Google Classroom Training  https://teachercenter.withgoogle.com/certification_level1

Professional development is important in order for Franklin teachers to stay abreast of best practices and current brain research, in order to prepare our students for the AZ State Standards. Every year, teachers and staff attend multiple trainings including

Crisis Prevention Institute (CPI),

Assertive Discipline,

Spalding via the Spalding Foundation,

Math Their Way of Thinking,

as well as miscellaneous in-service trainings that cover

management of classroom web pages,

lesson development,

and emergency planning.

Every year a team of teachers attends the Title I conference and learns creative ideas for instructing students that are then incorporated into their classroom.

CPI and Assertive Discipline training help teachers manage student interactions and behavior issues in a manner that does not diminish student curiosity or active participation.

Spalding professional development is provided to instruct teachers on how to enable teachers to deliver quality phonics and writing lessons. Additional training on "hands on" math concepts is provided through use of the Math Their Way of Thinking curriculum. 

Researchers have found that the quality of a classroom teacher is directly correlated to the academic achievement of students. In addition to making sure that teachers have the appropriate skills and background knowledge that is needed for them to provide quality academic instruction, they must also be versed in specific organizational techniques that have been proven to positively affect student learning. One of this important attributes of instruction is proper pacing and organization.

Teachers are provided with staff development on how to arrange academic materials, and keep an appropriate, brisk instructional pace within their classroom. Teachers are also given intensive training on designing classroom projects so that the above average and average students are challenged and the students who are struggling are provided with adaptive materials so that they can become successful. Teacher lesson presentation is evaluated and critiqued by administrators on a regular basis and feedback and suggestions are readily available.

The teaching of study skills, time management, and other pro-social behaviors, is encouraged so that students begin to see a direct correlation between their individual efforts and academic success. The Franklin school climate is also designed to prepare students to enter postsecondary education and focus students on planning for an academic future that will extend beyond high school graduation. Providing children with a good foundation in the primary grades has contributed greatly to their academic performance. Including experiences in the fine arts in addition to strong academics and basic subjects is another reason that the school has been successful.