Professional development guidelines are directly contingent upon Senate Bill 380 which addresses professional development of staff. Local districts' plans may vary in design and purpose. Although a new plan must be approved each year, professional development plans may be drafted for multi-periods with annual updates.
Each year, beginning with the 1993-94 school year, each school district must allocate at least 1% of its revenue from the Foundation Program for Professional Development. At least 75% of the amount allocated must be expended during the year in which it is received for in-service education and professional development. The remaining 25% of the amount allocated may also be expended for that same purpose, or carried forward for expenditure under an approved plan in the succeeding year. If a district fails to allocate and expend the required amount for professional development, that district will not receive state aid under the foundation program.
Missouri Professional Development Guidelines:
Supporting teachers in their continual efforts to improve instruction so that
each student may achieve at higher levels in the public schools is the mission
of professional development. School board members, administrators, and teachers
are encouraged to keep this missions clearly in mind when making decisions
pertaining to district-level and building-level professional development.
Final decisions regarding professional development should support the primary
goal of improving instruction to improve learning. This mission has ongoing
implications for sustained training in effective classroom practices, authentic
instruction, instructional leadership, technology, and assessment.
Educators derive benefits from pursuing both individual and organizational interests. Technology transfer, collegial exchanges, enhanced content knowledge, and skill development can all contribute to increasing both individual and organizational capacity.
Professional educators continually reflect on their practices and develop and articulate their beliefs about teaching and learning while improving classroom practices. This requires time and opportunities for observing and practicing new ways of teaching, learning, and networking in and out of the classroom. Sustained training to develop and hone teaching skills is a worthy goal for teachers and can be supported with professional development monies.
To develop a strong, well-organized professional development program, teachers, administrators, and school board members must work as a team for success. Everyone must be totally committed to the improvement of instruction for enhanced and sustained learning. Collaborative partnerships will promote conversation about the best available research utilized in teaching, learning, and leadership. Accessing resources from the local community, higher education and the state will enhance the improvement process. Effective systemic reform and reculturing will ensure that each student learns well, applies his/her knowledge, and continues achieving in and out of school.
Statement of Purpose
Professional
development is a cooperative effort involving teachers, administrators, and
the board
of
education. It is a plan that should stimulate and encourage
the professional growth of both new and experienced teachers. The Community
R-VI Plan must be well organized and must view professional growth as a
continuous process of refining old skills and keeping abreast of new developments
in
the field of education. Professional development should draw upon the resources
of higher education, in-service educational opportunities, graduate level
instruction,
special subject matter workshops, visits to schools with outstanding programs,
and other related activities that would provide professional educators
with innovative and creative ideas for the improvement of the school district.
The ultimate purpose of professional development is to better meet the instructional
needs of the district's students as they are related to and stated in the
district's
School Improvement Plan. Professional growth enriches teachers’ lives
and the lives of their students.
Mission Statement
COMMUNITY R-VI, through the use of its resources,
continually facilitates and fosters learning, nurtures and
enhances individual potential and assists students to believe in themselves
through providing opportunities for successful learning experiences and challenges
them to become productive citizens of the future.
WE BELIEVE THAT:
v All students can learn.
v All students will be given the opportunity to learn to their full potential.
v All students have inherent value.
v Every person is responsible for him/herself.
v Parents and teachers are responsible for guiding and motivating students.
v Parents, teachers and students are responsible for achievement.
v The public should be informed of decisions.
v The public should have the opportunity to participate in decisions.
v Schools should provide a safe environment.
v The district must utilize fact-based data to guide continuous improvement
in instructional practices, resources, curriculum, facilities, and professional
development.
v The district is a learning community in which students and staff must set
high expectations the continuously challenge.
v A safe school environment that fosters positive relationships and is conducive
to teaching an learning.
v All students will learn when adults invest in their success.
v Change is constant, therefore improvement and professional development must
also be constant.
v Success should be recognized and celebrated.
v All decision-making and /or implementation should be based upon what is best
for the students.
v Diverse learning styles and needs require differentiated instruction.
v Collaboration is vital to creating a culture of continuous improvement.
v Motivation is essential to learning.
VISION STATEMENT:
The Vision Statement guides our school district toward achieving our Mission.
It is what we base our goals and direction we take to continuously improve
and move our school forward to successfully and effectively educate our students
in grades PK-12.We envision that through our learning community’s educational
programs and nurturing
school environment, Community R-VI will be a place where:
v Staff, students, and parents value education and hold high personal and educational
expectations for our students.
v Our students will learn to become responsible, productive citizens in their
community.
v Our students will become life long learners.
v Our students will develop strong character traits such as integrity, empathy,
honesty, trustworthiness, kindness, compassion, and strong work ethic.
v Where our students will excel in their post-secondary endeavors.
v We are constantly engaged in improving the quality and success of school
programs and their impact on learning.
v There is a positive working and learning environment.
v Administrators are instructional leaders.
v Community Service will be a valued and integral component of the PK-12 instruction.
v Positive character traits will be taught, modeled, reinforced, and integrated
throughout student and staff interactions, curriculum, and daily activities
PK-12.
v The district focus is to teach all students to become active and proficient
readers.
v All staff will participate in differentiated professional development.
v Home and school will be collaborative partners.
v The decision-making process will encompass multiple factors concerning children
STATEMENT OF PROFESSIONAL DEVELOPMENT BELIEFS
We believe that effective professional development:
v dramatically impacts students,
v enhances the success of a committed professional educator, novice or veteran,
v is nurturing,
v is an opportunity for a positive attitude and meaningful learning,
v is relevant to the individual educator,
v keeps educators up to date on teaching issues,
v allows educators to become excited about teaching,
v is a process which occurs over time,
v involves thoughtful conversations among educators,
v provides students with refreshed, energetic, excited educators, and
is continuous for all educators.
v Should improve daily instruction.
v Should be primarily site-based to address authentic and immediate instructional
concerns.
v Should be job-embedded, allowing for instruction, follow-up time, and on-going
assistance.
v Evaluates data from various sources both external and internal.
MISSOURI MANDATES AND REGULATIONS FOR PROFESSIONAL DEVELOPMENT
The Community R-VI School District recognizes statutory authority for professional
development as established under Secton 168.400.4(2) &5 RSMo. (The
Excellence in Education Act) and SB380, Section 7; RSMo. The Outstanding
Schools Act
of 1993).
Excellence in Education Act of 1985—Sections 168.400.4(1) (2) & 5 RSMo.
Beginning teacher assistance programs established under this section shall include, but need not be limited to, the following provisions:
Such programs shall require each school district to provide a plan of professional development for the first two years of teaching for any teacher who does not have prior teaching experience. The professional development plan shall include assistance from a professional committee, which is hereby established in each school district, which committee shall work with beginning teachers and experienced teachers in identifying instructional concerns and remedies; serve as a confidential consultant upon a teacher’s request; assess faculty needs and develop in-service opportunities for school staff; and present to the proper authority faculty suggestions, ideas, and recommendations pertaining to classroom instruction within the school district. The members of each professional development committee shall be selected by the teachers employed by the school district in question. The professional development plan may include guidance from a district designated faculty member employed at a grade level comparable to the instructional grade level of the beginning teacher, and such other forms of assistance which the school district may choose to offer.
Such programs, shall include assistance from the teacher education program which provided the teacher’s training if such training was provided in a Missouri college or university. Such assistance from the college or university may include retraining, internship, counseling, and ins-service training.
The practicing teacher assistance programs established under this section shall include, but need not be limited to: programs of professional development and improvement as provided for experienced teachers by the professional development committee; and professional growth opportunities as provided by the local school district for all practicing teachers.
The Outstanding Schools Act of 1993—SB380, Section 7; RSMo.
7.1 Beginning with fiscal year 1994 and for all fiscal years thereafter, in
order to be eligible for state aid distributed pursuant to section 163.031
RSMo., exclusive of categorical add-ons, to the professional development committee
of the district as established in subdivision (1) of subsection 3 of section
168.500 RSMo. Of the monies allocated to the professional development committee
in any fiscal year as specified by the subsection, seventy-five percent of
such funds shall be spent in the same fiscal year for purposes determined by
the professional development committee after consultation with the administrators
of the school district and approved by the local borad of education as meeting
the objectives of the school improvement plan (CSIP) of the district that has
been developed by the local board.
From these acts, Missouri has developed an in=depth, organizes systemic approach to professional development. No longer is a “shotgun” professional development acceptable. Professional development must have a specific, clear focus for school improvement which helps students become high achievers and successful in school.
CSIP GOALS/OBJECTIVE AND STRATEGIES:(REVISED FOR 2006-2007)
The CSIP Committee developed a revised improvement plan incorporating the
major
Concerns of the 2005-2006 data analysis findings and district programs review.
The following Goals, Objectives, and Strategies have been revised for the 2006-2007
school year through the 2011-2012 school year. Each year the CSIP Committee
will review, analysis, and revise the Goals, Objectives, and Strategies as
necessary.
Professional Development Experiences and training must relate to and help to advance the staff and district towards achieving the following district goals:
Goals/Objective 1: 75% of the Community R-VI students will score in the Basic and Advanced Levels on the MAP Test.
Professional Development Strategies:
1. The district will provide professional development opportunities to support
improved teaching strategies/techniques, assessment results, and curriculum
development aligned with Grade Level Expectations and Scope and Sequence
in grades PK-12th.
2. The district faculty will review all curriculum guides and revise them to assure that there is clear alignment between the skills tested and the skills taught at each grade level.
3. Faculty will be trained in writing curriculum that will incorporate content and processes related to equity, technology, research, and workplace readiness skills.
4. The district will provide training for teachers in working with at-risk students and other diverse groups of students.
5. The district will provide professional development opportunities for teachers to learn strategies to motivate students to take required tests seriously and to recognize those who perform well on the Missouri Assessment Program examinations.
6. The district will provide professional development opportunities for teachers to learn a how to collect and analyze a variety of assessment data (longitudinal, demographic, disaggregated, diagnostic, surveys) to support district wide decisions about curriculum and instruction.
Goals/Objective 2: Educational programs will be provided to meet the educational needs of 100% of Community R-VI students.
Professional Development Strategies:
1. The district will provide professional development opportunities which will
help teachers identify and address the needs of at-risk students preschool-grade
12.
2. The district will provide teachers the opportunities and resources to explore programs which ensure all students proceed from high school graduation to post secondary education or a high wage job with work place skill development opportunities.
3. The district will provide teachers opportunities and resources to explore a variety of programs conducive to the educational needs of all students.
4. The district will provide teachers opportunities and resources to explore a variety of programs and activities which identify and address the health and human services needs of the students.
5. The district will continue to provide teachers opportunities to learn about targeted instruction or other needed services/interventions for educationally-disadvantaged, ESOL, migrant, and homeless students, as well as students who may, for other reasons, be at risk of leaving school without completing high school.
Goals/Objective 3: In order to provide an environment conducive to learning, the district will adopt and implement a plan to develop and maintain appropriate and safe facilities, resources, grounds, and transportation.
Professional Development Strategies:
1. The district will annually assess the needs of facilities, resources and
programs.
2. The district will provide the training and appropriate personnel, facilities and resources to meet current and future technological needs.
3. The district will provide professional development opportunities for the support staff.
Goal/Objective 4: The district will continually have a Professional Development Plan with 100% of the activities being aligned and related to the CSIP Goals and the Professional Development Plan will be an integral part of the educational program and all school improvement initiatives.
Professional Development Strategies:
1. The district has a written plan for Professional Development that includes
the following components:
a. PDC Policies and procedures (including PDC membership criteria, reimbursement
procedures, request procedures, etc.)
b. Professional Development program objectives aligned with the Comprehensive
School Improvement Plan (CSIP).
c. Evaluation criteria for the overall Professional Development program.
d. Descriptions of the planned Professional Development activities that are
directly related to areas of needed student improvement and aligned with the
district’s CSIP.
e. Specific mentoring provisions (including a scope and sequence for the program,
allocated resources, a description of all participants, responsibilities, and
evaluation processes and procedures).
f. Provisions for complying with specific Professional Development program
requirements, and all rules, regulations, and legislation related to Professional
Development funding.
2. The district will continue to provide intensive, on-going Professional
Development
Activities that address curriculum and the instructional practices related
to student achievement issues identified in the CSIP.
3. For all staff members, Professional Development is an integral part of their job responsibilities and expectations.
4. The district has identified a set of instructional strategies designed to meet the assessed needs of students, and has made a long-term commitment to focus its Professional Development activities on implementing and reinforcing these strategies.
5. The district collects and utilizes information regarding the effectiveness of its Professional Development program in improving instruction and student achievement.
6. The district provides substantial time and resources for the Professional Development of all staff members.
7. Teachers receive training on the curriculum review and revision process, curriculum alignment, and classroom assessment strategies.
Goals/Objective
5: Community R-VI will ensure that technology is fully integrated
into the
Core curriculum, implemented in instruction, academic activities, and
Assessments, and ensure that mechanisms are in place so 100% of the students
are technologically literate at the end of their eighth grade year.
Professional Development Strategies:
1. All teachers and teacher assistants will be given technology training on
all updated software and programs each year.
2. All teachers will be trained annually on how to integrate technology into
their curriculum and across curriculum content so as to give our students more
opportunities to use technology in their learning process.
3. All teachers will be trained in the use of Excel, Power point, Smart Boards,
and other programs the district uses in technology.
4. All teachers will be trained on the new EATS-ONLINE curriculum alignment
tool during the 2006-2007 school year.
Professional Development Committee
The Community R-VI District instituted a Professional Development Committee in l988 as required by the Excellence in Education Act. The Professional Development Committee in consultation with the Administration and the Board of Education has the responsibility of coordinating and articulating the district's Professional Development Plan as required in Senate Bill 380.
Committee Membership
Professional Development Committee members shall be selected by certified
teachers of the district. Committee members shall be certified staff members
of the Community R-VI district for at least 2 years and be employed at least
for 1/2 of the day in the district.
The Superintendent of Schools is also the district Director of Professional Development. Administrators may serve as ex-officio members at the Committee's request. They may not be involved in the selection of members to the Committee. The building principals will review requests for professional development by individuals and forwarded to Professional Development Committee for funding.
The Community R-VI Professional Development Committee shall have a minimum of four members and a maximum of six members with half representing the elementary staff and half representing the secondary staff. The new members shall be elected by the Community R-VI CTA no later than May 1 to serve for the next school year. Members of the Professional Development Committee will serve for a term of three years and the terms of the members will be staggered so that the committee will have both experienced and new members serving at the same time. Members may serve successive terms on the committee.
The chairperson shall be elected by the committee members no later than May 15 for the next school year. Chairpersons may serve as many years as elected and will serve in ex-officio capacity until the budget is competed for the next year. The chairperson shall serve as spokesman to the Board of Education for the Professional Development Committee. The chairperson will call meetings as needed, create the agendas, and conduct the meetings. The chairperson will handle and maintain all necessary Professional Development Committee forms as well as maintain an account balance of the Professional Development Committee funds.
The building representatives will be in charge of sorting and posting all mailings and information on seminars, etc. for the staff. The secretary will keep and record the minutes of the meetings. In case of a resigning member, a teacher may be elected immediately by the CTA to fill that unexpired term.
Meetings
Meetings of the Professional Development Committee will called as needed.
Minutes of each meeting will be recorded and copies given to the superintendent
and administration within 5 working days of the meeting. Minutes will be made
available to the certified staff.
Responsibilities
The
Professional Development Committee shall assess faculty needs, develop in-service
programs, present
faculty
suggestions and recommendations to the
administration, assist mentors, and work with the administration and Board
of Education on the management of the Professional Development funds provided
by the state. The Professional Development Committee shall evaluate the professional
development plan annually to assist the school district in assessing the overall
effectiveness of the professional development activities and plans. The Professional
Development Committee shall work with beginning teachers and experienced teachers
in identifying instructional concerns and remedies; assist beginning teachers
with implementation of their professional development plans; arrange professional
development programs for members; assess faculty needs in reference to student
data and the district’s CSIP; create and evaluate professional development
opportunities for school staff; and present to the chairperson faculty suggestions,
ideas, and recommendations pertaining to classroom instruction within the school
district and as they relate to the district’s goals.
Needs Assessment for all Teachers
The Professional Development Committee will assess the professional development
needs of all practicing teachers. The assessment instruments will be based
on the district's instructional goals, student data and the criteria in the
district's performance-based teacher evaluation form. Needs assessments will
be conducted annually and professional development will be determined around
the needs assessments based on the school improvement plan.
New Teacher Assistance
In order to help beginning teachers improve their skills, increase their chances
for success, and encourage them to stay in the profession, the Community R-VI
School District will provide a professional development plan for each faculty
member who has no teaching experience. The plan will address the teacher's
first two years in the classroom and the goals identified in the plan will
relate to the evaluation criteria used by the district. Copies of the initial
plan and all subsequent revisions shall be filed in the new teacher's building
to be readily available the teacher and mentor for review and updating.
Beginning teachers shall be assigned a mentor who will initiate preparation of the beginning teacher's professional development plan and will help the teacher tailor the plan to his or her needs as soon as appropriate. Mentors are recommended to have five years teaching experience and be willing to be trained as a mentor. The building principal will be responsible for selecting and placing mentors. The Professional Development Committee and the principal should be alert at all times for any personality differences or disagreements that might necessitate assignment of a new mentor.
The superintendent or his/her designated representative will notify the appropriate colleges or universities when graduates of their teacher training programs are employed. A coordinated plan for seminars and visits for first and second year teachers will be developed by the district and higher education representatives. New teachers will participate in a university-sponsored beginning teacher assistance program.
In order to provide professional assistance to new teachers and to offer leadership
opportunities for career teachers, the Community R-VI Schools has established
a program for experienced teachers to serve as mentors to new teachers. The
functions of the mentor will vary with the needs of the new teacher. The new
teacher brings to the relationship various levels of experience obtained from
life experiences and preparatory training. The task of the mentor, therefore,
is to integrate the knowledge and skill base of the new teacher into the particular
organization and demands of their professional assignment. A successful mentoring
program requires careful planning, formalized training and continuing support
and communication among administrators, mentors, and new teachers. It is meant
to be supportive and non-threatening and should be kept separate from the professional
evaluation process. The focus of the second year mentoring program centers
on a collaborative approach to professional growth. A successful second year
program requires the second year teacher to identify needs and to utilize the
mentor as a facilitator in developing strategies and identifying resources.
Mentors will assist in revising the Professional Development Plan and implementing
strategies to achieve targeted goals. Mentor teachers may be paid an annual
stipend of $100 for each teacher that they mentor.
Building principals are responsible for identifying and asking teachers to
serve as mentors. Mentors should be identified in sufficient time to allow
for training. Also, mentors should receive their assignments with adequate
time to help beginning teachers prepare their initial professional development
plans.
The district should ensure that the mentor has opportunities to meet with
and counsel the beginning teacher as needed. New teachers will be provided
the opportunity to observe master teachers. Furthermore, mentors will be provided
opportunities to observe beginning teachers and offer feedback to the new teacher
concerning their observations.
Recommended Mentor Qualifications
Voluntary participation
Similar grade level/content area
Experience - approximately 5 years at least
Teacher must hold an active Professional Certification
Guidelines for Mentors
Extend principal's support of new teacher
Be a professional role model
Serve as a coach, not an evaluator
Assist new teacher in developing competence and confidence
Provide assistance for beginning teachers in their development of
classroom skills
Provide planned support, guidance and feedback for beginning teachers in
their entry-year
Move new teacher from dependent relationship to mutually contributing
relationship
Provide assistance to beginning teacher in developing and implementing a
detailed plan of professional growth
Respect the confidentiality of the new teacher
Mentor Checklist
Often, new teachers have more difficulty implementing school policies and procedures
than
teaching students. The mentor should assist the new teacher by covering all
the items on the
following checklist:
ü Maintaining classroom management and discipline.
ü Managing time, including striking an appropriate balance between personal
and professional time.
ü Motivating students, especially working with students who have special
needs and/or students at-risk for school failure.
ü Managing classroom instruction including; Planning instruction, finding
resources, and materials, evaluating student progress, and coping with a diverse
student
ability in the same class.
ü Assist new teachers in developing authentic assessments that are data-based.
ü Assist new teachers in looking for patterns in student errors and on MAP
test scores.
ü Experiencing feelings of isolation.
ü Developing positive relationships with parents, administrators, colleagues,
and students.
ü Coping with the workload.
ü
Monitors the beginning teacher’s Professional Development Plan.
ü Schedules classroom observations.
ü Attends district level meetings with the beginning teacher during the
year.
ü Meet once a month with the beginning teacher to 1)answer questions and
provide information; 2) listen to concerns and help solve problems; and 3) advise,
support and encourage the beginning teacher.
The local board's approved School Improvement Plan is the basic document from which in-service and professional development needs must be derived. The statute gives the district's Professional Development committee the responsibility of recommending a specific professional development plan designed to meet the objectives of the School Improvement Plan (CSIP), which must include activities to be funded with the budgeted money.
The Professional Development Plan provides for the dispersal of Professional Development Committee funds. The intention is not to necessarily distribute these monies equally among each staff member, but to allocate them in the most efficient manner in meeting the district's identified goals and the School Improvement Plan.
Any eligible person requesting the funds should obtain and complete a professional development request form from the committee or from the office. The request for funds shall comply with the CSIP goals and listed on the application. The request for funds should comply with the guidelines set by the committee. The request must have the approval of the Professional Development Committee and also the building administrator. The Superintendent will review all Professional Development Committee requests and make the final decision for approval. Money that is approved will be allocated according to the district guidelines for purchase orders and reimbursements. The money will be paid in the form of a purchase order and forwarded to the correct destination. Expenses need to be turned in by the applicant to the building level principal on the correct forms for reimbursement. If a substitute is required during a Professional Development Committee funded professional absence, inform the appropriate building level secretary so substitute pay will be taken from Professional Development Committee funds.
Both state and local restrictions are employed in following tentative list of allowable and non-allowable request for funds. The lists included in the plan are subject to change due to new state and local restrictions.
Generally Allowable Fund Requests
The following are allowable requests:
· Travel and registration fees to in-service training and professional
development events approved by the Superintendent.
·
Earn Continuing Education Credits (CEU’s) for teachers’ participation
in curriculum development and related work outside the contract year.
· Substitute teacher pay to permit teachers to participate in planned
activities during the regular school day.
· Consultant/presenter fees and expenses.
Generally Non-Allowable Funds Requests
· Membership dues to associations and organizations.
·
Classes taken at colleges or universities for the purpose of furthering a personal
degree that is not in the certified staff member’s subject area (i.e.
teachers taking courses for administrative degrees).
· Travel, motel fees, meals, registration fees, and substitutes when going
to conferences of general interest.
· Equipment and materials for administrative or instructional use.
· Salaries for work within contract periods or extra-duty pay for routine
assignments.
· Salaries related to extended school year and summer school instruction.
· Travel as a form of professional development.
· Funds for inter-scholastic purposes such as coaching clinics, art or
music festivals.
· Meals for all conferences, trainings, etc. are not reimbursable.
Special Notes on Allowable and Non-Allowable Costs:
· Lodging
may be limited to $75.00/night, not to exceed 2 nights.
· Meals are not reimbursable.
· Mileage will be approved at .31 cents/mile and a limit of 200 miles.
Car pooling is encouraged when more than one person is attending the same workshop.
· Substitute teachers are paid $70/day, so allow $70.00 on a request to
cover deduction.
· Materials and information form Professional Development Committee funded
activities should be shared with other members of the staff in the form of an
in-service
or information packet.
2006-2007 PROFESSIONAL DEVELOPMENT BUDGET:
DISTRICT PAID P.D.:
TUITION REIMBURSEMENT $2,000.00
MENTORING $800.00
CURRICULUM TRAININGShow-Me Curriculum Administrators Association $5,000.00
BUILDING PRINCIPALS CONFERENCES, MEETINGS $2000.00
SUPERINTENDENT CONFERENCES, MEETINGS, $4,500.00
NON-CERTIFIED STAFF TRAINING $1,000.00
PD CONFERENCES AND WORKSHOPS ELEMENTARY $3,000.00
PD CONFERENCES AND WORKSHOPS SECONDARY $3,000.00
TOTAL DISTRICT FUNDS: $21,300.00
FEDERAL PAID P.D.:
CSPD $600.00
TITLE IIA EISENHOWER $5,223.00
TITLE IID EISENHOWER $400.00
TITLE V INNOVATIVE $200.00
TOTAL FEDERAL FUNDS: $6,423.00
Steps to Appeal a Professional Development Committee Decision
If the applicant is not satisfied with the decision of the Professional Development Committee and principal, he or she may take the following steps:
1. Take the application back to the committee for appeal.
2. Appeal to the Superintendent.
3. Appeal to the Board of Education.
Individual Professional Development Plan
All teachers at Community R-VI will develop a Professional Development Plan
at the beginning of each school year. Each teacher will meet with their building
principal to discuss their Professional Development Plan. (Forms are in the
Appendix)
DESE CERTIFICATION REQUIREMENTS
DESE Required Professional Development Hours:
| Classification: | Initial CertificationYears 1-4 | Reactivation | Career CertificationYears 5-99 | P.D. Exempt Status: |
| Adult Education &Literacy (AEL) | 60 hours total | total 24 hours PLUS 60 annual hours | 20 hours annually until exempt | Need two of three: · 10 years · Next higher degree · National certification |
Professional Certification (most core areas & librarian) |
30 hours total | 24 hours PLUS 30 annual hours | 15 hours annually until exempt | (same as above) |
| Career Education(formerly Vocational Ed.) | 90 hours total | 24 hours PLUS 90 annual hours | 30 hours annually until exempt | (Same as above) |
| Student Services( counseling/social worker) | 40 hours total | 24 hours PLUS 40 annual hours | 20 hours annually until exempt | Same as above) |
| Administration(Principals, Spec. Ed. Directors, and Career Ed. Directors) | 120 hours total | 24 hours PLUS 120 annual hours | Years 5-10Must complete ED. Spec. degree in Ed. Admin, C & L, Reading/Literacy or 30 hours annually | Years 11-99Exempt with ED. Specialist degree or national certification |
| Provisional (2 yrs.) | Must complete credits/ requirements to move to initial certification within two years | N/a | N/a | N/a |
| Temporary (1 yr. ) | Must complete 9 college credits annually | N/a | N/a | N/a |
| Life Certification | exempt | exempt | exempt | exempt |
From Missouri Department of Elementary and Secondary Education
Division of Teacher Quality and Urban Education
573-751-0051
Evaluation
All Professional Development Committee activities will be evaluated for effectiveness. The evaluation process will be determined by the Professional Development Committee. The Professional Development Committee may use multiple assessment techniques that may include the following:
Teacher-led, interactive group sessions
Questionnaires and opinion polls
Professional Development Activity Report Form
Workshop review and reflection sheets
Observation of student achievement
Individual conferences and interviews.
The overall professional development program will be evaluated annually during a meeting. The Professional Development Committee will consider student data, teacher and administrator input as well as CSIP goals in evaluating the district's professional development program. The ultimate criteria for evaluating the professional development program is the effect or potential effect on student achievement.
Planned Professional Development Activities 2006-2007
August 9th-11th, 2006 Beginning Teachers Workshop
August 10th, 2006 CPR Re-certification Training ( C.E.U.’s for veteran
teachers)
August 11th, 2006 Beginning and Veteran teachers in-service on Sexual
Harassment, Universal Precaution, and Emotional Disturbance
Training.
August 14th, 2006 Reading Comprehension Workshop by Show-Me Curriculum
Administrators Association and TB Testing
Sept., 2006 All Faculty and Administration Book Study— Professional Learning
Communities—Rick Defeur
Sept. 29th, 2006 PDC Day—Curriculum Writing and Assessment Development &
Mo. Conservation Dept. -- Outdoor Classroom Curriculum Workshop
Oct., 2006 All Faculty and Administration Book Study— Understanding By
Design—Grant Wiggins
Oct. 10th – 11th Show-Me Curriculum Admin. Assoc. Conference
Oct. 17th, 18th, 19th 2006 Curriculum Writing/ Vertical Team Training
Nov. , 2006 All Faculty and Administration Book Study— Understanding
By
Design—Grant Wiggins continued
Nov. , 15th, 2006 Early Release—Curriculum Writing – Communication
Arts & Math
Jan. 26th , 2007 Early Release---Curriculum Writing-- Communication Arts & Math
Feb., 2007 Interface Conference
Feb. 2006 All Faculty and Administration Book Study Classroom Instruction
That Works by Marzano
Feb. 16th, 2007 Early Release --- Curriculum Writing and Assessment Development
March 7th, 2007 Early Release—Curriculum Writing and Assessment Development
March 8th-11th, 2007 Conference of the Young Years
March 23rd , 2007 PDC – Training with Show-Me Curriculum Admin. Assoc.
April 25th, 2007 Early Release—Curriculum Writing
Summer 2007 Vertical Team Curriculum writing Communication Arts, Math, Science
*** The RPDC’s will be having professional development activities throughout the school year. There will be other conferences to be announced at a later date for professional development. Teachers will be allowed to participate in those activities that pertain to their subject, instruction, assessment and CSIP Goals. Those will be added to the PD calendar as we know them.
PROFESSIONAL DEVELOPMENT ACTIVITY REPORT FORM is found as a PDF file within
the Forms page on the Teacher Resources link from the Community R-VI home
page.