Professional Learning in LMSD 25-26

Creating a culture of learning across our schools is central to the work of the Lower Merion School District. Learning is not limited to professional development days; it happens every day, in classrooms, team meetings, and collaborative planning sessions. This year, our focus is on depth. We are strengthening the systems that connect teaching, curriculum, and student support so that curiosity, reflection, and growth guide all that we do. By aligning curriculum, instruction, and data use, we are building schools where every student and the adults who support them have the opportunity and support to thrive.

LMSD’s professional learning program is guided by three Districtwide commitments:

• Academic Learning - We are committed to ensuring that every student learns.
• Social-Emotional Learning - We are committed to the social and emotional growth of every student.
• Professional Learning - We are committed to continuous learning for all staff.

These commitments shape our yearlong approach to curriculum, instruction, and staff development.

• Professional Learning Communities (PLCs) - Collaborative teams focused on student learning and shared accountability.
• Universal Design for Learning (UDL) - Instruction designed for accessibility and engagement for all learners.
• Multi-Tiered System of Supports (MTSS) - Coordinated academic, behavioral, and social-emotional supports.

Together, these systems form the foundation for our district’s work in Academic Learning, Social-Emotional Learning, and Professional Learning.

PLCs provide the structure for educators to collaborate, reflect, and make informed decisions about teaching and learning. Guided by four key questions:

• What do we want students to learn?
• How will we know they have learned it?
• What will we do if they haven’t?
• What will we do if they already have?

Each school is working with consultant Peter Noonan to strengthen its PLC practices. Representatives from every building are engaging in five training sessions during the school year. The goal is to ensure teams use student learning evidence to guide instruction and support all learners consistently across the district.

UDL is a framework for planning lessons that meet the needs of all students from the start. It asks educators to design learning that includes multiple ways to:

• Engage students’ interests and motivation
• Represent information in varied formats
• Allow expression through diverse methods of showing understanding

This year, all staff will complete LMSD’s six-lesson UDL module series and apply new strategies in their classrooms. Designing for learner variability from the beginning strengthens Tier 1 instruction and ensures equitable access for every student.

MTSS helps schools organize academic, behavioral, and social-emotional supports so that help is timely and connected to student needs. A strong Tier 1 program - anchored in UDL and supported through PLC collaboration - ensures interventions are coordinated, data-driven, and equitable. Schools are also expanding their use of LinkIt! and SWIS to track student progress and align resources across tiers of support.

Curriculum supervisors will continue working with teachers to align curriculum, instruction, and assessment across all grade levels and subject areas. This work ensures that every student experiences rigorous and coherent learning aligned with district standards and priorities.

• Review and refine curriculum documents to maintain consistency and clarity across schools.
• Strengthen the connection between curriculum design, common assessments, and instructional strategies developed through PLCs.
• Conduct curriculum pilots in select areas to evaluate new materials or approaches before broader implementation.
• Provide ongoing professional learning to support teachers in implementing curriculum updates and using student learning data to guide instruction.

• Policy 236: Student Support and Safety Training to ensure all staff understand and apply the expectations and practices outlined in Policy 236 to support student needs. Staff will participate in a series of targeted training sessions and utilize this knowledge to create safe, inclusive, and supportive learning environments that align with district priorities.
• Dialogue Institute: aims to build staff capacity in dialogue skills, cultural awareness, and conflict transformation.
• PBIS and SWIS implementation: All staff will be trained to use the SWIS software to support and enhance PBIS implementation.

LMSD continues to prioritize the safety and security of all students and staff. This year’s work focuses on strengthening prevention, preparedness, and response across the district.

• Review and refine building-level emergency procedures to align with updated Cardinal Point safety recommendations.
• Provide ongoing training for staff on crisis prevention, threat assessment, and emergency response.
• Strengthen coordination between schools, local law enforcement, and emergency services.
• Ensure all safety equipment and communication systems are regularly tested and maintained.

• Policy Review: Provide all staff with annual reminders of key district policies to ensure awareness, understanding, and consistent application of expectations that support a safe, inclusive, and compliant learning environment.
• Mandatory health services training: Ensure all required staff complete mandatory health services training to maintain compliance with state regulations and district protocols, and to support the health, safety, and well-being of all.
• State Testing Training: Ensure all staff involved in standardized testing complete mandatory training to support the accurate, secure, and ethical administration of state assessments, in compliance with PDE guidelines and district protocols.

LMSD is committed to preparing administrators, teachers, and students to understand and use artificial intelligence responsibly. Throughout the year, professional learning sessions will focus on:

• Building foundational understanding of AI tools and their applications in education.
• Developing ethical awareness and responsible use practices.
• Supporting educators in integrating AI to enhance teaching and learning.
• Helping students critically evaluate AI-generated content and understand its impact on society.

Our goal is to ensure all members of the LMSD community engage with AI thoughtfully, ethically, and with a clear understanding of its opportunities and limitations.

• Transition to Microsoft Teams as the district’s communication platform
• Share best practices for healthy technology use in and out of school. This work will focus on balanced screen time, intentional lesson design, and strategies that help students and staff maintain focus, well-being, and responsible digital habits.
• Continued support for accessibility, cybersecurity and data security, and data systems