SOL Training Initiative

DEPARTMENT OF STAFF DEVELOPMENT
Standards of Learning Training Initiative

Overview

The school division's SOL training program was designed to assist teachers in teaching the Standards of Learning (SOL). The training model for each biennium was developed by the Department of Staff Development in cooperation with the Department of Curriculum and Instruction. Additionally, input from Chesapeake's teachers and administrators helped to create quality training that focused on increased student achievement.

1998-2000

During the first year (1998-1999), 109 teachers of core subjects and special education were selected and trained in a specially designed three-hour graduate class. The training content for the teacher trainers was based on the state teacher competencies and was mutually developed by Chesapeake Public Schools and the College of William and Mary. Tuition for this course was paid for all teacher trainers. As a result of this effort, standard training materials were developed for teacher trainers.

During the second year (1999-2000), approximately 1,800 teachers of core subjects and special education received 12 hours of training from a team of teacher trainers on core content, the Standards of Learning (SOL), instructional strategies, assessment techniques, and instructional technology. Teachers were required to submit a lesson plan as part of the training requirement. Teachers received 15 licensure points and $125 upon successful completion of the training.

2000-2002

During the 2000-2001 school year, approximately 2,600 Chesapeake teachers completed a one-hour graduate credit course offered through The Staff Developer. These courses were offered in fall 2000, spring 2001, and summer 2001. Grades K-12 core content and special education teachers took a course in one of the four core content areas (English, math, science, and history/social sciences). These courses focused on content pertaining to the lowest reporting categories on the SOL assessments in the school division for 1999-2000.

Grades K-12 non-core teachers had the option of taking Integrating the SOL in All Subject Areas or Integrating Technology Across the Curriculum. These courses were taught by selected Chesapeake teachers as well as university faculty. The Department of Staff Development paid tuition for Chesapeake teachers. Upon successful completion of the one-hour graduate credit course, each teacher received college credit, 30 licensure points, course materials, and a $65 supply stipend.

Chesapeake's SOL training for the second year (2001-2002) included the same target audience as the first year of the biennium. The model offered a combination of eight-hour non-college-credit courses and one-hour college-credit courses. Teachers selected from either of these options in order to fulfill their eight-hour minimum training requirement. Additionally, teachers chose classes from one of three focus areas--assessment, content, and instructional strategies. As in the previous year, teachers received licensure points, course materials, and a $65 stipend.

2002-2003

Training directly related to the Standards of Learning (SOL) was provided over a four-year period through the state-funded SOL Training Initiative. This training program contributed to the school division's progress not only toward higher achievement on the SOL tests but also toward school accreditation. Schools had made great strides since the implementation of the SOL, and the goal for 2002-2003 was continued advancement toward success for all students and accreditation for all schools.

With this goal in mind, the staff training model was designed to allow schools to identify their SOL training needs and to require faculty members to participate in school-based training designed to address those needs. As in the past, principals used the school's test data and other evidence of need to identify annual school goals and training designed to help meet those goals. To assist with this effort, the Department of Staff Development coordinated a new school-based training option--Data Analysis Focus Teams--based on the train-the-trainer model.

In addition to school-based training, teachers could continue to register for citywide staff training courses that would enhance their professional growth. Through The Staff Developer, the Department of Staff Development continued to offer a variety of non-college-credit courses pertaining to the Standards of Learning (assessment, content, instructional strategies) and the integration of technology in the curriculum.

Teachers new to Chesapeake Public Schools were encouraged to complete at least one citywide SOL training course offered through The Staff Developer. Additionally, teacher assistants were welcome to register for appropriate non-college-credit SOL courses.

2003-2004

For the 2003-2004 school year, the staff training model was similar to the 2002-2003 training model. Specifically, rather than requiring teachers to participate in mandatory citywide SOL courses, the staff training model was designed to allow schools to identify their SOL training needs and to require faculty members to participate in school-based training designed to address those needs.

As in the past, school-based training was approved by the Department of Staff Development and was included in the staff development portion of the school's Student Achievement Improvement Plan. In developing the Student Achievement Improvement Plan, principals used the school's test data and other evidence of need to identify annual school goals and training designed to help meet those goals. Principals were encouraged to communicate specific training needs to the Department of Staff Development and to request assistance, as appropriate, in meeting identified needs. To assist with this effort, the Department of Staff Development again coordinated the school-based training option--Data Analysis Focus Teams--based on the train-the-trainer model. Schools participating in this option in 2002-2003 extended their training to include strategies for differentiation of instruction and techniques for creating effective classroom assessments at appropriate cognitive levels.

In addition to school-based training, teachers were encouraged to continue to register for citywide staff training courses that would enhance their professional growth. Through The Staff Developer, the Department of Staff Development continued to offer a variety of non-college-credit and college-credit courses pertaining to the Standards of Learning and the integration of technology in the curriculum.

2004-2005

The staff training model for 2004-2005 was an extension of the previous year's training model. Once again, the staff training model was designed to allow schools to identify their Standards of Learning and No Child Left Behind training needs and to require faculty members to participate in school-based training designed to address those needs.

As in previous training models, approved school-based training was included in the staff development portion of the school's Student Achievement Improvement Plan. In developing the Student Achievement Improvement Plan, principals used the school's test data and other evidence of need to identify annual school goals and training designed to help meet those goals. Principals communicated specific training needs to the Department of Staff Development and requested assistance, as appropriate, in meeting identified needs. To assist with this effort, the Department of Staff Development again coordinated the school-based training option--Data Analysis Focus Teams. Schools that participated in this option during the 2003-2004 school year extended their training to include three specific areas: grade-level alignment and high-quality rubrics, research-based strategies for closing the achievement gap, and disaggregator training.

In addition to training offered at the building level, teachers continued to register for citywide staff training courses that enhanced their professional growth. Through The Staff Developer, the Department of Staff Development continued to offer a variety of non-college-credit and college-credit courses pertaining to the Standards of Learning and the integration of technology in the curriculum.

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