Professional Development Master Plan
The Rochester School Department Professional Development Committee believes that educators must be dedicated to a continuous plan of professional development that begins with their preservice activities, continues with their induction into the profession, and extends through their professional career in education. We further believe that effective educators are life-long learners, that professional development must be an on-going process of refining skills, inquiring into practice, and developing new methods.
The professional strengths and accomplishments of the school faculty at large must work to complement the learning needs and requirements of the entire student population. Professional development activities must also complement both the educator and the goals and objectives of the school district. Further, these activities must focus on the conditions, which affect student learning in order for teachers to develop the knowledge and expertise needed to enable students to function as independent thinkers and creative learners both in the school community and in the larger environment of society as a whole.
In addition, professional development must engage each educator in a collegial and collaborative dialogue with other educators and education partners to broaden the knowledge and expertise needed to guide students.
The purpose of the Rochester School Department Professional Development Master Plan is to provide opportunities to improve instruction through high quality professional development with a focus on improved student achievement.
We further believe that effective implementation of new techniques requires financial support, time and planning. Therefore, those new techniques and practices should be protected and nurtured, as well as appropriately evaluated. Experimentation that is supported by a nurturing environment will encourage an atmosphere where educators constantly seek to learn about their work and to grow from experience.
A common set of beliefs about teaching and learning is reflected in this professional development master plan. This plan represents a new vision for professional development in the Rochester School Department and provides guidance for the successful completion of the State of New Hampshire professional development and certification requirements.
Vision
Effective educators are life-long learners, therefore professional development must be an on-going process of refining skills, inquiring into practice, and developing new methods.
The Rochester School Department Professional Development Committee knows, believes, and supports professional development that is an intentional process, that it is ongoing, and that it is systematic. We know that it is must be integrated within school improvement planning and it must focus on student improvement. It must be based on well-documented research, and it must be tailored to the needs of the participants.
Mission
The mission of the Rochester School Department is to ensure quality educational experiences. Our Professional Development Program is designed to prepare educators to accomplish the district goal of promoting student learning. The school district seeks to ensure that all educators be involved in Professional Learning Communities. The Professional Development Committee will continue the efforts in progress to further the development of each certified staff member.
Guiding Principles
- We are responsible for success of every member of our school community.
- Standards for success apply to every one of us—there are no exceptions to the rule.
- Assurance of student achievement is a collaborative endeavor, not an individual approach.
- Building a collaborative vision is what we all want to work towards.
Goals
Improvement Plan Goals:
- Each school will develop essential outcomes in the core content areas, based on Grade Level Expectations, Des Cartes, and District Curriculum Frameworks, common assessments based on these outcomes, and a systemic approach to support students that do not initially meet these standards.
- Each school will develop instructional strategies to implement in the classroom to teach students about motivation, the value of effort, and increase student engagement in the learning process.
- Each school will develop and implement strategies to create an emotionally and physically safe learning environment, including an emphasis on embracing diversity, eliminating racial harassment and bullying behavior.
- Each Principal will report to the Superintendent and the Instruction Committee on an annual basis, an improvement plan to include:
- Report on the school goals
- Report the baseline data in reading, language arts and math
- Report the number of students and Percentage of student on grade level in third grade and at all other grade levels
- Report steps implemented to reach goal
- Report the growth of students from Fall to Spring assessments
- Interpretation of data (What does the data tell us)
- Report on other assessments and or grade level data (including DIBELS)
- Action Plans (proposed) to include increased and redirected resources for budget purposes
- The Middle School and High School shall report on accreditation issues
- Each school will provide a School Portfolio as part of this process that will include the above mentioned items.
Staff Development Objectives
For the Form A
- By June of 2009, all staff members in Phase II of the evaluation process will have participated in a Professional Evaluation Goal (PEG) for professional development related to school or district goals.
- By June of 2009, all staff members will have worked toward developing common essential outcomes (competencies at the High School level), common grade level assessments and a systematic approach for students working below the standards.
- By January 2009, all staff members will have participated in training related to sexual and racial harassment, bullying, gender equity, 504 compliance, injury prevention in the workplace and/or safety procedures.
Curriculum Objectives
- By June 2009, the district will continue to focus instruction in reading improvement and the goal of having 90% of all students read on grade level.
- By June of 2009, the district will have implemented a standards based math program K-8, with emphasis on professional development, parent communication. Each Math teacher, K-8, as part of their professional development, will need to immerse themselves in the change process for the standards based math program.
Rochester Professional Development Structure
The district’s Vision Statement defines the Rochester School District’s continuous educational improvement plan. District educational goals help determine school educational goals, which help determine instructional team educational goals, which help determine student learning goals for individual teachers. Educational goals target student-learning outcomes. They are driven by a variety of factors, including select state or national standards, current achievement level of students, and the educational vision of the school or district. Professional Development goals are the staff learning goals. They are driven primarily by the gaps between educational goals and actual student learning, the skills that staff members need to close those gaps, and the current staff skill level.
District Goals
School Educational Goals
Individual Educational Goals
and
District PD Goals
School PD Goals
Individual PD Goals
Professional Development activities at Rochester are primarily determined by two critical factors: actual student learning versus educational goals, and actual staff skill/competency levels versus the levels needed.
The District’s Professional Development Master Plan, which encourages a wide-range of activities that promote awareness, build knowledge, translate knowledge into practice, and foster collaboration and reflection, is supported by a structure presently in place, committees and groups that works together to develop and implement a professional development program designed to support improved instruction and enhanced student learning. The learning communities currently in place are:
- Management Team. (SAU office personnel, principals, directors). On an annual basis, the team reviews and approves the Assistant Superintendent’s recommended program of professional development activities, as endorsed by the Professional Development Committee.
- Professional Development Committee. The composition and responsibilities are specified on the following page.
- Curriculum Council, (principals, chairpersons of the curriculum development committees,). The council analyzes professional development needs as expressed by the chairpersons of the district’s curriculum development committees, and based on this analysis makes recommendations to the Professional Development Committee as to professional development activities needed to implement the district’s educational program.
- Reading Leadership Team. This Team assumes a leadership role with respect to the implementation and evaluation of the district’s literacy program. It collects and analyzes data related to student performance in this area and based on this analysis makes recommendations to the Language Arts Committee as to needed professional development activities. Rochester is participating in the federal Reading First program. Significant research, data collection and analysis is required for implementation of Reading First curriculum.
- Relationship of Professional Growth Plans (Form A) to District Goals
The District will implement the following process for developing
district goals and linking individual professional development goals to the
district goals.
The Superintendent, or designee, will begin in April of
each school year, reviewing the previous year’s goals, soliciting district
goals from all staff members, community members, parents, students, Board
members, and school improvement plans. These goals will then be prepared as
part of a draft of school district goals for the next school year. This goal
setting is part of the DEIP plan (Appendix A). Many of these goals
will remain constant from one year to the next, but the continuous improvement
program, requires constant updates to the district goals. The draft will then
be shared with all constituent groups, revised and become the integrated and
unified district goals for the next year. The purpose of these goals is to
provide a focus for all certified staff member's individual growth plan, district
curriculum goals, instructional improvement, and building level improvement
plans. (Appendix B, flowchart)
The growth plans will include a focus on student learning,
the ongoing evaluation of the professional development cycle, the State Curriculum
Frameworks, a sequential, integrated comprehensive and diverse curriculum,
technical training, assessment methods, and data-driven decision making.
The individual growth plan must be completed by October
30 of the first year of the re-certification cycle or the first year of employment
within the district. The individual growth plan will include district goals,
individual goals for each staff members, and goals provided by the individual’s
supervisor that will be linked to a previous evaluation. The development of
individual goals will utilize a self-evaluation process using the district’s
evaluation document and performance indicators. Each staff member and supervisor
will meet before October 30th of each school year to discuss the district
goals, the self-evaluation, individual growth goals, and any additional professional
development goals or school improvement goals.
Each individual school improvement plan shall include a
definition of resources available for each school for professional development,
any request for additional resources and the possible sources for these additional
resources. Currently the District provides professional development from the
following sources: District line item expenditures, Title I, Title II, Title
IV, Title VI, Technology Literacy Grant, Goals 2000, business partnerships,
community partnerships, Americorp, VISTA, University of New Hampshire and
other post-secondary institutions, Head Start/Early Start, New Hampshire School
Administrator, American Association of School Administrators, SERSEC, NH Dept.
of Ed., other state and local agencies. The District budget provides $12,000
for developing and running district workshops, and the budget also includes
$80,000 for reimbursement for course and workshops for individual staff members.
The Title I grant provides approximately $10,000 on a yearly basis for school-wide
school professional development and for district initiatives, the Title II
$35,000 and the IDEA grant $25,000. Title IV, VI, and other grant sources
are a variable amount depending on the year, the grant applied for, and the
approval process.
The Individual Growth Plans (Form A), after the supervisor
and individual’s conference, will be submitted to the Project Director
for approval. If the plans meet established requirements, they will be signed
and a copy kept on file and one returned to the individual and supervisor.
If the plan does not meet the requirements of the Master Plan, the appeal
process shall be followed. (See Final Appeal)
Questions to Help in Writing Your Individual Professional
Plan
- What are your goals and desired outcomes? (Be clear)
- What are the most important outcomes to assess and why?
- How can these important outcomes best be measured?
- How can evaluation contribute to continuous improvement?
Questions to ask yourself
- Goals and Outcomes?
- What do you see if you are successful?
- What would you have changed, for whom?
Range of possible outcomes
- Development of new abilities (knowledge, skills, strategies, dispositions)
- Variety of people (teachers, students, administrators)
- Organizations (departments, teams, schools, district)
- Variety of areas (teaching, leadership, change management)
Measuring outcomes
- Evidence from interviews
- Observations
- Products analysis (lesson plans, etc.)
- Performance Tasks
- Focus Groups
Everyone can be sources of information about outcomes
Key things to keep in mind when designing evaluations
- Cost
- Time
- Degree of self-respect
- Amount of inference required
From: Designing Professional Development for Teachers
of Science and Mathematics, Susan Loucks-Harsley, et al Corwin Press,
Incl. 1998 pages 220-224.
How Form B's are processed
- When an activity is completed the form is completed by the certified
educator.
- The description, list of objectives, hours and evaluation are completed.
- If a Pre-Approval Form was required, it shall be attached.
- The signed form is presented to the Principal/Supervisor for approval.
- The signed form is submitted to the Project Director for approval..
- A copy of the form will be filed after the Project Director's signature.
If a certified staff member's Professional Growth Activity Plan (Form
B) is denied approval the certified staff member may appeal to the Professional
Development Committee. (See Final Appeal)
When an activity, or the number of clock-hours has been denied, the certified
staff member may have until the next scheduled Professional Development Committee
meeting to appeal. The final resolution must be completed within sixty (60)
days. (See Final Appeal)
PROFESSIONAL DEVELOPMENT SUPERVISORS:
- POSITION SUPERVISOR
- Principal (Secondary) Superintendent
- Principal (Elementary) Superintendent
- Assistant Superintendent Superintendent
- Business Manager Superintendent
- Curriculum Coordinator Superintendent
- Asst. Principal Principal
- Department Heads Principal
- Department Head (Music) Assistant Superintendent
- Curriculum Advisors Principal
- Classroom Teacher Department Head (High School)
- Curriculum Advisor (Middle School)
- Principal (Elementary)
- Vocational Therapist Vocational Director
- Speech Director Pupil Services
- Guidance Counselor Director Pupil Services
- Occupational Therapist Director Pupil Services
- Psychologist Director Pupil Services
- Resource Room &
- Self-contained Director Pupil Services
- Head Nurse Director Pupil Services
- Nurse Department Head
- Title I Teacher Title I Manager
- Title I Manager Assistant Superintendent
- Librarians Principal
- Physical Education Teacher Athletic Director
- Music Teacher Department Head
- Art Teacher Principal
- Reading Teacher Principal
- Athletic Director Principal
- Director of Alternative School Principal
- Director Pupil Services Superintendent
- Vocational Administrator Principal
How the Professional Development Plan Form (A) is processed
- A Form A will be submitted to each staff member at the beginning of their
three year professional development cycle.
- The Form A will include the district's objectives for the next year and
the school's objectives will be provided by the building principal.
- The Form A shall be completed by October 31st of that year.
- The certified educator must meet with their direct supervisor to complete
the form.
- The certified educator must complete a self-evaluation using the district's
evaluation form. (Appendix F)
How the Pre-Approval Form (PA) is completed
- The Form PA is completed and submitted to the Principal/Supervisor for
pre-approval.
- The hours approved cannot exceed the maximum included in the Master Plan.
- The PA Form is attached to Form B when the activity is completed.
- If the pre-approval is not granted, the certified educator can appeal
to the Project Director.
How the In-district Workshop Proposal Form (IDP) is completed
- The Form IDP is completed and submitted to the Project Director for pre-approval
to provide a district sponsored workshop.
- The hours approved cannot exceed the maximum included in the Master Plan.
- The IDP approved or denied by the Project Director.
- A copy of the IDP is returned to the instructor or individual proposing
the workshop.
- If the pre-approval is not granted, the certified educator can appeal
to the Project Director.
How the In-District Certificate Form (ID) is completed
- If an in-district workshop is approved, the Form IDP is used to complete
the Form ID.
- The hours approved cannot exceed the maximum included in the Master Plan
and on Form IDP.
- The ID is prepared by the instructor or workshop manager, and provided
to all participants.
- The participants complete the form, send a copy to their Supervisor/Principal
and send a copy to the Project Director for their file.
- The original is placed in the individual’s professional development
file at the Central Office.
Transfer of Professional Growth
Evidence of completed clock-hours approved by other Professional
Development Committees in other School Districts will be accepted if they
were completed within the three-year period of the teaching credential. The
staff member should contact the Executive Secretary to arrange transfer of
hours.
Professional Development Requirements for employees with
non-educational certification
The Professional Development Plan for the Rochester School
District requires non-educational certified staff members to complete the
minimum requirements under option one. The staff members are required to complete
75 hours with 30 hours in their certification or licensure area, and 45 hours
divided between the other six component areas. The staff members may use their
hours acquired for their specific licensure requirements, toward the district';s
professional development requirements.
Professional Certification or lifetime certification
Any staff member holding a professional certification (lifetime
certification) must still meet the basic professional development requirement
of the district. This includes 30 hours in each certification area, and 45
hours divided between the other six component areas.
Notification of Professional Growth
Each certified staff member will receive notification of
professional growth status from the Executive Secretary by April 1st of each
school year. He/she may check his/her status with the Executive Secretary
during the school year.
Final Appeal
A final appeal, in writing, may be brought to the Superintendent. However,
it is expected that attempts be made to resolve disputes through conferences
with the Supervisor, Principal (if not the supervisor), the Project Director,
and Professional Development Committee prior to the appeal to the Superintendent.
- Statement of Local Learning Needs as Identified
The process for identifying local student needs includes
the following constituents developing on an annual basis learner outcomes
with clearly measurable and defined student learner outcome. The outcomes
will be measured utilizing the assessments and teams/committee listed below,
and following a procedure defined through the QSP Committee Process. The District
will continue to have the DEIP Committee adopt these outcomes on an annual
basis.
- The DEIP Committee.
- Building level school improvement teams will continually assess and evaluate
student learning needs.
- The individual K-12 Curriculum Committees and the five year curriculum
development cycle will align all curriculum to the State Curriculum Frameworks
- The District Management Team.
- QSP Core Group Committee
- The yearly development and modification of district professional development
goals, curriculum goals and school building level goals leads to adoption
by the District of the student learning needs outcomes.
The Process includes the use of variety of assessments:
The District will determine student learning needs utilizing
the following data sources:
- New Hampshire Education Improvement and Assessment Program
- Quality School Portfolio
- Iowa Test of Basic Skills
- Gates Mac-Ginite pre and post-tests
- DEIP Standards Chart
- Other local assessments
Individual professional development activities will be aligned
with the student’s learning needs as determined by the process described
above, and with the individual growth plan developed by each certified staff
member.
The DEIP process focuses on data-driven decision making.
The data sources used include, but are not limited to: surveys, NHEIAP results,
Iowa Tests of Basic Skills, portfolios, teacher-made tests, academic grades,
writing samples, socio-economic data, drop out rate, and SAT performance.
The DEIP plan uses the data to determine student performance
based on the performance standards at grades 2, 5, 8 and 11. The Committee
and School Improvement Plan utilize all data sources to provide information
at the DEIP public information meetings and for district and school profile
reports.
Any student not performing up to the standards set by the
DEIP Committee have an individual plan developed to improve their performance
in Reading, Language Arts, and Math.
Quality School Portfolio Committee
The Quality School Portfolio Committee will design and implement
the process for identifying student learning needs and outcomes. The impact
of professional development activities on student learning will be analyzed
and used to adjust any professional development activities and plans. This
process will be developed during the 2000-2001 school year with input from
staff, students, School Board members, and community members. The DEIP Committee
will design a plan to assess student performance in a pre-test and post-test
environment
The district determines curriculum effectiveness and use
of the state curriculum frameworks in the following manner:
- Observations by Principals, Curriculum Coordinator, and all supervisors
- Assessment of all data collected
- Department and grade level meetings
- DEIP Committee and sub-committees
- Data driven decision making model
- Statement of How the Data is Used
The district will identify student learning needs based
on surveys, NHEIAP, Iowa Tests of Basic Skills, portfolios, teacher-made tests,
academic grades, and the DEIP Plan. The DEIP requires an annual building level
improvement plan to focus on student learning. Data utilized in the improvement
plans for district goals include: NHEIAP results, standardized tests, student
portfolios, writing samples, ASVAB Test, and public input. The DEIP Committee
conducts public information sessions at least twice per year to gather information
on the district';s performance from parents and community members. The district
will review the annual school improvement reports. The analysis will include
a focus on students's learning and instructional improvement.
The District will determine student learning needs utilizing
the following criteria:
- New Hampshire Education Improvement and Assessment Program
- Quality School Portfolio
- Iowa Test of Basic Skills
- Gates MacGinite pre and post assessments
- DEIP Standards chart
- Other local assessments
QSP is a database that can store various information on
individual students. It also allows the district to compare NHEIAP results
with Iowa Test of Basic Skills results, local assessment, student grades and
other data. This data can be analyzed and used as part of District Improvement
effort, school improvement plans, and classroom teacher improvement plans.
The individual schools will be able to analyze data and formulate plans for
improving student learning. The plans will include appropriate professional
development activities as they relate to the analysis student learning and
the assessment results.
- Evidence the State Curriculum Frameworks are Incorporated
The district's five year Curriculum Implementation Plan
and shared responsibility chart is included in Appendix C. This Plan has
been developed in consultation with all constituent groups and focuses
on improving student learning. The curriculum plan will be major component
in developing district, school and personal goals. The plan will also
be utilized by individual staff members to develop their Form A.
- Professional Development Activities
The professional development plan shall recognize the differences
among educators allowing re-certification credit using two different methods.
- A choice of sixteen different activities as indicated below and in RSA
512.02 (Option 1) or
- A comprehensive three year individual professional development plan which
represents an alternative to the total number of clock hours required under
512.04. (Option 2)
- Graduate Course
- Workshops, Institutes and Seminars
- Committees
- Independent Study and Immersion in Content Area
- Curriculum Projects
- Curriculum Implementation
B. Curriculum Replacement Units
C. Curriculum Enhancement, Modification, Adaptation, and
Refinement
- Action Research Projects
- Collaborative Discussions/Study Group
- Mentoring
- Professional Networks
- Developing Professional Instructors
- Technology, Reading, Video and Audio Tapes for Professional Learning
- Publishing Related to the Educational Profession
- Critical Friends Activities
- Job Embedded Projects
- Travel
- District Provided Professional Development
- Graduate Courses: These are courses provided by accredited colleges
for credit. The cost of the graduate level courses may be reimbursed under
the collective bargaining agreement, or may be paid by the individual. Cap:
10 hours per credit.
- Workshops, Institutes and Seminars: These activities provide opportunities
for educators to attend workshops, institutes, seminars or conferences and
learn from educational experts. Cap: 1 hour per hour of training
- Committees: Committee work constitutes various building and district
wide committees. Committee work may require long and short term commitments
as well as full off site work sessions, and summer involvement. An educator
can apply for up to 10 hours per committee with a maximum of 30 hours per
three year cycle from committee work.
- Independent Study and Immersion in Content Area: This category
provides opportunities for teachers to engage in learning what they are
expected to practice in their classrooms. These experiences in each teacher’s
field of study allow the teacher to learn content, process, and culture
of their subject matter. This type of professional development is best suited
for summer work/activities, where teachers can become part of a team in
business or research settings and bring the experience back to the classroom.
This activity also includes working collaboratively with business and industry,
and community agencies. Cap: 10 hours per three year cycle Requires pre-approval,
use form PA
- Curriculum Projects:
- Curriculum Implementation: Curriculum is the way content is
designed and delivered. Implementing new curriculum can serve as a powerful
professional development opportunity. The use of a particular new curriculum,
reporting on what happens, and reflecting with others on the activities,
allows teachers to learn about their own teaching and student learning.
Cap: 10 hours per three year cycle Requires pre-approval, use form PA
- Curriculum Replacement Units: Curriculum replacement units provide
an alternative experience with traditional topics. Replacement units must
meet the following criteria: (1) The units teach concepts recommended
by State or Local Curriculum. (2) Be approved by the Building Principal
and District Curriculum Coordinator. Cap: 10 hours per three year cycle
Requires pre-approval, use form PA
- Curriculum Enhancement, Modification, Adaption, and Refinement:
This component goes beyond the normal curriculum implementation and includes
enhancement, modification, adaptation, and refinement. This involves existing
curriculum materials and modifying them to fully meet the needs of all
students. Cap: 10 hours per three year cycle Requires pre-approval, use
form PA
- Action Research: Action research is an ongoing process of systematic
study. This study includes: 1. Stating an hypothesis, 2. Developing an action
plan 3. Collecting data, 4. Analyzing and evaluating, 5. Formulating a conclusion.
Action Research projects must be approved by the Building Principal and
the Project Director. Requires pre-approval, use form PA
- Collaborative Discussion/Study Groups: Study groups engage in
regular, structured interaction regarding topics pre-determined by the group.
Study groups must be pre-approved by the Building Principal and the Project
Director for pre-determined hours, not to exceed 20 approved hours in any
year. Requires pre-approval, use form PA
- Mentoring: This activity involves sharing expertise with student
teachers, beginning teachers, candidates pursuing alternative certification,
and working one on one with another professional to improve their instruction
skills. These activities must be approved by the Building Principal. Cap:
20 hours in a three year cycle. Requires pre-approval, use form PA
- Professional Networks: Professional networks involve membership
in a professionally recognized organization. The most important elements
of the network are attending organizational meetings, and developing a relationship
with other members of the organization. Cap: A maximum of 10 hours per three
year cycle for network activities are allowed, outside of normal conference
or workshop activities. Requires pre-approval, use form PA
- Developing Professional Instructors: The development of professional
instructors for in-house workshops is an important component of any district’s
Professional Development Plan. The individuals that assume the responsibility
for instructing in-house workshops may be awarded a maximum of 3 hours of
preparation for each hour of presentation. If a workshop is repeated the
presenter receives one hour of preparation per presentation hour. Requires
pre-approval, use form PA
- Technology, Reading, Video and Audio Tapes for Professional Learning: This strategy involves using various kinds of technology, reading, video
and audio tapes to learn content and instructional skills. The acquisition
of skills for various programs will aide the delivery of pertinent information
to students and other educators. Cap: 10 hours per three year cycle per
activity. Example, 10 hours per three-year cycle for professional reading.
Requires pre-approval, use form PA.
- Publishing Related to the Educational Profession: This strategy
is designed to provide the educator the opportunity to publish articles
that reflect on teaching and learning. Cap: A maximum of 25 hours in a three-year
cycle may be approved under this strategy. Requires pre-approval, use form
PA.
- Critical Friends Activities: A critical friend provides feedback
to an individual educator, group, or administrator. The critical friend
is a trusted person who asks provocative questions, provides data to be
examined through another lens, and offers critique of a person’s work
as a friend. These activities must be pre-approved by the building principal.
Cap: 20 hours during a three year cycle. Requires pre-approval, use form
PA.
- Job embedded Projects: Job embedded professional development is
the result of learning that occurs in the course of daily work activities
and that result in increased skill and knowledge needed to assist students.
It includes: sharing what they have learned, reflecting on specific work
experiences, listening to colleagues share best practices, trying out new
programs, planning or implementing new projects. Cap: 20 hours per three
year cycle. Requires pre-approval, use form PA. (Please refer to Appendix
D for job embedded examples)
- Travel: A written description of the trips, relevance to the curriculum
and copies of classroom activities resulting from your travel. Cap: 10 hours
during a three year cycle. Requires pre-approval, use form PA
- In-District Workshops: The district will provide district sponsored
workshops. These workshops shall meet the needs of the district and align
with the district’s professional development objectives. Each participant
will complete a Form ID to submit for approval.
Procedures and Phases for Option 2
The Master Plan recognizes differences among educators by
allowing re-certification credit for completion of a comprehensive three-year
Individual Professional Development Plan which represents an alternative equivalent
to the total number of clock hours required in Option 1. Evidence of an educator’s
success in reaching individual goals (including both school and district goals,
and subject/field of specialization) may be found in a portfolio, a project
completed, action research data and analysis, or a combination of these. (Appendix
E outlines the summary of phases and resources available to use for Option
2)
Professional Development Requirements for Option 2 (Alternative)
Re-certification credit will be granted upon completion
of a comprehensive three year Individual Professional Development Plan which
represents an alternative to the total clock hours required in "Option
1". This approach to professional development is a four-phase process
that structures a self-assessment process for educators that asks them to:
- Examine their district’s/school’s goals and determine their
own professional capacities to support those goals.
- Define a focus for and establish individual development goals.
- Design an improvement plan to reach those focused goals.
- Monitor the progress toward the goals through a meaningful analysis of
evidence of progress.
Option 2 plans must be submitted for approval to the District
Professional Development Committee. The plan shall follow the outline presented
in Appendix E, and must include a detailed log and phase/organizer timeline
of the year’s activities. An evaluation must be submitted to the Project
Director by March 1 of each year of the cycle. Failure to do so will result
in canceling Option 2. Option 1 must then be completed by the end of the three-year
cycle.
OPTION 2
SUMMARY OF THE PHASES
PHASE I - UNDERSTANDING THE CONTEXT IN MY DISTRICT, SCHOOL
AND SELF
This phase is an investigative phase asking you to examine
the documents that are intended to chart the course of improvement in your
district and school. At the end of this phase, you will have identified the
critical goals of the district, school and your preparedness to contribute
in significant ways towards reaching those goals.
PHASE II - COLLABORATION: PARTICIPATE IN SELF-ASSESSMENT
STUDY
GROUP/TEAM TO CREATE MY FOCUS
This phase is a reflective phase intended to provide opportunity
to focus on your professional knowledge and practices through discussions
with peers. At the end of this phase, you will have discussed and clearly
defined your educational strengths and needs. You will have identified your
specific professional development goals and gained a clear sense of how those
goals connect to the district and school improvement needs.
PHASE III - DESIGN AND DISSEMINATE THE INDIVIDUAL PROFESSIONAL
DEVELOPMENT PLAN
This phase, while likely to be the shortest phase in terms
of time allotted is critical to the success of the effort. Phase III serves
as the marker for organizing the improvement activity. It asks you to identify
how you will go about reaching your improvement goals and how you will mark
progress toward reaching those goals. At the end of this phase, you will have
a step-by-step chronology of how and when you will work toward your improvement
goals as well as a description of what that improvement will look like along
the way.
PHASE IV - IMPLEMENT THE PLAN
This phase is the individual implementation block. Using
the goals from Phase II and the design from Phase III as the frames for action,
this is the work-in-progress phase. At the end of Phase IV, you will have
completed your design for improvement and gathered the evidence of success
that allows you to judge the level to which you reached your professional
goals.
SUMMARY OF THE PHASES
This process was designed to encourage educators to recognize
the importance of improving their craft. Centered around individual improvement
goals in an environment of peer support, the intent was to design a process
that was itself a forum for professional growth. The acts of thinking about
reviewing evidence of success and re-designing instructional practice are
professional development acts.
The process is structured to encourage individual educators
to (1) examine their teaching, identify the knowledge that needs to be gained
and the practices that need changing and (2) set in motion a plan to make
those changes. This professional process, however, is designed to bring professional
dialogue out into the open and for that purpose; this process includes peer
and supervisory components as well.
How much time should an educator take to
improve? This process operates under the belief that continuous improvement
is expected of any professional. The certification cycle, a three-year cycle,
will define the beginning and the ending of one full design and implementation
period. Some educators’ plans will be designed, implemented and evaluated
easily within that three-year cycle. Other plans will have goals that are
brought forward into another cycle to attain greater levels of proficiency
or sophistication.
Getting underway requires a commitment and
a willingness to recognize that improvement is a result of professionals engaging
in reflection and dialogue focused on what they do and what they need to do
be better educators.
Study Group/Team Criteria
When deciding on a support system for this
work the people you bring together should have a defined function and know
what their roles are in joining this effort. For those in schools or districts
with several colleagues going through the same process, sharing the experience
with those colleagues may be one very meaningful way to get important collegial
support and provide the same to others. After familiarizing yourself with
the whole process, begin by designing your support team.
In determining your team or support group
you should consider those who would be a good resource to you. The following
criteria are offered to encourage you to think inclusively about how to put
together a team that allows you to benefit from the experience. This list
is a start. Consider what skills would be helpful to you and find support
that can help in those ways.
Criteria |
For Phase |
Team
Member |
A peer
(at least one) who knows how I teach and manage my work.
Administrator responsible for supervision
at the building level.
Individual skilled at organization
and follow-through.
Individual skilled in using and interpreting
student data.
A teacher whose skills and knowledge
I admire.
Colleague willing and able to be a critical friend. |
I II III IV
I II III IV
I II III IV
I II III IV
I II III IV
I II III IV
|
|
OPTION 2
-
PROFESSIONAL PRACTICE LOG
PHASE I: UNDERSTANDING THE CONTEXT IN
MY DISTRICT, SCHOOL AND SELF
This phase is an investigative phase
asking you to examine the documents that are intended to chart the course
of improvement in your district and school. At the end of this phase,
you will have identified the critical goals of the district, school and
your preparedness to contribute in significant ways toward reaching those
goals.
Remember that the log is to serve as
the vehicle for capturing your questions, thoughts and insights throughout
this professional development process. To have it serve that purpose,
you must recognize that the time taken to record and reflect on your actions
and understandings is, itself, a central part of this professional development
activity.
To assist your thinking, consider the
guiding questions listed below as a frame for the reflections and analyses
in your log. The questions are intended to illustrate the type of questions
you might consider. They are to serve as a catalyst for you as you step
through the professional development process. They are not intended to
constrain your thinking about your growth so use them in a manner and
with an emphasis that best allows you to gain the most from your development
initiative. Change, modify or add to the list as you find appropriate
guiding questions that match your professional development effort.
THE PROFESSIONAL DEVELOPMENT LOG OF: ________________________________________
Directions: Use a copy of the form below for each
of the Phases to chronicle and summarize your activity. It can serve as
the cover sheet for the log at each Phase.
PHASE ORGANIZER FOR _____ Phase I _____ Phase
II _____ Phase III _____ Phase IV
DOCUMENT CHECKLIST: For this Phase the documents
(materials) in use are:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUPERVISOR/ADMINISTRATOR for this Phase is: _________________________________________
TIMELINE:
Date Started: __________________________ Project Finish
Date: __________________________
Actual End Date for Phase ____ , _______________________________
End-of-Phase Administrator Check-in Meeting was held
on_____________________________________
CHECK POINTS:
Date: _____________ Met with: ________________________
Purpose:_________________________
Decision(s):___________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose:_________________________
Decision(s):___________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose:_________________________
Decision(s):___________________________________________________________________________
_____________________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose: _________________________
Decision(s):___________________________________________________________________________
_____________________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose: _________________________
Decision(s):____________________________________________________________________________
______________________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose: _________________________
Decision(s):________________________________________________________________________
_________________________________________________________________________________
Date: _____________ Met with: ___________________
Purpose: _________________________
Decision(s):_______________________________________________________________________
________________________________________________________________________________
OPTION 2
- PROFESSIONAL PRACTICE LOG
PHASE II:
COLLABORTION: PARTICIPATE IN SELF-ASSESSMENT STUDY GROUP/TEAM TO CREATE
MY FOCUS
This Phase is a reflective phase intended
to provide opportunity to focus on your educational knowledge and practices
through discussion with peers. At the end of this Phase, you will have
discussed and clearly defined your strengths and needs. You will have
identified your specific professional development goals and gained a clear
sense of how those goals connect to the district and school improvement
needs.
Remember that the log is to serve as
a vehicle for capturing you questions, thoughts and insights throughout
this professional development process. To have it serve that purpose,
you must recognize that the time taken to record and reflect on your actions
and understandings is, itself, a central part of this professional development
activity.
To assist your thinking, consider the
guiding questions listed below to frame the reflections and analyses in
you log. The questions are intended to illustrate the type of questions
you might consider. They are to serve as a catalyst for you as you step
through the professional development process. They are not intended to
constrain your thinking about your growth so use them in a manner and
with an emphasis that best allows you to gain the most from your development
initiative. Change, modify or add to the list as you find appropriate
guiding questions that match your professional development efforts.
OPTION 2
- PROFESSIONAL PRACTICE LOG
PHASE III: DESIGN AND DISSEMINATE THE INDIVIDUAL
PROFESSIONAL DEVELOPMENT PLAN
This Phase, while likely to be the shortest
phase in terms of time allotted is critical to the success of the effort.
Phase III serves as the marker for organizing the improvement activity.
It asks you to identify how you will go about reaching your improvement
goals and how you will mark progress toward reaching those goals. At the
end of this Phase, you will have a step-by-step chronology of how and
when you will work toward your improvement goals as well as a description
of what that improvement looks like along the way.
Remember that the log is to serve as
a vehicle for capturing your questions, thoughts and insights throughout
this professional development process. To have it serve that purpose,
you must recognize that the time taken to record and reflect on your actions
and understandings is, itself, a central part of this professional development
activity.
To assist your thinking, consider the
guiding questions listed below to frame the reflections and analyses in
your log. The questions are intended to illustrate the type of questions
you might consider. They are to serve as a catalyst for you as you step
through the professional development process. They are not intended to
constrain your thinking about your growth so use them in a manner and
with an emphasis that best allows you to gain the most from your development
initiative. Change, modify or add to the list as you find appropriate
guiding questions that match your professional development effort.
OPTION 2
- PROFESSIONAL PRACTICE LOG
PHASE IV: IMPLEMENT THE PLAN
This Phase is the individual implementation
block. Using the goals from Phase II and the design from Phase III as
the frames for action, this is the work-in-progress phase. At the end
of Phase IV, you will have completed your design for improvement and gathered
the evidence of success that allows you to judge the progress toward your
goals.
Remember that the log is to serve as
a vehicle for capturing you questions, thoughts and insights throughout
this professional development process. To have it serve that purpose,
you must recognize that the time taken to record and reflect on your actions
and understandings is, itself, a central part of this professional development
activity.
To assist your thinking, consider the
guiding questions listed below to frame the reflections and analyses in
your log. The questions are intended to illustrate the type of questions
you might consider. They are to serve as a catalyst for you as you step
through the professional development process. They are not intended to
constrain your thinking about your growth so use them in a manner and
with an emphasis that best allows you to gain the most from your development
initiative. Change, modify or add to the list as you find appropriate
guiding questions that match your professional development effort.
-
SUPERVISOR'S RESPONSIBILITIES:
The supervisor shall schedule a conference
with each certified staff member no later than October 31. The focus of the
conference is to discuss the Professional Growth Plan (Form A).
Each plan must be approved by the Professional Development Supervisor, building
Principal (if not the supervisor), and the Project Director. The plan may
be modified at any time through the same approval process. The plan must utilize
the district’s goals, school goals, individual goals and focus on improving
student learning.
Based upon evaluations and conferences the
supervisor shall:
- recommend areas of performance to be improve inform the certified staff of district goals developed through the DEIP
continual improvement process,
- inform and/or direct individual certified staff members to appropriate
professional growth programs,
- asist in developing the annual individual growth plan by using the criteria
listed below.
Criteria for annual individual growth plan:
- That the plan will help to develop the staff member in those areas having
been noted as needing improvement through individual evaluations of the
staff member.
- That the plan shows development in those areas that have been formally
or informally assessed by the staff member's supervisor as staff needs
at their level (i.e. school subject area, etc.) and included in the DEIP
professional development goals.
- That the plan shows development in those areas that have been formally
or informally assessed by the DEIP Committee to be system-wide needs.
- That the plan demonstrates individual growth beyond that which is generally
expected as part of the staff member's regular duties.
- That the plan may include the teacher's perception
of personal/professional growth needs and utilizes data from informal and
formal student assessments.
- The plan will focus on increased student performance.
Any suggestions for improvement to the plan
will be returned to the staff member.
The supervisor should be aware of the accumulation
of professional development hours that each certified staff member has compiled.
A record of the number of clock hours that each certified staff member has
accumulated is kept on file at the Superintendent's Office. The supervisor
and certified staff member has access to these records by contacting the executive
secretary.
V. REQUIREMENTS OF CERTIFIED STAFF
MEMBERS (Option 1):
- Each certified staff member shall submit
a Professional Growth Plan (Form A) no later than October 31 in each
year of the three year certification cycle. Each plan must be approved by
the Professional Development Supervisor, Building Principal (if not the supervisor),
and Project Director. The plan may be modified at any time through the same
approval process. The Professional Growth Plan includes the district’s
professional development goals, which focus on student performance, an opportunity
for the supervisor to provide goals for staff members, school-wide professional
development goals and individual goals developed by the staff member related
to educator growth and program improvement.
- Each certified staff member shall obtain
prior approval for the professional growth activities. This is done through
submission of the Form PA which must be approved by the building Principal
or direct supervisor. There must be a direct connection between an activity
and a certified staff member's Professional Growth Plan (Form A) and improving
student instruction.
- The Form PA, must be attached to
the approved Professional Growth Activity Form B for the activities which
require it. (Refer to the Checklist of Professional Development Activities)
- Each certified staff member, regardless of the certificate held, must
complete a minimum of seventy-five (75) clock hours of professional growth
in each three-year period (consistent with the individual's three-year
certification period). Clock hours are not transferable to the next three
(3) year certification period. It is suggested that certified staff members
will complete at least twenty-five (25) hours of approved professional
growth activities each year. This will also apply to staff members planning
retirement within one or two years. At least thirty (30) hours of professional
growth must be completed in component area "1" for each certification being renewed by the certified staff member. Between components
"2-7" there must be 45 hours which shall be devoted to approved
professional development activities to meet district needs, school goals
and/or school improvement plans. This requirement may result in a minimum
total which exceeds seventy-five (75) clock hours. The present Master
Plan requiring 50 clock hours will be in effect for staff members whose
certification is completed before June 30, 2001. After June 30, 2001,
all certified staff members must meet the requirements.
- Knowledge of Subject or Field
Specialization. This component relates to the individual's understanding
of the theory and content related to his/her primary teaching or special service
assignment. The core requirements of ED 610.02 are included in this
category.
- Character and Citizenship Education.
This component relates to an individual's ability to incorporate the basic
elements of character education, citizenship, leadership, and community service
into courses of study within the classroom. The basic elements include self-discipline,
self respect, self control; truth and honesty with self and others; fairness,
integrity, and justice; respect, courtesy, and human worth; responsibility
to oneself and others, community service and responsible citizenship; and
privileges, duties and responsibilities of citizenship, including appreciation
and respect for: 1. C[ c] ivic and social institutions of the United States and the federal government.
- Professional Skills. This component relates to the individual's
skills in carrying out his/her professional assignments. The core requirements
of ED 610.02 are included in this category. Including but not limited
to :
- Methods of teaching
- Diagnosis of learning problems
- Design of instruction
- Evaluation of student work: and
- Student/parent conference techniques
- Knowledge of Learners and Learning. This component relates
to the individual's understanding of the nature of different types
of learners and learning. The core requirements of ED 610.02 are included
in this category. Including but not limited to:
- characteristics of the pre-adolescent
- nature of learning disabilities
- problems in coping with parents' divorce, concept formation,
- right-left brain hemisphere dominance
- learning theories
- developmental theory of children and adults
- characteristics of those with learning handicaps
- the cognitive, affective ah physiological processes of
learning
- Knowledge of the School's Role, Organization
and Operation. This component relates to the individual's
understanding of the school's role in the local community, the
state and the nation and an understanding of the political and social
processes at work within the system. The core requirements of ED
610.02 are included in this category. Including but not limited
to:
- the study of school law
- school finance
- change process and school and community relations
- how the institution changes over time
- community and school relations
- Exploratory or Innovative Activity.
This component relates to a group or individual activity not related to
component 1, 2, 3, 4 or 5. For example, writing a professional article,
assisting in a summer alternative school, making an original set of oral
history tapes, creating a new game to stress the learning of fine motor
skills.
- Integration of Technology in the School.
Using basic applications, such as word processing for communication, databases
for managing information, spreadsheets for problem solving, and telecomputing
for internet access; using technology tools to support the curriculum,
including curriculum frameworks; and understanding the legal and ethical
issues associated with the use of these technologies.
Professional Development Requirements
Chart
| |
Component
Area |
Requirement |
Changes |
1 |
Knowledge
of Subject Area or Field of Specialization |
At
least 30 hours in each certification area |
At
least 30 hours in each certification area |
2 |
Character
and Citizenship Education |
Between
component 2-7 there must be 45 hours. |
No
longer a requirement for a set number of hours |
3 |
Professional
Skills |
Between
component 2-7 there must be 45 hours. |
Between
component 2-7 there must be 45 hours. |
4 |
Knowledge
of Learners and Learning |
Between
component 2-7 there must be 45 hours. |
Between
component 2-7 there must be 45 hours. |
5 |
Knowledge
of the School’s role, organization and operation |
Between
component 2-7 there must be 45 hours. |
Between
component 2-7 there must be 45 hours. |
6 |
Exploratory
Innovative Activity |
Between
component 2-7 there must be 45 hours. |
Between
component 2-7 there must be 45 hours. |
7 |
Integration
of Technology in the School |
Between
component 2-7 there must be 45 hours. |
No
longer a requirement for a set number of hours |
Professional staff whose credentials expire
in a given year SHALL accrue their total hour requirements of approved
professional development activities prior to being re-nominated and/or
re-elected pursuant to RSA 189:14-a. Hours accrued after re-nomination
and/or re-election may be counted toward the next 3 year re-certification
cycle which will commence on July 1 of that same calendar year.
Teacher Competencies in core areas as defined
in ED 610.02. The studies and experiences are included in the following
component areas: Knowledge of Subject or Field Specialization, Professional
Skills, Knowledge of Learners and Learning and Knowledge of the School's
Role, Organization and Operation. These competencies will be evaluated
and enhanced as part of the continuous improvement process (DEIP).
Non-employed Educators: Certified
educators who are not employed by an SAU, district (or participating non-public
school), must comply with a Professional Development (Master) Plan prepared
by the Department of Education which includes: completing a minimum of
seventy-five (75) clock hours of professional growth in each three-year
period (consistent with the individual's three-year certification
period). Clock hours are not transferable to the next three (3) year certification
period. At least thirty (30) hours of professional growth must be completed
in component area "1" for each certification being renewed
by the certified staff member. This requirement may result in a minimum
total which exceeds seventy-five (75) clock hours. A minimum of thirty-five
(35) hours of the total hours required shall be in the components 2-6
OR Pass a subject area state or national test.
Employed Certified Paraprofessionals: Certified
paraprofessionals will meet a minimum of fifty (50) clock hours as follows:
Each certified staff member must complete a minimum of fifty (50) clock
hours of professional growth in each three-year period (consistent with
the individual's three-year certification period). Clock hours are
not transferable to the next three (3) year certification period. It is
suggested that certified staff members will complete at least seventeen
(17) hours of approved professional growth activities each year. This
will also apply to staff members planning retirement within one or two
years. At least twenty (20) hours of professional growth must be completed
in component area "1" for each certification being renewed by
the certified staff member. This requirement may result in a minimum total
which exceeds fifty (50) clock hours. At least five (5 ) hours of the
total required shall be devoted to character and citizenship. At least
five (5) hours of the total required will be devoted to one or more of
the components "3" through "6". At least five (5)
hours of the total required shall be devoted to the educational application
of technology and internet use or its equivalent.
Non-employed Certified Paraprofessionals:
Will meet a minimum of fifty (50) clock hours in one or more of the 7
component areas.
BY-LAWS OF THE PROFESSIONAL DEVELOPMENT COMMITTEE
A. RESPONSIBILITIES OF THE PROFESSIONAL DEVELOPMENT COMMITTEE
- Advise the Superintendent in the expenditure of all
money designated in the District budget for professional growth. Funding
shall be monitored by the Professional Development Committee which will
be responsible for planning, programming, and processing all phases
of the professional growth process.
- Recommend, organize and evaluate professional growth
activities based on the District's Needs Assessment.
- Generate information on curriculum initiatives and trends
in education.
- Develop and recommend a five-year Professional Development
Master Plan to the Superintendent.
- Submit proposed amendments to the five-year Master Plan
to the Superintendent.
B. MEMBERSHIP
1.Numbers and Representation
The Professional Development Committee shall be composed
of not fewer than nine (9) nor more than fifteen (15) members representing:
a) Building Administrators shall be represented by two
(2) members, one from each academic level.
b) School Board members shall be represented by one (1)
member.
c) Classroom teachers shall be represented by six (6) members,
one from each school/complex.
d) Specialists, certified non-classroom professionals,
shall be represented by one (1) member.
e) Parents shall be represented by one (1) member.
f) Non-district educator shall be represented by one (1)
member.
g) The Project Director is a non-voting member of the Committee.
f) The Executive Secretary is a non-voting member of the Committee.
g) Certified paraprofessionals shall be represented by one (1) member.
2. Constituencies Defined
a) Building Administrators shall be defined as all building
Principals and Assistant Principals.
b) School Board members shall be defined as all members
of the Rochester School Board.
c) Classroom teachers shall be defined as certified classroom
teachers of the Rochester School District.
d) Specialists shall be defined as certified non-classroom
professionals.
e) Parents shall be defined as parents of students attending
the Rochester schools.
f) Non-district Educator shall be defined as an actively
teaching member of an accredited, degree granting institution of higher
learning or a faculty member of another school system, preferably involved
in that district's professional development program.
g) Project Director shall be defined as a Central Office
Administrator other than the Superintendent.
h) Executive Secretary shall be defined as the Human Resource
Director.
i) Certified paraprofessional shall be defined as a paraprofessional
of the Rochester School District.
3. Selection
a) Building Administrator representation shall be elected
by the Superintendent.
b) School Board representation shall be elected by the
Rochester School Board Chairperson.
c) Classroom teacher representation shall be elected in
April by colleagues at each Building/Complex.
d) Specialist, non-classroom certified professionals, representation
shall be elected by the total membership of the Professional Development
Committee.
e) Parent representation shall be elected by the total
membership of the Professional Development Committee.
f) Non-district educator representation shall be elected
by the total membership of the Professional Development Committee.
g) The Project Director shall be elected by the Superintendent.
h) The Executive Secretary shall be elected by the Superintendent.
4. Terms of Office
All members of the Committee will serve three (3) year
terms commencing in May.
5. Rochester Master Plan Rotation Scheme
6. Resignation and Replacement
a) A member may resign by submitting a written resignation
to the Chairperson of the Professional Development Committee and to the
top administrator of the organization he/she is representing. A replacement
(for the unexpired term) will be elected consistent with #3 above.
b) Any member who misses three (3) full committee meetings
per year (without notification and approval of the Chairperson) shall
cease to be a member of the committee. A replacement (for the unexpired
term) will be elected consistent with #3 above.
C. OFFICERS OF THE PROFESSIONAL DEVELOPMENT COMMITTEE
1. Officers Defined
The Chairperson of the Rochester Professional Development
Committee shall be the Project Director.
2. Duties
a) Chairperson:
1. Preside at all Professional Development Committee meetings.
2. Appoint ad hoc committee members.
3. Establish agendas and schedules.
4. Serve as ex officio member of all ad hoc committees.
5. Interpret procedural Master Plan guidelines.
6. Appoint a temporary Chairperson in the Chairperson’s
absence.
D. PROFESSIONAL DEVELOPMENT PERMANENT POSITIONS
1. Positions Defined
The Professional Development Committee shall have two (2)
permanent positions- Project Director and Executive Secretary of Professional
Development.
2. Duties
a) Project Director
1. Monitor Professional Development Supervisors.
2. Insure the continuity of operation of the Committee.
3. Monitor committee approval and denials of individual
activities.
4. Conduct district-wide needs assessment.
5. Monitor an orientation program conducted at the building
level.
6. Chairs the Professional Development Committee.
b) Executive Secretary
1. Shall inform professionals of professional development
status by April 1 of each academic year.
2. Disseminate information regarding professional development
activities.
3. Maintain professional development records.
4. Perform the secretarial needs of the Professional Development
Committee.
E. MEETINGS
1. General Procedure
a) Notifications of all meetings shall be given at least
48 hours prior to the meetings.
b) Notification shall be by phone or mail.
c) Robert's Rules of Order (newest version) will be
used to govern meetings.
2. Regular Meetings
a) Meetings will be scheduled at a minimum of one a month
from September through June. The meeting date for each current school
year will be set at the September meeting.
b) Meetings will be held at the School Administration Central
Office.
c) Special meetings may be called by the Chairperson or
majority of the Professional Development Committee.
3. Quorum
A simple majority of the current voting Professional Development
Committee membership shall constitute a quorum.
4. Voting
a) All decisions by vote shall be by simple majority, provided
there is a quorum present.
b) In the event a regular member is unable to attend, that
member may designate an alternate who may attend the meeting and cast
a proxy vote.
IN-SERVICE NEEDS ASSESSMENT
Needs assessment information will be collected as part
of the District's on-going self-evaluation and goal setting process.
This data will be generated from a system-wide process implemented by
the Central Administration and be made available to the Professional Development
Committee for its use in determining the direction of in-service.
G. IN-SERVICE PROGRAMS
a) In-service programs shall be formulated by the Professional
Development Committee and the Professional Development Project Director.
The Project Director will issue regular in-service calendars and Professional
Development Workshop flyers to all staff members. Additionally, these
materials shall be conspicuously posted in each school building and in
the Superintendent's Office.
b) Any growth activity offered at the building/District
level must be approved by the Professional Development Committee prior
to presentation in order to receive professional development clock hours.
H. MASTER PLAN EFFECTIVENESS
The Professional Development Master Plan shall be determined
to be procedurally effective based on the following indicators:
1. The Professional Development Committee will review Professional
Growth Activity Forms (Form B) to determine number of activities participated
in and number of staff members participating. Data will be collected by
the Executive Secretary at each meeting and included in the minutes.
2. Included in each month's minutes will be a tally
of the rating for workshop attendance.
3. The Building Principals' and Director of Pupil Service's
annual written report to the Committee will include their perceptions
of how successful the Committee's efforts have been in providing for
staff members' professional growth. These findings will be based on
individual staff member evaluations.
4. An annual Professional Development Workshop at each
level will be devoted to questions, answers and concerns regarding the
Master Plan. This forum will also serve as a vehicle to solicit feedback
regarding the effectiveness of Master Plan procedures and be open to all
staff members.
I. PROCEDURES TO AMEND MASTER PLAN
This document may be amended in the following manner:
1. All proposed amendments must be submitted in writing
to the Professional Development Committee one meeting prior to an actual
vote on their adoption.
2. A two-thirds (2/3) majority of the current voting membership
is required to amend this document.
3. Amendments approved by the Committee shall be submitted
for approval to:
a) The Superintendent
b) The School Board
c) The State Department of Education, in that order.
J. DURATION OF THE MASTER PLAN
This Rochester Professional Development Master Plan becomes
effective July 1, 2001 and terminates on June 30, 2006.
X - Expiration Date
ROCHESTER MASTER PLAN ROTATION SCHEME
2000 2001 2002 2003 2004
Building Administrator - Secondary
Building Administrator - Elementary
School Board Member
Classroom Teacher - Secondary
Classroom Teacher - Allen Complex
Classroom Teacher - Chamberlain Complex
Classroom Teacher - Gonic Complex
Classroom Teacher - McClelland Complex
Classroom Teacher - East Rochester Complex
Specialist (certified, non-classroom professionals)
Parent
Non-district Educator
Project Director
Executive Secretary
Certified Paraprofessional
All members of the committee will serve
three (3) year terms.
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