Teaneck Public Schools is committed to providing high-quality, sustained professional learning that strengthens educator practice, supports district and school priorities, and improves outcomes for all students. Professional learning is designed to build the collective capacity of our educators through collaboration, reflection, evidence-based practices, and the purposeful use of student learning data.

Professional development opportunities are informed by student achievement data, educator and school needs, district goals, state requirements, and input from stakeholders. Learning experiences are designed to provide educators with opportunities to deepen their knowledge, strengthen instructional practices, collaborate with colleagues, and apply new learning within their classrooms and schools.

New Jersey school districts are required to annually certify to the New Jersey Department of Education (NJDOE) that they are in compliance with the State’s requirements for the School District Professional Development Plan (PDP) pursuant to N.J.A.C. 6A:9C-4.2(b)6.

The Teaneck Public Schools 2026–2027 District Professional Development Plan is informed by student achievement data, district and school priorities, qualitative and quantitative data, and input from district stakeholders. The plan outlines school-based and districtwide professional learning opportunities, identifies resources allocated to support professional learning, and provides a rationale for related expenditures in accordance with N.J.A.C. 6A:9C-4.1(c).

Through purposeful and sustained professional learning, Teaneck Public Schools seeks to strengthen instructional practices, build educator capacity, and improve outcomes for all students.

2026-2027 TPS District Professional Development Plan

Professional Learning Communities are an important component of professional learning within Teaneck Public Schools. The district utilizes the PLC+ framework, developed by Douglas Fisher and Nancy Frey in collaboration with John Almarode, Karen Flories, and Dave Nagel, to provide a structured, collaborative approach to improving teaching and student learning.

Through the PLC+ framework, educators collaboratively examine student learning, analyze evidence, reflect on instructional practices, and determine appropriate next steps. PLC+ teams engage with five guiding questions:

Through this process, educators share responsibility for student learning while developing collective expertise and strengthening instructional practices across classrooms, grade levels, departments, and schools.

PLC+ is based on the work of Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, and Dave Nagel, authors of PLC+: Better Decisions and Greater Impact by Design (Corwin, 2019).