Professional Development & Learning Plan

Letchworth Central School District

Professional Development Plan 2026-2026

District Mission Statement: The mission of Letchworth Central School is to prepare each student for the challenges of
his or her own distinct future in a democratic pluralistic society. Each pupil will acquire the life skills, moral values and
information processing capabilities to become successful, fulfilled adults. The school community will develop and maintain
high staff and student morale and encourage the love of learning as a lifelong process. This is best achieved by bringing
the world to our students through the cooperative effort and common goals of staff, students, and the community.

Committee’s Mission Statement: The Legends Leadership Committee exists to advance educator effectiveness and
student success through thoughtfully designed and consistently delivered professional development.

● We will create a positive teaching and learning environment for all.
● We will model lifelong learnership as educators.
● We will acknowledge valuable time and talents of the staff while offering transparent & practical PD that considers
the true needs of students and teachers.
● We will align evidence based practices to create a paradigm shift by developing a culture of life-long learners.
● We will develop a program to support and prepare teachers in fostering excitement for life-long learning.
● We will collect & analyze data to clearly identify the evolving needs of both the teachers & students ensuring the
professional development efforts remain focused, relevant, and impactful.
● We will develop professional development opportunities that are forward thinking; teaching flexibility and adaptive
skills for our students to use beyond school.
Foundations for Professional Development:
To be effective, professional development must be built on the following pieces from the initial planning stages to
implementation and follow-through.
● Impact on Student Learning – In what ways will this new learning enhance student outcomes?
● Instructional Practices – Are we implementing proven, research-based strategies?
● Organizational Alignment – Is this new learning broadly applicable and recognized as a genuine need, or does it
serve only a limited audience?

● Educator Knowledge and Skills – Can we clearly define what we expect teachers to learn, understand, and be
able to apply in practice?
● Learning Design – What types of learning experiences will most effectively help participants gain the necessary
knowledge and skills, and are we ensuring those opportunities are in place?
Professional Growth Committee Responsibilities
● To foster open communication among staff, administration, the Board of Education, and the community.
● To analyze data in order to prioritize student learning needs.
● To analyze data to identify and develop necessary and appropriately aligned learning experiences for all staff members.
● To update and assess progress at department and building team meetings
● To develop, implement, monitor, and evaluate continuing programs of professional growth based upon input and feedback from all
concerned.
● To explore available research to ensure professional development opportunities reflect current research-based best practices in
education.
Needs Analysis
The following sources have been referred to in the development of the Professional Learning Plan (PLP). Annual review
of this data ensures the plan is aligned to NYS learning standards and assessments and specific student needs. The
data analysis will also ensure that the plan includes substantive content for all grade
levels and instructional areas.
● School Report Card
● NYS 3-8 Assessment Data
● Regents Exam Data
● AP Assessment Data
● Local Benchmark Assessments
● Aimsweb Benchmarking Data
● Department and Grade Level Goals
● Discipline Data
● Staff Surveys

DEVELOPMENT & ADMINISTRATION OF THE PROFESSIONAL DEVELOPMENT PLAN:
Legends Leadership Committee:
The Legends Leadership Team is a committee of multidisciplinary staff (grade level representative, building team leaders,
department leaders, curriculum coordinators, and LCS administrative team) who work together to analyze student data,
prioritize needs, and identify and develop professional learning opportunities to support annual growth. The team will be
responsible for developing the plan to be submitted to the Superintendent and the Board of Education for final approval.
Planning Timeline:
Action Step Time Frame: Responsible Parties:
Surveys Distributed to Staff ● April/May ● Legends Leadership Team
Legends Leadership Planning:
● Needs Assessment
● Data Analysis
● Goal Development aligned with
commitments & priorities
● Conference Day Planning

● June/July ● Legends Leadership Team

Building Planning/Department
Meetings:
● Pre-Conference Day Meeting to
review agenda
● Send out conference day surveys
● Post-Conference Day meeting to
review survey feedback

● October
● November
● January
● March

● Legends Leadership Team

3

Overarching District Goal

GOAL: During the 2025–2026 school year, our district will collaborate with GV BOCES to develop our district’s Pathway for Growth.
Objectives: Strategies & Action

Steps

Who is
Responsible?

Target Date
or Timeline

Evidence of
Effectiveness

Date
Completed

Conduct a comprehensive needs
assessment.

Design and implement a
districtwide needs
assessment process
across instructional and
operational domains.

District
Leadership,
Team, GV
BOCES
facilitators

Fall 2025 Completed surveys, focus
group notes, and compiled
data summary

Revise district mission/vision
statement and align it with the
needs assessment findings,
district priorities, and the NY
Inspires Plan.

Facilitate a collaborative
review and revision
process of the district’s
mission/vision statements
using stakeholder input
and BOE approval.

GV BOCES
facilitators,
BOE, District
Leadership,
Stakeholder
Groups

TBD Finalized and
BOE-approved
mission/vision statement;
evidence of broad
stakeholder input

Integrate the NY Inspires Plan into
district planning.

-Map district curriculum
and programs to the NYS
Inspires competencies to
ensure alignment.
-Review credit
opportunities, courses,
and pathways.
-Embed NY Inspires
guidance into professional
development and planning
conversations.

District
Leadership, GV
BOCES School
Improvement
Team, Teachers

Spring 2026 Updated curriculum maps,
draft transition plan for
single diploma, pathway
opportunities, meeting
minutes

Embed the principles of
learnership into the district’s
Pathway for Growth to strengthen
both educator and student
capacity to be adaptive, reflective,
and resilient learners.

-Embed the language and
habits of Learnership into
classroom and team
practices.
-Facilitate professional
learning focused on
developing growth
mindsets and learner
agency.

District
Leadership,
Staff, Teacher
Center

Fall 2025
introduction;
reinforced
throughout
2025–26 PD
cycle

-Teacher/Student Surveys
-Observation of use in
classrooms
-Classroom Tools

4

Build capacity and readiness.

Provide regular updates to
the Board of Education
and stakeholder groups to
share progress and gather
input throughout the
process.

District
Leadership,
Legends
Leadership
Team

Quarterly Meeting Agendas
Meeting Minutes

Systems of Supports and Student Success: Develop and sustain a comprehensive system of academic and social-emotional
supports to meet the diverse needs of all students.

Focus Goal 1: Cultivate a culture of social and emotional support to identify and improve student behavior and attendance
concerns.

Objectives: Strategies &
Action Steps

Who is
Responsible?

Resources
Needed

Target Date or
Timeline

Evidence of
Effectiveness

Date
Completed

Distribute surveys to
gather data about
teacher/student
connections.

Review &
develop
targets for
improved
connections

Building
Principals

Surveys,
Chromebooks

Distribute surveys at
5, 15, 25, & 35
weeks

Improved student
feedback

Use attendance and
behavior data to identify
students in need of
connection.

Review
student data,
implement
interventions

Principals
Mental Health
Staff
Teachers

Survey Data,
Attendance
Data,
Behavior Data,
Discipline Data

Faculty Meeting
discussion @ 5, 15,
25, & 35 weeks

Sustained
individual
attendance rates
Improved
frequencies of
disciplinary
referrals

Facilitate a support
system for students in
need.

Implement
Interventions/
strategies

All Staff Track
interventions
using LinkIt

Faculty Meeting
discussion @ 5, 15,
25, & 35 weeks

LinkIt Data

Student Learning through Professional Collaboration: Foster a collaborative culture that leverages data and shared
instructional goals to improve student learning outcomes.

7
Focus Goal 1: Strengthen professional collaboration structures that promote the use of data to improve instructional practices and
enhance student achievement.

Instructional Planning & Resources: Enhance instructional effectiveness through intentional planning, aligned curriculum, and
innovative pedagogical strategies.

Focus Goal 1: Ensure implementation of instructional frameworks through standards prioritization and aligned curriculum across all
grade levels.

Focus Goal 2: The district will implement a grade-level digital literacy skills checklist for students in grades PreK–12 to increase
student proficiency.

Instructional Planning and Resources
Focus Goal 3: Teachers will design and implement research based instructional practices to improve student outcomes or
performance in reading and writing on grade level appropriate assessments.