At P.S. 74 Future Leaders Elementary School (FLES), we are committed to cultivating a vibrant learning environment that not only meets curriculum standards but also enhances the professional capacity of our educators. Our mission is to foster a community of socially responsible, lifelong leaders. To achieve this, we recognize that professional development must be intentional, sustained, and responsive to both educator and student needs.

A Philosophy of Adult Learning

by Ilya Grin Recanatini

Effective professional development at FLES is guided by three core beliefs:

1. Evidence-Driven Approach: We utilize multiple data sources to set learning goals based on student needs and to monitor progress. This ensures that our professional development efforts are aligned with our mission to cultivate academic growth and our vision of achieving equitable outcomes.
2. Focus on Equity: We view professional learning as an equity issue. Our development programs are designed to challenge biases and enhance understanding of our students’ diverse cultural and societal contexts. This aligns with our commitment to nurturing a diverse community and respecting all cultures.
3. Embedded, Collaborative Learning: We prioritize job-embedded structures such as coaching cycles and professional learning communities (PLCs). These models support sustained learning over time, fostering a trusting and collaborative environment that is central to our mission and vision.

Evidence Supporting Professional Development

Our school serves a diverse community with significant needs, as evidenced by demographic data and academic performance metrics. A successful pilot program that implemented Culturally Responsive Sustaining Education (CRSE), Project-Based Learning (PBL), and Teaching for Transfer (T4T) demonstrated positive impacts on student engagement and achievement. However, barriers such as insufficient teacher training and resistance to change have been identified as challenges to broader implementation.

Professional Learning Plan

Building on the pilot’s success, our professional development plan aims to scale CRSE, PBL, and T4T models across FLES. Key strategies include:

• Student-Centered Coaching Cycles: These cycles provide small-group support focused on specific learning goals within the CRSE, PBL, and T4T frameworks. They involve collaborative goal setting, co-planning, and reflection to drive student and teacher growth.
• Professional Learning Communities (PLCs): These teams focus on shared instructional challenges and student learning goals, promoting collaboration and inquiry-based learning.

Goals and Evaluation

Our improvement goals for students include increasing proficiency rates in ELA and mathematics and improving engagement metrics. For educators, we aim to enhance the implementation of CRSE strategies and PBL units. Success will be measured through a combination of quantitative and qualitative data, linking professional learning cycles directly to student outcomes.

At FLES, we are committed to a professional development approach that is not just a checklist but a transformative process. By focusing on equity, collaboration, and evidence-based practices, we aim to empower our educators to become agents of change, driving meaningful improvements in teaching and learning. Through this commitment, we ensure that our educators and students are equipped to thrive in a complex and diverse world.