrooms to address academic achievement.
    • Train certified staff to support vocabulary development.
    • Train certified staff on what differentiation is and how it looks in the classroom (modification/individualization).

     District Wide

    • Professional Learning Communities (PLCs) are implemented pre-K-12 in all content areas. PLCs are established to improve student achievement. The focus of the PLCs is to facilitate professional development and student growth. Our PLCs ensure curriculum is aligned to state and local academic standards. PLCs create common outcomes, common assessments, and discuss appropriate classroom interventions. PLCs meet for one hour on a weekly basis.
      • On the 4th Wednesday of each month, the building site level staff development teams are determining what staff development opportunities they will be working on.
    • Technology Integration
      • The district has provided each student in grades 1-12 with a student device. Training for staff on how to integration technology into the classroom is being provided.
    • Train staff on standards based learning/grading
    • Train staff on how to use NWEA (MAP) data to differentiate in their classroom.

     Plan to Meet Outcomes

    Each building has a School Continuous Improvement Plan (SCIP) that is aimed at helping all students move forward and identified multiple intervention strategies for all students. The SCIPs include Key Strategies and Key Activities that they will implement to help meet their student achievement goals. The staff development committee uses the SCIPs when planning their staff development opportunities during the year. Time and money is then committee to the areas of focus in the SCIPs, Strategic Plan, and/or district initiatives.


    The Director of Teaching and Learning works with building principals to prioritize activities that will be focused on during the school year. A chart of the staff development activities for the year is listed below.


    Evaluating Progress

    Progress will be monitored each year by the Director of Teaching and Learning along with the building SLTs and the DW staff development committee. They will monitor if the goals set are being met and what areas may need to improve before the end of the school year.


    Needs of Diverse Populations

    The focus for the 2017-18 is on closing the achievement gap with our at risk populations. Much time has been spent on looking at MEIRS data and developing interventions. Time was spent reviewing the MPS EL Program to ensure that we are meeting the needs of this group.



    Marshall Public Schools has a mentor program per the teacher contract. Every new teacher to the district is assigned a mentor teacher for up to three years. Teachers who currently work in the district but move into a new role are provided a mentor for up to one semester. The role of the mentor teacher is that of a guide, supporter, friend, advocate, and role model.


    Mentor teachers and their mentee are expected to meet at a minimum of on a weekly basis. The mentee will observe their mentor once during the school year. The mentor will observe their mentee twice during the school year. The new teachers also meet on a monthly basis with the new teacher coordinator. During that time staff development focuses on learner outcomes, classroom management, and instructional strategies.


    The mentor program is evaluated each spring by using a survey sent out to both mentors and mentees. The information gained in those surveys helps to improve the program for the next year.


    Peer Coaching

    Teachers will participate in two peer reviews annually by a trained peer coach. The training for  peer coaches will take place in August before school starts. For each peer review, there will be a pre- and a post-conference. The peer reviews will be documented on the PLC sharesite. 



Forms and Documents

Last Modified on November 3, 2020