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

1. 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. 
2. 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


1. When an activity is completed the form is completed by the certified educator.
   
2. The description, list of objectives, hours and evaluation are completed.
   
3. If a Pre-Approval Form was required, it shall be attached.
   
4. The signed form is presented to the Principal/Supervisor for approval.
   
5. The signed form is submitted to the Project Director for approval..
   
6. 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

1. A Form A will be submitted to each staff member at the beginning of their three year professional development cycle.
   
2. 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.
   
3. The Form A shall be completed by October 31st of that year.
   
4. The certified educator must meet with their direct supervisor to complete the form.
   
5. The certified educator must complete a self-evaluation using the district's evaluation form. (Appendix F)
   

How the Pre-Approval Form (PA) is completed

1. The Form PA is completed and submitted to the Principal/Supervisor for pre-approval.
   
2. The hours approved cannot exceed the maximum included in the Master Plan.
   
3. The PA Form is attached to Form B when the activity is completed.
   
4. 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

1. The Form IDP is completed and submitted to the Project Director for pre-approval to provide a district sponsored workshop.
   
2. The hours approved cannot exceed the maximum included in the Master Plan.
   
3. The IDP approved or denied by the Project Director.
   
4. A copy of the IDP is returned to the instructor or individual proposing the workshop.
   
5. 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

1. If an in-district workshop is approved, the Form IDP is used to complete the Form ID.
   
   
2. The hours approved cannot exceed the maximum included in the Master Plan and on Form IDP.
   
   
3. The ID is prepared by the instructor or workshop manager, and provided to all participants.
   
   
4. The participants complete the form, send a copy to their Supervisor/Principal and send a copy to the Project Director for their file.
   
   
5. 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.


1. 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.

1. The DEIP Committee.
   
2. Building level school improvement teams will continually assess and evaluate student learning needs.
   
3. The individual K-12 Curriculum Committees and the five year curriculum development cycle will align all curriculum to the State Curriculum Frameworks
   
4. The District Management Team.
   
5. QSP Core Group Committee
   
6. 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
  
  
1. 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.

1. 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.

2. Professional Development Activities



The professional development plan shall recognize the differences among educators allowing re-certification credit using two different methods.

1. A choice of sixteen different activities as indicated below and in RSA 512.02 (Option 1) or
   
2. 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)
3. Graduate Course
   
4. Workshops, Institutes and Seminars
   
5. Committees
   
6. Independent Study and Immersion in Content Area
   
7. Curriculum Projects
   
8. Curriculum Implementation
   

B. Curriculum Replacement Units

C. Curriculum Enhancement, Modification, Adaptation, and Refinement


1. Action Research Projects
   
2. Collaborative Discussions/Study Group
   
3. Mentoring
   
4. Professional Networks
   
5. Developing Professional Instructors
   
6. Technology, Reading, Video and Audio Tapes for Professional Learning
   
7. Publishing Related to the Educational Profession
   
8. Critical Friends Activities
   
9. Job Embedded Projects
   
10. Travel
    
11. District Provided Professional Development


1. 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.
   
   
2. 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
   
   
3. 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.
   
   
4. 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
   
   
5. Curriculum Projects:
   
   
1. 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
   
2. 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
   
   
3. 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
   
   
1. 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
   
   
2. 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
   
   
3. 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
   
   
4. 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
   
   
5. 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
   
   
6. 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.
   
   
7. 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.
   
   
8. 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.
   
   
9. 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)
   
   
10. 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
    
    
11. 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:

1. Examine their district’s/school’s goals and determine their own professional capacities to support those goals.
2. Define a focus for and establish individual development goals.
   
3. Design an improvement plan to reach those focused goals.
   
4. 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

1. 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

   
   
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

3. 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
   

4. 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.

5. 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):

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.
2. 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.
3. 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)
4. 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.
   

Component areas include:

1. 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.
2. 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.
3. 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
  
  
4. 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
     
     
5. 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
6. 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.
7. 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

   1. 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.
   2. Recommend, organize and evaluate professional growth activities based on the District's Needs Assessment.
   3. Generate information on curriculum initiatives and trends in education.
   4. Develop and recommend a five-year Professional Development Master Plan to the Superintendent.
   5. 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.