Page 120 - Superintendent Annual Report 24-25

PROFESSIONAL LEARNING CERTIFICATION PROGRAM

The District’s Professional Learning Certification Program (PLCP) offers a trans-
formative path for new teachers with temporary teaching certificates to become
exceptional educators. Designed for individuals who did not graduate from a college
of education program, this rigorous two-year program fosters essential teaching skills
through job-embedded professional learning, online coursework, ongoing coaching,
and mentorship.

The PLCP emphasizes 10 core competencies and includes additional coursework
through Beacon Educator, an online platform offering six core content courses and State-required learning
modules. Participants in either path engage in high-quality professional learning that prepares them for success
in the classroom.

Recent enhancements to the PLCP have strengthened support for teachers and mentors. Integrating
District-provided training resulted in cost savings while ensuring compliance with State requirements. Improved
communication with school-based administrative assistants streamlined information sharing, boosted enroll-
ment, and reinforced program support. Furthermore, targeted outreach to mentors enhanced guidance for
PLCP candidates, and the introduction of weekly office hours provided consistent, real-time support. Expanded
professional learning opportunities and District-level coaching ensure that mentors and candidates have the
resources needed to thrive in their careers.

Compared to last year, participation in PLCP more than doubled, with 273 teachers involved in the FY25
program.

PROFESSIONAL LEARNING COMMUNITIES

Professional Learning Communities (PLCs) promote instructional excellence and boost student success by
providing educators with dedicated time to collaborate, analyze student data, and refine teaching methods.
Teachers engaging in consistent, high-quality PLCs gained the resources to develop more effective instructional
approaches, deepen understanding of subject matter, and improve student learning outcomes.

Recognizing the significant impact of PLCs, the Department of Professional Development provided customized
support to help schools strengthen and reorganize their PLCs for optimal effectiveness. District specialists
offered tailored support to all 13 schools in the Glades Region and delivered targeted training to secondary
school PLC facilitators. School administrators indicated that this collaboration led to measurable improve-
ments in teacher practices, as evidenced by indicators of student performance growth.

School-based leadership teams were trained to enhance leadership capacity and equip them with the skills to
support and sustain effective PLC facilitation. Principals throughout the District capitalized on these training
opportunities, underscoring their commitment to fostering collaborative environments that drive student
success. By investing in PLCs, the District empowers teachers to continuously grow, adapt, and refine their
craft, ensuring that every student benefits from high-quality instruction and a culture of ongoing improvement.

120 SUPERINTENDENT ANNUAL REPORT