notice to institutions of higher education and private ... 2005 summer workshops/pderi...

NOTICE TO INSTITUTIONS OF HIGHER EDUCATION AND PRIVATE PROVIDERS WHO OFFER PROFESSIONAL DEVELOPMENT COURSES FOR

THE STATE OF HAWAII, DEPARTMENT OF EDUCATION, OFFICE OF CURRICULUM, INSTRUCTION, AND STUDENT SUPPORT

Applications are being accepted from Institutions of Higher Education (IHE) and Private Providers for PROFESSIONAL DEVELOPMENT COURSES that may result in the awarding of professional develop credit that is applicable to teacher reclassification in salary. Applications will be accepted for review and approval by the State of Hawaii, Department of Education (DOE), Professional Development and Educational Research Institute (PDERI), c/o Puuhale Elementary School, 345 Puuhale Road, Room 107, Honolulu, Hawaii 96819 on the schedule as listed:

For Professional Development Courses Offered: Application Submittal Deadline Semester 1 (September, October, November, December ) June 30 Semester 2 (January, February, March, April, May) October 30 Summer (June, July, August) February 28

Professional Development Credit Courses promote and build the skills of teachers to become highly qualified in their teaching to assist all students to meet and exceed the Hawaii Content and Performance Standards. To ensure that courses offered for credit meet the standards of quality, the application must address the requirements and expectations of the following:

1. Professional Development requirements of the No Child Left Behind (NCLB) Act. 2. The revised 2001 National Staff Development Council Standards for Staff

Development. 3. The 2002 Revised DOE Guidelines and Procedures for Quality Professional

Development Credit Program (PD Credit) which include the rubrics for the following:

• Guidelines for Determining the Number of Credits to Award for Professional Development Activity Applications

• Learning Results Portfolio: Assessment Rubric Applications must include the following in the course description: the instructor’s qualification, course syllabus and desired outcomes, research citations, handouts and text; timeline for the activities, evaluation process, and the cost of the training. Applications must also indicate the teacher performance standards of the State of Hawaii, Teachers Performance and Licensing Standards that are being addressed in the PD Credit Course.

Detailed information on these requirements and application procedures and forms can be accessed through the DOE Professional Development and Educational Research Website, http://fms-web2.k12.hi.us/pderi/main.aspx.

http://fms-web2.k12.hi.us/pderi/main.htm

http://fms-web2.k12.hi.us/pderi/main.htm

Qualified applicants for this notice will be placed on an Approved Institutions of Higher Education and Private Provider Professional Development Course list which will be posted on the PDERI Website and offered for selection and sponsorship by interested personnel from schools, complex areas, and state or district offices. The term of the Approved Institutions of Higher Education and Private Provider Professional Development Course list shall be for the semester period during which the professional development course is offered. Upon mutual agreement between providers and the DOE, approved professional development courses may be extended for additional semester periods. Inquiries may be directed to the Professional Development and Educational Research Institute (PDERI) at telephone number (808) 832-3201 or facsimile (808) 832-3207. 12/5/02

PROFESSIONAL DEVELOPMENT AND EDUCATIONAL RESEARCH INSTITUTE

PROFESSIONAL DEVELOPMENT CREDIT PROGRAM (PD CREDIT) FOR THE HAWAII DEPARTMENT OF EDUCATION (DOE)

The Hawaii State Department of Education, under the federal NO CHILD LEFT BEHIND (NCLB) Act, requires a system that promotes high quality professional development. Through professional development, teacher knowledge of the academic subjects teachers teach will increase and enable teachers, principals, and administrators to become highly qualified to help all students meet and exceed the Hawaii Content and Performance Standards (HCPS). The system must sponsor and support professional development activities that are an integral part of the school level Standards-Implementation Design (SID) Action Plan and state- or complex-wide educational improvement initiatives. To ensure that the Hawaii State Department of Education sponsored credit activities meet the standard of quality, all professional development credit activities will incorporate the professional development requirements of the following:

1. No Child Left Behind (NCLB) Act. 2. The Elements of Quality Professional Development, which reflects the best practices in

the field of staff development. 3. The revised 2001 National Staff Development Council Standards for Staff Development. 4. The Department of Education Guidelines and Procedures for Quality Professional

Development Credit Program (PD Credit) Procedures for Institutions of Higher Education Requesting to Offer Professional Development Courses for Academic Credit Leading to Teacher Reclassification Courses, one semester or one term, that are a part of a program of study resulting in a degree from an accredited institution of higher education (awarded by the respective commission of six regional accrediting associations) are approved for use in teacher reclassification. Any course used for teacher reclassification must have the Principal’s approval using Form 201a. Procedures for Department of Education Schools, State Offices and Complex Areas Requesting to Offer Professional Development Courses for Teacher Reclassification All schools are encouraged to sponsor professional development credit activities that are of high quality, sustained, intensive, and classroom-focused in order to have a lasting impact on classroom instruction and the teacher’s performance in the classroom. Approval for all professional development courses will be based on the following criteria:

CRITERIA FOR APPROVAL DESCRIPTION

1. Forms as described in the Guidelines and Procedures for Quality Professional Development Credit Program (PD Credit have been submitted thirty (30) calendar

• DOE Course Sponsor identified. • PD Credit proposal embodies Elements of

Quality Professional Development. • Sponsor submits forms and fulfills the

requirements of the Guidelines and

days prior to the beginning of the activity. Procedures-Quality Professional Development Credit Program (PD Credit.

2. The Hawaii Content and Performance Standards (HCPS) is a focus.

• Content or Performance Standards are identified and aligned to the activities of the professional development course.

• Gives teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state content and performance standards.

• Broadens/expands teachers’ knowledge of the content they teach.

3. The PD credit course promotes the implementation of the school’s Standard Implementation Design (SID) plan.

• SID plan supports the need for the

professional development course/activity. • Is an integral part of broad school-wide

and complex area education improvement plan.

4. Professional development activities have all students and their learning as a core focus.

• Standards-based. • High achievement for all students. • Focuses on rigorous content and the best

way to reach all students. • Engages teachers in regular study of

student work.

5. Professional development activities are aligned to support system-based changes that promote student learning.

• Change linked to statewide or complex area educational initiatives or with the school’s SID.

• Research-based. • Engages teachers in the continuous

improvement of their teaching and expands the repertoire of instructional approaches they use to teach content to an increasingly diverse student population.

6. Professional development promotes specialized and unique knowledge to deepen teachers’ knowledge of the content they teach.

• Uses strategies that are research- based effective teaching practices.

• Linked to state initiatives and the HCPS. • Improves and increases teachers’

knowledge of the academic subjects the teachers teach, and enables teachers to become highly qualified.

7. Professional development activities match adult learning processes with the intended learning outcomes for students and the desired instructional practices of teachers.

• Provides extensive classroom support to teachers in the form of coaching, mentoring, and/or demonstration lessons.

• Offers programs that support beginning teachers and principals and provide intensive assistance to veteran educators who are experiencing difficulty or need to be retrained for another teaching assignment.

8. Professional development activities have participants producing a Learning Results Portfolio to reflect on the impact of the participant’s use of the learning activity in the classroom with students.

• Uses information related to student learning to determine staff development goals, promote teacher learning, and evaluate the effectiveness of staff development efforts.

• The learning results portfolio incorporates the Essential Features of a Learning Results Portfolio.

Procedures for Institutions of Higher Education and Private Providers Requesting to Offer Professional Development Courses for DOE Professional Development Credit Leading to Teacher Reclassification Institutions of Higher Education and private providers may request approval from the Department of Education to offer courses for DOE Professional Development Credits. Institutions of Higher Education and private providers will be required to obtain prior approval in order to be listed on the Approved List of Courses. The organization must provide the following in their application:

1. Purpose of the course, its relation to the Hawaii Content and Performance Standards, and an explanation of how the course is research based (cite the research).

2. Desired Outcomes – Goals and Objectives. 3. Evaluation process for course effectiveness. 4. Syllabus that includes timelines and description of activities, handouts/text, and

media/instructional materials. 5. Cost of the course.

The Department of Education will bi-annually advertise through the newspapers the request for course applications from Institutions of Higher Education and private providers. Once listed on the Approved List of Courses, interested DOE sponsors will contact the organization to work collaboratively on the DOE Professional Development Application (Form 701). Approval is for the duration of the course and subject to a course evaluation process. Application submittal dates are as listed:

For Professional Development Course Offered: Application Submittal Deadline

Semester 1 (September, October, November, December) June 30 Semester 2 (January, February, March, April, May) October 30 Summer February 28

Interested parties who wish to submit an application for a Professional Development course approval should submit an Application for In-Service PD Credit Activity (Form 701) on or before the application submittal dates listed in the schedule above. Application should be sent to:

Ms. Phyllis Unebasami, Administrator Mr. Tom Pangilinan, Educational Specialist

Professional Development and Educational Research Institute 345 Puuhale Road

Honolulu, Hawaii 96819 Telephone: (808) 832-3201 FAX: (808) 832-32

Credit Options (Academic and DOE Professional Development) CREDIT OPTIONS DESCRIPTION EXAMPLES DOE APPROVAL PD CREDIT

REQUIREMENTS CREDIT APPLICABLE TO:

Teacher re-classification

Teacher Renewal

of Licenses

Add a Field

External Academic Credit Academic courses from an Institution of Higher Education (IHE)

A course offered by an accredited institution of higher education for academic credit. The course is one term and is part of a program of study resulting in a degree from an accredited IHE.

Graduate level courses

DOE approval required via OHR Course is approved by the school principal (Form 201a) .

Not applicable

X Approval of the school principal

X Approval

of Teacher Standards

Board

X Approval

of Teacher

Standards Board

DOE Professional Development Credit Professional Development Courses generated by Department of Education schools, complex areas, state offices

Course designed with specific learning goals by a school, complex, or state office to provide participants with successful learning experiences that lead to improvements in student learning.

Courses designed to focus attention, efforts, and resources on promoting student learning through the attainment of the Hawaii Content and Performance Standards.

Submittal of documents as listed in the DOE Quality Professional Development Credit Program Guidelines and Procedures.(Form 701) Professional Development and Educational Research Institute (PDERI) is responsible for the approval of the PD Course

Successful completion of the special learning goals as written in the course syllabus. Completion and submittal of a Learning Results Portfolio to the Professional Development and Educational Research Institute (PDERI)

X Form 701b, PD Credit

Certificate is issued to the participant.

Sponsor to sign

701b PD certificates

X Approval


Board

DOE Professional Development Credit

Institutions of Higher

University of Hawaii

The IHE or Private Provider

DOE Sponsor required

CREDIT OPTIONS DESCRIPTION EXAMPLES DOE APPROVAL PD CREDIT REQUIREMENTS

CREDIT APPLICABLE TO:

Professional Development Course Generated by Institutions of Higher Education and Private Providers

Education (IHE) or Private Providers present DOE personnel with learning opportunities to earn professional development credits. Courses are designed to promote DOE educational initiatives. This includes courses initiated by the DOE that are generated and contracted to the IHE or Private Providers.

500 level courses that offer DOE Professional Development Credit Association of Curriculum and Supervision on-line courses On Line Courses Certification courses for a specialty certification.

develops the PD syllabus for the course and submits the course syllabus for review and approval to the Professional Development and Educational Research Institute (PDERI) Organizational/Process design in collaboration with the DOE. (tuition, administrative fees, enrollment). The approval are agreements reached by the DOE/IHE/PP. Upon approval, the course is listed on the PDERI Website for school/districts/state personnel to access for implementation.

Course to be conducted based on the approval agreements and as presented in the course syllabus. Effective completion of all requirements and the completion and submittal of a Learning Results Portfolio. Forms: Form 501: Application for Professional Development Form 501a: Listing of Participants Completing PD requirements Form 501b: Professional Development Credit Certificate

X

X Approval


Board

Professional Development Course

Institutions of Higher Education (IHE) or

Individual Course generated by private

Provider submits course syllabus for review and

DOE sponsor required

x

CREDIT OPTIONS DESCRIPTION EXAMPLES DOE APPROVAL PD CREDIT REQUIREMENTS

CREDIT APPLICABLE TO:

Generated by Institutions of Higher Education and Private Providers

Private Providers present DOE personnel with learning opportunities to earn professional development credits. Courses are designed to promote DOE educational initiatives

providers/IHE

approval to Professional Development and Educational Research Institute. Upon approval, the course is listed on the PDERI Website. Schools, complexes, state offices may select to offer course(s).

Provider provides the contact time. Participants to work with sponsor on the application of the acquired professional development skills. Participants complete and submit a Learning Results Portfolio.

NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PROFESSIONAL DEVELOPMENT

The Hawaii State Department of Education, under the federal NO CHILD LEFT BEHIND (NCLB) Act, requires a system that promotes high quality professional development. This requirement will ensure all teachers of core academic subjects in the state are “highly qualified” by the end of the 2005-2006 school year. Core academic subjects include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography. To ensure that every classroom has a highly qualified teacher, the Hawaii State Department of Education will incorporate the requirements and goals of the NCLB act which promote the implementation of innovative programs, including alternative recruitment strategies, new approaches to professional development, financial incentive programs, partnerships with local universities and much more. NO CHILD LEFT BEHIND GOALS

1. By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2. All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

3. By 2005-2006, all students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug free,

and conducive to learning. 5. All students will graduate from high school.

NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PROFESSIONAL DEVELOPMENT Includes activities that:

• Improve and increase teachers’ knowledge of the academic subjects the teachers teach and enable teachers to become highly qualified. A highly qualified teacher is one who has been fully licensed or certified by the state and competent in the subjects he or she is teaching.

• Are an integral part of broad school-wide and district-wide educational improvement plans.

• Give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state academic content standards and student academic achievement standards.

• Improve classroom management skills that are high quality, sustained, intensive, and classroom focused in order to have a positive and lasting impact on classroom instruction and teacher’s performance in the classroom.

• Are not one (1) day or short-term workshops or conferences.

• Support the recruiting, hiring, and training of highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification.

• Are aligned with and directly related to state academic content standards, student academic achievement standards, and assessments, and the curricula and programs tied to the standards.

• Are developed with extensive participation of teachers, principals, parents, and administrators of schools to be served under this Act.

• Are designed to give teachers of limited English proficient children and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments.

• To the extent appropriate, provide training for teachers and principals in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and core academic subjects in which the teacher teach.

• As a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluation used to improve the quality of professional development.

• Provide instruction in methods of teaching children with special needs. • Include instruction in the use of data and assessment to inform and instruct

classroom practices. • Include instruction in ways that teachers, principals, pupil services personnel, and

school administrators may work effectively with parents. May include activities that:

• Involve the forming of partnerships with institutions of higher education to establish school-based teacher training programs that provide prospective teachers and beginning teachers with an opportunity to work under the guidance of experienced teachers and college faculty.

• Create programs to enable paraprofessionals to obtain the education necessary to those paraprofessionals to become certified and licensed teachers.

• Provide follow-up training to teachers who have participated in activities that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom.

NATIONAL STAFF DEVELOPMENT COUNCIL NATIONAL STANDARDS FOR STAFF DEVELOPMENT

CONTEXT STANDARDS Staff development that improves the learning of all students:

• Organizes adults into learning communities whose goals are aligned with those of the school district. (Learning Communities)

• Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)

• Requires resources to support adult learning and collaboration. (Resources) PROCESS STANDARDS Staff development that improves the learning of all students:

• Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data Driven)

• Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)

• Prepares educators to apply research to decision making. (Research-Based) • Use learning strategies appropriate to the intended goal. (Design) • Applies knowledge about human learning and change. (Learning) • Provides educators with the knowledge and skills to collaborate. (Collaboration)

CONTENT Staff development that improves the learning of all students:

• Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)

• Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)

• Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

STATE OF HAWAII TEACHER PERFORMANCE AND LICENSING STANDARDS*

Standard 1: Focuses on the Learner

The effective teacher consistently engages students in appropriate experiences that support their development as independent learners.

Standard 2: Creates and Maintains a Safe and Positive Learning Environment

The effective teacher consistently creates a safe and positive learning environment that encourages social interaction, civic responsibility, active engagement in learning and self motivation.

Standard 3: Adapts To Learner Diversity

The effective teacher consistently provides opportunities that are inclusive and adapted to diverse learners.

Standard 4: Fosters Effective Communication in the Learning Environment The effective teacher consistently enriches communication in the learning environment. Standard 5: Demonstrates Knowledge of Content

The effective teacher consistently demonstrates competency in content area(s) to develop student knowledge and performance.

Standard 6: Designs and Provides Meaningful Learning Experiences

The effective teacher consistently plans and implements meaningful learning experiences for students.

Standard 7: Uses Active Student Learning Strategies

The effective teacher consistently uses a variety of active learning strategies to develop students’ thinking, problem-solving and learning skills.

Standard 8: Uses Assessment Strategies

The effective teacher consistently applies appropriate assessment strategies to evaluate & ensure continuous intellectual, social, physical and emotional development of the learner.

Standard 9: Demonstrates Professionalism

The effective teacher continually evaluates the effects of his or her choices and actions and actively seeks opportunities to grow professionally.

Standard 10: Fosters Parent and School Community Relations The effective teacher establishes and maintains strong working relationships with parents and members of the school community to support learning. *Performance criteria for Standards 1-10 are described in detail in the Publication of the Hawaii Teacher Standards Board, September, 1998, State of Hawaii, Teacher Performance and Licensing Standards.

Rev. 2003

GUIDELINES AND PROCEDURES QUALITY PROFESSIONAL DEVELOPMENT CREDIT PROGRAM

(PD CREDIT)

INTRODUCTION

Systemic Change The Hawaii State Department of Education (DOE), in accordance with the federal No Child Left Behind (NCLB) Act, requires a system that promotes professional development to increase teachers’ knowledge of the academic subjects taught, and enable all educators to become highly qualified so that all students meet the Hawaii Content and Performance Standards (HCPS). The DOE will sponsor and support professional development activities that are an integral part of the school level Standards Implementation Design (SID) Action Plan, and state or complex area improvement initiatives that facilitate the implementation of standards-based education and quality student support. Professional development must focus on the provision of long-term, sustained improvement of educational practice and result in improved student achievement. Systemic change demands the breaking away from professional development that is simply based on seat-time and clock hours. Therefore, the Hawaii State Department of Education’s expanded concept of quality professional development emphasizes the application of new knowledge and skills in the classroom, evidence of impact on student learning, and professional reflection leading to instructional improvement.

A Model of Teacher Change

Source: Guskey, Thomas, R., Evaluating Professional Development, Corwin Press, Inc. (2000) To ensure that the DOE-sponsored credit activities meet the standards of quality, all professional development credit activities will incorporate the professional development requirements of the NCLB Act and the concepts presented in Elements of Quality Professional Development. Elements of Quality Professional Development reflects the best practices in the field of staff development and is aligned with the revised 2001 National Staff Development Council (NSDC) Standards for Staff Development. Participants in professional development activities will document evidence of new leanings and results with students through Learning Results Portfolios.

PROFESSIONAL DEVELOPMENT

CHANGES IN THE

CLASSROOM

CHANGES IN STUDENT

LEARNING

CHANGES IN TEACHER

ATTITUDE AND BELIEFS

PURPOSE The Professional Development Credit Program, sponsored by the Hawaii State Department of Education (DOE), will:

• Enable teachers to become highly qualified to better increase student learning. • Improve and increase the knowledge of the academic subjects that are taught in

accordance with standards and curriculum. • Enable teachers to apply professional learning in the classroom and to reflect on their

application efforts with students. • Support the schools in implementing the Standards Implementation Design Action Plan

and state and complex area improvement initiatives. • Provide the mechanism for collecting data on quality professional development. • Provide opportunities for teachers to earn professional development credits for use in

teacher reclassification. CREDIT POLICY INFORMATION

• Information on the Professional Development Credit Program is referenced in the Hawaii State Department of Education School Code, Certificated Personnel (5000 series) under Policy #5600 and Regulation #5600.

• On August 1, 1999, the Professional Development Credit Program replaced the Hawaii State Department of Education “B” Credit Program.

NOTE: “B” credits must be submitted or used for teacher reclassification by June 30, 2003. ELIGIBILITY The following Department of Education personnel are eligible for Professional Development credits:

• In-service teachers and other members of Bargaining Unit 05 • Educational assistants

COURSE SPONSOR The professional development course must have a course sponsor. The course sponsor:

• Attends and participates in a training session to learn about the role of a sponsor and how to assist participants in the development of the Learning Results Portfolio.

• Must be a Hawaii State Department of Education Educational Officer. • Is responsible for:

o Developing and submitting the Professional Development (PD) application as described under “Preparing the Professional Development Application.”

o Selecting an instructor who prepares the course syllabus and conducts the training. o Monitoring the progress of the PD course and maintaining and submitting records

and other requirements related to the administration of the PD course. • Receives a Learning Results Portfolio from each participant and reviews content for:

o Reflections that examine professional practice, growth and change.

o Documents that provide evidence of application of new learning skills, (e.g., reflections of the impact on student learning), including captions that describe why they are considered to be evidence.

• Provides feedback to participants. • Submits at least three Learning Results Portfolio to the Professional Development and

Educational Research Institute (PDERI) for review. This is a requirement for the completion of the PD activity. PDERI will inform the sponsor as to which participants’ portfolios to submit.

• Prepares, signs, and issues Professional Development Credit Certificates (Form 701b) to the participants.

COURSE INSTRUCTOR The course instructor:

• Implements the approved professional development training design. • Understands and incorporates adult learning theories into the presentations. • Serves as a resource to support school professional development activities and to assist

the school in developing the capacity to implement their own professional development programs.

• Provides access to resources and materials. • Conducts training to assist individual or groups of teachers to develop and apply new

teaching knowledge in the classroom to impact student learning. • Assists teachers in evaluating professional development by:

o Gathering and analyzing reflections of participants’ learning. o Gathering and analyzing evidence of participants’ use of lesson/unit plans and

skills. o Gathering and analyzing evidence of student learning outcomes.

DESIGNING PROFESSIONAL DEVELOPMENT COURSES Professional Development Courses:

• Address the Hawaii Content and Performance Standards (HCPS) appropriate to grade level and content area.

• Embody the Elements of Quality Professional Development. • Promote the implementation of the school’s Standards Implementation Design (SID)

Action Plan or Department of Education’s Strategic Plan. • Promote the state and complex area mandates and initiatives.

Although the complex areas and the state will continue to play important roles in enabling and supporting restructuring and related professional development efforts, the primary focus for change will continue to be at the school and classroom level which is where the essential process of teaching and learning takes place. Accordingly, it is within the context of the individual school’s vision and priorities for change that professional development needs to be identified and addressed.

To justify the time, energy, and money invested, professional development should be research-based and/or proven in practice, be relevant to the school, make sense to the intended user, and be compatible with other practices that are currently or will be in use. New views of professional development have led to redefined professional development models and designs. The major models of professional development are described in the research of Dennis Sparks and Susan Loucks-Horsley (1989) and Drago-Severson (1994). They include the following training: observation/assessment, involvement in a development/improvement process, inquiry/action research, individually guided activities, and mentoring. While many of these models are not new, they have become more widely accepted as valid and effective means of professional growth. Professional Development Credits and Hours The quality of professional development is influenced by a variety of factors. One such factor deals with the amount of time designated for the professional development activity. Course designers must consider the amount of time spent on:

• Learning the new knowledge or skill (contact time); • Applying the new learning in the classroom (application time); and • Gathering and analyzing the effects of the professional development learning to the

increasing student learning (Learning Results Portfolio). In completing the applications, sponsors must justify the credit hours that will be needed for the professional development activity, using the following guidelines.

• The minimum number of credits that may be issued is two (2) professional development credits per activity. The number of credits may be increased in increments of one credit (i.e., 3, 4, 5 and so forth). Requests for one professional development credit, half-credit (.5), or multiples of half credits will not be approved.

• Time for lunch, breaks, and homework are not to be included in the total credited time. • The activities conducted and the number of hours that will be needed to conduct the

activities (contact, application, and portfolio development time) must be described in the application. Guidelines for Determining the Number of Credits to Award for Professional Development Activities Application will assist the sponsor in the decision as to the number of P.D. credits to award for the activity.

• Quality not quantity should determine the hours and credits needed to sponsor the professional development activity.

Professional Development Credits will not be granted in the following instances:

• The training activity is mandatory and required of teachers, such as blood-borne pathogens. Participation for PD credits should be voluntary, with teachers choosing, not being required or directed, to attend.

• The participant has not met all the requirements of the training activity. There is no partial credit for completing a portion of the activity requirements.

• College credit OR stipend is received for the training activity. If a participant receives both college credit and Professional Development Credit for the same activity, only the

college credit will be accepted for salary reclassification. The Professional Development Credit will not be accepted.

• Teachers participating in activities other than in-service training should not receive Professional Development Credits. Ineligible activities include awareness or informational workshops; faculty, staff, council, and SCBM meetings; student activities; athletic events; and chaperoning.

• The training activity duplicates a previously credited activity. • The activity is part of an approved program for a professional improvement leave.

APPROVAL CRITERIA All schools are encouraged to sponsor professional development credit activities that are of high quality, sustained, intensive, and classroom-focused in order to have a lasting impact on classroom instruction and the teacher’s performance in the classroom. Approval for all professional development courses will be based on the following criteria:

CRITERIA FOR APPROVAL DESCRIPTION

1. Forms as described in the Guidelines and Procedures for Quality Professional Development Credit Program (PD Credit) have been submitted thirty (30) calendar days prior to the beginning of the activity.

• DOE Course Sponsor identified. • PD Credit proposal embodies Elements of

Quality Professional Development. • Sponsor submits forms and fulfills the

requirements of the Guidelines and Procedures-Quality Professional Development Credit Program (PD Credit.

2. The Hawaii Content and Performance Standards (HCPS) is a focus.

• Content or Performance Standards are Identified and aligned to the activities of the professional development course.

• Gives teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state content and performance standards.

• Broadens/expands teachers’ knowledge of the content they teach.

3. The PD credit course promotes the implementation of the school’s Standard Implementation Design (SID) plan.

• SID plan supports the need for the professional

development course/activity. • Is an integral part of broad school-wide and

complex area education improvement plan.

4. Professional development activities have all students and their learning as a core focus.

• Standards-based. • High achievement for all students. • Focused on rigorous content and the best way to

reach all students. • Engages teachers in regular study of student

work. 5. Professional development activities are

• Change linked to statewide or complex area educational initiatives or with the school’s SID.

aligned to support system-based changes that promote student learning.

• Research-based. • Engages teachers in the continuous

improvement of their teaching and expands the repertoire of instructional approaches they use to teach content to an increasingly diverse student population.

6. Professional development promotes specialized and unique knowledge to deepen teachers’ knowledge of the content they teach.

• Use strategies that are research- based effective teaching practices.

• Linked to state initiatives and the HCPS. • Improve and increase teachers’ knowledge of

the academic subjects the teacher teach, and enable teachers to become highly qualified.

7. Professional development activities match adult learning processes with the intended learning outcomes for students and the desired instructional practices of teachers.

• Provides extensive classroom support to teachers in the form of coaching, mentoring, and/or demonstration lessons.

• Offers programs that support beginning teachers and principals and provide intensive assistance to veteran educators who are experiencing difficulty or need to be retrained for another teaching assignment.

8. Professional development activities have participants producing a Learning Results Portfolio to reflect on the impact of the participant’s use of the learning activity in the classroom with students.

• Uses information related to student learning to determine staff development goals, promote teacher learning, and evaluate the effectiveness of staff development efforts.

• The results learning portfolio incorporates the Essential Features of a Learning Results Portfolio.

APPLICATION PROCEDURES Preparing the Professional Development Application

• Complete Form 701, Application for Professional Development Credit Activity, providing the information requested.

• Professional Development Applications are reviewed by a team of teachers and educational officers. Applications (Form 701) are reviewed on the following months:

For Professional Development Course

Offered: Application Submittal Deadline Review Date and

Notification of Approval Semester 1 (September, October, November, December

June 30 July

Semester 2 (January, February, March, April, May

October 30 November

Summer February 28 March

• Written approval must be given to the sponsor before advertising, registering participants, or starting the PD activity.

• Identify a DOE course sponsor who should be an Educational Officer. • Attach the course syllabus to the application. The syllabus should provide the following

information:

o Description of the professional development course o Specific objectives o Activities to achieve objectives (content knowledge and application activities to

apply new learning or knowledge) o Assessments to evaluate the attainment of objectives and the impact on student

learning. o Budget/expenditure plan listing the cost to the Department of Education; the cost to

the participants. o Qualifications of instructor o Description of content and evidences for the Learning Results Portfolio

• Complete the Elements of Quality Professional Development Checklist

Submitting the Application All schools and other professional development service providers are invited to submit applications to offer professional development credit opportunities for Hawaii State Department of Education personnel. All applications are to be sent to

Phyllis Unebasami, Administrator

Tom Pangilinan, Educational Specialist Professional Development and Educational Research Institute

345 Puuhale Road Honolulu, Hawaii 96819

Phone: (808) 832-3201 FAX: (808) 832-3207

For Courses Offered: Application Deadline 1st Semester (September, October, November, December) June 30 2nd Semester (January, February, March, April, May) October 30 Summer February 28

ELEMENTS OF QUALITY PROFESSIONAL DEVELOPMENT Focuses on the Hawaii Content and Performance Standards (HCPS) The Hawaii Content and Performance Standards are the foundation for what students should learn and be able to demonstrate. The standards are intended to be used by schools to improve the quality of their professional development efforts so that student learning will be increased. The standards can be used to stimulate a discussion and analysis that will lead to greater professional development opportunities to improve the teacher’s as well as the school’s effectiveness. Incorporates Actions from the Standards Implementation Design (SID) The Standards Implementation Design (SID) system is a framework for analyzing school performance, planning for improvement based on the analysis or performance, implementing the improvements, and assessing and evaluating results. Focuses on Student Learning, Results-Oriented The quality of professional development experiences should be evaluated in terms of the demonstrated impact on learners, on the results which are ultimately reflected in student action and on student accomplishments. The quality of a professional development activity is to improve our practices as evidenced in the development of independent learners who are able to be self-responsible, work well with others, do complex thinking and problem-solving and generate quality performance and products. Appropriate Content Professional development should incorporate content knowledge and specific research validated practices that support demanding content standards such as cooperative learning techniques for math within the heterogeneous classroom. Professional development should link this new knowledge to the prior knowledge of the participants. Professional development should deliver content appropriate to the needs of the participants. Where these include process or management skills, links should be made to the teaching or establishing an effective learning environment for teaching the rigorous content. On-going and Sustained Professional development should be long range in nature, recognizing that learning is incremental, meaningful and needs to be supported over time. This allows participants to experiment with and reflect on their practice in a supportive setting. Professional development should be sustained as a coherent effort for a minimum of two or three years; not consisting of single events, weekend conferences, or activities that recur over a year with different people. Such activities can be useful as initiating events (e.g., to introduce ideas) but they are not strategies through which deep growth and change are accomplished. Active Engagement Participants should experience, through first-hand and active engagement, the curriculum/pedagogy/assessment activities as a model of what needs to occur in the classroom. Activities should be inquiry-based and be as varied and engaging for the participants as they are for the students. The facilitator of the activity should model the practices that they advocate.

Collegial Teams of professionals should work together on real work which might include: development of curriculum, problem-solving concerning classroom practices, reflection about pedagogy, development of common language, and engagement in reciprocal observation and feedback. This element also requires that the participants be actively involved in the design and implementation of activities that have direct application to their work. Job-Embedded Professional development activities occur as a natural and normal aspect of a educator’s life. It is embedded in the routine organization of the school day and year and viewed as an integral part of the life of the school. It represents a mutual obligation: on the part of the system to provide opportunities for professional development, and on the part of the individual to engage in life-long learning. Professional development should require participants to plan and reflect upon their professional activities and practices. Systemic Perspective Professional development should incorporate all groups involved in the education of children. All parts of the system have a role and responsibility in the change process, and parts of the system must shift its practices in concert with each other. Client-Focused and Adaptive Professional development should be based on the interest and needs of the participants and the schools in which they serve. Professional development activities, just as people, should grow and change over time, adapting appropriately to changing needs and changing people. Professional development should be based on formal analyses of needs. There should also be a balance between the support for institutional initiatives and the support for those initiated by participants, individually and collectively. Incorporates Reflection Participants must have time to analyze and reflect, with opportunities for the infusion of new information and perspectives, as well as criticism and guidance from external sources. Professional development should not attempt to deliver practices simply to be uncritically replicated in the classroom and school. They should challenge, enhance, and make connections to their current practice. This creates a cycle of experience and reflection that promotes continuous improvement. Adapted from Dr. Paul G. LeMahieu; P. Roy: H. Foss: Elements of Quality Professional Development, University of Delaware and Delaware Department of Public Instruction

LEARNING RESULTS PORTFOLIO

The Department’s focus to improve student learning through standards-based reform emphasizes that all students meet and exceed the Hawaii Content and Performance Standards. It redirects professional development to focus on what is happening in the classroom in terms of student action and accomplishment. Professional development activities are not simply based on seat-time and hours attending a workshop, but are efforts through which growth and change is accomplished. Professional Development Credit activities must be evaluated according to the impact of the participant’s use of the learning activity in the classroom with students. To measure this, and as a requirement for every Professional Development Credit activity, each participant must develop a Learning Results Portfolio. The objective of the Learning Results Portfolio is to focus teachers and other participants on:

• The application of their professional learning with students. • The results of their application efforts with students. • The usefulness and effectiveness of the strategy, process, program, approach, technique

or material to improve student learning for the future. A Learning Results Portfolio is a structured collection of teacher and student work created across diverse contexts of time, framed by reflection and enriched through collaboration that has as its ultimate aim the advancement of teacher and student learning. It is a process for examining teaching and learning in a focused and structured fashion, for sharing these insights with others, and for improving what we do in schools. The process of constructing a portfolio should improve a teacher’s practice and, as a result, student learning/achievement. A Learning Results Portfolio:

• Provides opportunities to explore, extend, showcase, and reflect on learning. • Promotes collegial sharing, coaching, mentoring, and collaboration. • Facilitates the integration of theory and practice. • Gives participants a forum to explore ideas in a supportive environment. • Illustrates progress and leads to a strong sense of personal accomplishment. • Is owned and authored by the participants. • Shifts the ownership of learning onto the participants. • Extends over time so that changes in teaching and learning are evident.

Each participant must develop a Learning Results Portfolio for every Professional Development Credit activity. The sponsor determines the content of the portfolio and explains the requirements to the workshop participants. To determine the content, the sponsor must link the purpose of the portfolio to the purpose of the activity and have the participants use reflection and captions to present evidence that demonstrates that the intended purpose has been met. The essential features that a participant’s Learning Results Portfolio must contain:

ESSENTIAL FEATURES OF A LEARNING RESULTS PORTFOLIO FOR PROFESSIONAL DEVELOPMENT CREDIT ACTIVITY

PURPOSE SPONSOR NEEDS TO ASK

The primary purpose for a Professional Development Credit portfolio is to measure the effectiveness of the training activity in advancing teacher and student learning. Content and construction may vary, but the portfolio is shaped by the purpose of the activity. The purpose gives the portfolio its focus and is instrumental in shaping the form, content, and process of the portfolio. Once the purpose has been established, participants seek to find and create practices that meet this need. There must be a connection between theory and practice, and between the purpose and the contents of the portfolio. This requires the sponsor to clearly communicate to the participants the purpose of the PD-Credit activity and its connection with the contents of the portfolio. Each participant must understand the expectations before portfolio development can begin. The portfolio must be created and organized in a compelling manner to demonstrate proficiency in or progress towards the purpose. The sponsor needs to ask the following:

• What is the purpose of this PD-Credit activity? • What should the participants have learned? • What are the ways each participant can demonstrate the

accomplishments of the purpose? In other words, what should the contents of the portfolio be?

The basic decision of what should be included in a portfolio is what particular documentation provides necessary and sufficient evidence to demonstrate that the participant has met the intended purpose of the training activity.

CONTENTS The learning results portfolio contains a variety of works and documents selected by the participant to illustrate accomplishments and progress towards the training purpose. Learning portfolios vary in content from teacher to teacher, and reflect the personal style of the participant. The portfolio reflects:

• How successfully the participant has met the purpose of the PD-Credit activity.

• Growth and change in the participant over time. • A varied selection of work, not just a sampling of only the best

work

CAPTIONS

Each participant’s learning portfolio may contain a variety of documents, but each MUST have Captions and Reflections. Captions transform documents into evidence and assist teachers in articulating their thoughts.

WHAT IS A CAPTION?

Reflection provides teachers an opportunity to summarize the documents in the portfolio and show how the documents capture change and growth in themselves and in their students. It allows teachers to more deeply examine their practice and allows others to examine the thinking behind the teaching documented in the portfolio. A caption is a statement attached to each document in the portfolio that

• Describes what the document is; • Why it is evidence; and • What it is evidence of.

Captions transform documents into evidence and help participants test if their efforts are consistent with their beliefs and intentions, and trace how understanding and beliefs have changed over time. It also provides the opportunity to describe the context of a teaching event; why this activity was appropriate in these circumstances at this time. For the sponsor/instructor, the caption infuses the document with meaning. The participant states in the caption why this document is evidence of learning. The sponsor/instructor does not have to make inferences about the selected document in the portfolio. Captions need not be long or elaborate but must be explicit.

REFLECTION

HOW TO WRITE A REFLECTION

Reflective commentaries are essential companion pieces and push participants to more deeply examine their practice, growth and change. It promotes independent learning and offers a nonthreatening forum for analyzing one’s own practice. Reflection helps each participant learn what is expected of them and helps them to become active participants in determining the criteria for success in the PD-Credit activity. It allows each participant to display their growing strengths, rather then simply exposing their weaknesses. It promotes ownership of learning, encouraging participants to use and shape knowledge as they see fit. With reflection, the portfolio becomes an episode of learning. Without reflection, it may be little more than an exercise in amassing papers. Reflection provides participants an opportunity to summarize the documents in the portfolio and trace how the documents and the training activity have captured and portrayed growth, integration and learning. Reflection is thinking and wondering, either individually or with colleagues, of moments that touch us, of decisions made, and of the realization that something needs to change. The following guide questions may help teachers refine their process of reflection.

1. What happened? Begin by simply writing down what happened without

jumping to analysis or judgment. This involves creating a brief narrative of the portfolio documents and of the training activity. Only then can the second step be addressed.

2. Why did it happen? Attempting to understand why an event happened the way it

did is the beginning of reflection. Search the context within which the event occurred for explanations. Consider underlying structures within the school that may be part of the event and examine deeply held values. More questions than answers may surface. Answer the questions in a way that make sense to you. Reflection often stops here; however, more in-depth searching is needed. The search for meaning is step three.

3. What might it mean?

Reflection is a way to find meaning. It is only through reflection that we recognize we had choices, that we could have done something differently. Recognizing that there is no one answer is an important step. Explore possible meanings rather than determine the meaning. But understanding by itself does not create changes in classroom practice. The last step involves holding our practices to the light of those new understandings.

4. What are the implications of my practice? Consider how your practice might change given any new

understandings that have emerged from the earlier steps. What new insights occurred? This is an entry into rethinking, changing practice and what we do with our students.

OTHER THINGS TO INCLUDE

The content in a learning portfolio may include lesson plans, classroom observations, tests and assessments, student work, philosophical and goal statements, self assessments and written commentaries, letters of recommendation, formal evaluations, certificates and other indications of

application and effectiveness. But it is not limited to formal papers. It can be notes, drafts, journal and diary entries, sketches, drawings, photographs, audiotapes, videotapes, models and electronic data. The growth and changes may be reflected in the learning portfolio by the following types of evidence:

• Changes in the knowledge base: Pre and post testing, reports through surveys and interviews.

• Changes in skill level and use: Self-assessment checklist, interviews, observations, clinical supervision or coaching discussion notes of teachers using the skills or practices

• Changes in attitudes: Immediate measurements of satisfaction is not enough. Interview and survey, meeting minutes, observation and changing character of informal discussions among participants, raising staff interest in a topic, building sense of community and ownership, increasing sense of efficacy and confidence should also be considered.

• Changes in students: Information on student progress related to the new practices and techniques being learned. Formal surveys, observations, interviews.

PROFESSIONAL DEVELOPMENT ACTIVITY EVALUATION Part A

Title of Activity

Professional Development Focus

Name of Participant Date of Activity

Please rate the extent to which the components of Elements of Quality Professional Development have been met. This will help the sponsor in determining the strengths of the activity and the areas needing improvement. Additional comments may be written on the back of the form. All participants must complete this evaluation form. Please use the following rating:

Rating Description of Rating

1 Does not meet the standard* 2 Partly meets the standard 3 Meets the standard 4 More than meets the standard

Standards are listed under each element

ELEMENTS RATING Focus on the Hawaii Content and Performance Standards (HCPS)

• Identifies HCPS focus. • Describes how the HCPS will

broaden/expand teachers’ knowledge of the content they teach.

Circle one: 1 2 3 4 Comments:

Focus on the School’s Standard Implementation Design (SID)

• Professional Development activity is an integral part of school-wide goals.

• SID supports the need for the professional development course or activity.


ELEMENTS RATING Focus on Student Learning, Results-Oriented

• Demonstrates impact on student action and accomplishment.

• Develops general learning outcomes. • Generates quality student performance and

products.


Appropriate Content • Incorporates content knowledge and

specific research validated practices. • Link new to prior knowledge. • Delivers content appropriate for

participants.


On-going and Sustained • Is long-range and supported over time. • Allows participants to experiment/reflect

on their practices.


Active Engagement • Models what needs to occur in the

classroom. • Is inquiry-based, varied and engaging. • Models practice by facilitator /instructor.


Collegial • Bring teams together. • Requires participants to design and

implement activities that have direct application to work.


Job-Embedded • Is an integral part of the school. • Represents mutual obligation and requires

planning and reflecting on practice.


ELEMENTS RATING Systemic Perspective

• Incorporates stakeholder group(s). • Creates responsibilities in change process.

Circle one 1 2 3 4 Comments:

Client-Focused and Adaptive • Based on interest/needs of participants,

school, and change over time. • Based on formal analysis of needs.


Incorporates Reflection • Has time for participants to analyze and

reflect. • Challenges, enhances and connects with

practice. • Promotes continuous improvement.


Requires Learning Portfolio From Each Participant

• Mutual agreement of the content of the portfolio.

• Portfolio is a reflection and evidence of new learning.

• Incorporates Essential Features of a Learning Results Portfolio.


Sponsor:

• Using the evaluation form, summarize the group rating for each component of Elements of Quality Professional Development.

• Summarize comments. • Identify specific aspects of organizational support and change that contributed to the

success of the professional development activity.

PROFESSIONAL DEVELOPMENT ACTIVITY EVALUATION: Part B

EVALUATION QUESTIONS PARTICIPANTS STATEMENTS Participant’s Reaction: Explain why:

• What did you like? • Was the time well spent? • Will it be useful? • Was the leader/instructor

knowledgeable and helpful?

Participant’s Learning • Did the participant acquire the

intended knowledge and skills?

Organization Support and Change • Did the professional development

activity promote changes that were aligned with the mission of the school, the Department of Education Initiatives, or Federal requirements?

Participants Use of New Knowledge and Skills

• Did the new knowledge and skills you learned make a difference in your professional practice?

• How did you apply the new knowledge?

Student Learning Outcomes • How did the PD activity affect

student learning?

ELEMENTS OF QUALITY PROFESSIONAL DEVELOPMENT APPLICATION CHECKLIST

PD Activity ___________________________________________________________ School _______________________________________________________________ Date(s) of PD Activity __________________________________________________ Professional Development Credit activities must embody the Elements of Quality Professional Development. To ensure professional development quality, the sponsor must complete this checklist, describing how the points in Elements of Quality Professional Development are embedded in the activity. Attach additional sheets if necessary.

ELEMENTS

DESCRIPTION

Focus on the Hawaii Content and Performance Standards (HCPS)

• Identifies HCPS focus. • Describes how the HCPS will

broaden/expand teachers’ knowledge of the content they teach.

Focus on the School’s Standard Implementation Design (SID)

• Professional Development activity is an integral part of school-wide goals.

• SID supports the need for the professional development course or activity.

Focus on Student Learning, Results-Oriented

• Demonstrates impact on student action and accomplishment.

• Develops general learning outcomes. • Generates quality student performance and

products.

Appropriate Content • Incorporates content knowledge and

specific research validated practices. • Links new to prior knowledge. • Delivers content appropriate for

participants.

On-going and Sustained • Is long-range and supported over time. • Allows participants to experiment/reflect

on their practices.

ELEMENTS

DESCRIPTION

Active Engagement • Models what needs to occur in the

classroom. • Is inquiry-based, varied and engaging. • Models practice by facilitator/instructor.

Collegial • Brings teams together. • Requires participants to design and

implement activities that have direct application to work.

Job-Embedded • Is an integral part of the school. • Represents mutual obligation and requires

planning and reflecting on practice.

Systemic Perspective • Incorporates stakeholder group(s). • Creates responsibilities in the change

process.

Client-Focused and Adaptive • Based on interest/needs of participants,

school, and change over time. • Based on formal analysis of needs.

Incorporates Reflection • Has time for participants to analyze and

reflect. • Challenges, enhances and connects with

practice. • Promotes continuous improvement.

Requires Learning Portfolio From Each Participant

• Mutual agreement on the content of the portfolio.

• Portfolio is a reflection and evidence of new learnings.

• Incorporates Essential Features of a Learning Results Portfolio.

PROFESSIONAL DEVELOPMENT CREDIT PROGRAM

Guidelines for Determining the Number of Credits to Award for Professional Development Activity Applications


ELEMENT

AWARENESS 1 CREDIT

CLASSROOM IMPACT 2-3 CREDITS

SCHOOL LEVEL IMPACT

4-6 CREDITS including descriptors from

Classroom Impact 2-3 credits

SYSTEMIC IMPACT 7 AND ABOVE CREDITS

including descriptors from Classroom Impact 2-3 credits and School Level Impact 4-6 credits

Focus on the Hawaii Content and Performance Standards (HCPS)

The professional development activity provides teachers with: • An awareness of the

HCPS • An opportunity to earn a

professional development credit as part of contractual requirements or DOE partnership agreements.

The professional development activity provides teachers with opportunities to: • Learn about standards-based

education and utilize time for clustering content standards and benchmarks; and for developing and using integrated standards-based instructional units with accommodative strategies.

• Improve classroom assessment literacy.

The professional development activity provides teachers with opportunities to: • Identify, integrate, and

cluster HCPS content standards and benchmarks.

• Align processes in support of content standards; ensure that standards drive what is taught in the classroom.

• Reflect and use data to influence practices; use student achievement data to improve curriculum and instructional approaches.

The professional development activity provides teachers with opportunities to: • Form networks where

ideas may be shared, refined, and practiced.

• Work with teaching partner to improve instructional delivery.

• Work together across grade levels or departments, to implement standards and decrease redundancy.

• Conduct action research to study the use of effective learning practices that may or may not impact student learning or cause changes in the school learning environment and be a resource to schools that wish to replicate the research.


ELEMENT

AWARENESS 1 CREDIT


SCHOOL LEVEL IMPACT





Focus on the Standard Implementation Design (SID)

The professional development activity provides teachers with the knowledge to: • Participate as a member of

an SID team to analyze instructional and organizational effectiveness

• Identify school-wide learner outcomes.

• Implement the SID Action Plan activities that are related to grade level or department.

• Share progress of the action plan activities.

The professional development activity provides teachers with the knowledge to: • Assume leadership roles to

address SID tasks. • Lead discussions on the

adoption of the school-wide learner outcomes for students that impact the teaching strategies utilized.

• Coordinate SID efforts with groups to ensure that the decisions and actions related to school reform are student-focused.

The professional development activity provides teachers with the knowledge to: • Operationalize the

school’s SID. • Analyze the SID to ensure

that the learning activities are developed with high quality teaching and learning strategies.

• Promote educational goals that target student learning and are driven by factors such as state standards, achievement levels of students, state initiatives, and federal requirements.

• Continue to plan on-going professional development to build teacher capacity.


ELEMENT

AWARENESS 1 CREDIT


SCHOOL LEVEL IMPACT





Focus on Student Learning Results

The professional development activity helps teachers to: • Maintain a focus on student

achievement. • Review student work to

determine the quality of instruction.

The professional development activity provides teachers with the knowledge necessary to: • Use student learning results

to adjust teaching and learning strategies to improve instruction.

• Collect and use multiple sources of information to assess student work.

• Communicate effectively with students, families, and other audiences about student progress.

The professional development activity provides teachers with the knowledge necessary to: • Develop and implement a

process to monitor and assess student learning.

• Establish and communicate learning goals for all students.

• Collect and use multiple sources of information to assess student work.

• Guide all students in assessing their own work.

• Use student results to guide instruction.

Appropriate Content The professional

development activity provides content that: • Is appropriate to the needs

of the teachers. • Links new knowledge with

teachers’ prior knowledge.

The professional development activity provides content that: • Incorporates content

knowledge and research-based strategies.

The professional development activity provides content that: • Links new knowledge to the

establishment of effective learning environments to teach rigorous content matter.


ELEMENT

AWARENESS 1 CREDIT


SCHOOL LEVEL IMPACT





On-going and Sustained The professional development activity provides teachers with opportunities to: • Incorporate new knowledge

to impact teaching and learning.

• Reflect on their practices.

The professional development activity provides teachers with opportunities to: • Reflect on practices through

the development of a learning results portfolio that includes evidence of student work.

• Share reflections with colleagues to gain broader perspective of teaching impact.

The professional development activity provides teachers with opportunities to: • Embed professional

development activities in their daily routines (common planning time, and reflection time).

• Experiment with and reflect on practices.

• Conduct research in action.

Active Engagement The professional development activity provides teachers with opportunities to: • Observe and learn a variety

of strategies to actively engage students.

The professional development activity provides teachers with opportunities to: • Apply a variety of learning

strategies to engage student in learning.

• Stay abreast of and incorporate best practices into teaching and learning.

The professional development activity provides teachers with opportunities to: • Develop inquiry-based

learning strategies for differentiated learners.


ELEMENT

AWARENESS 1 CREDIT


SCHOOL LEVEL IMPACT





Collegial The professional development activity provides teachers with opportunities to: • Reflect on teaching; analyze

student work to adjust teaching strategies to meet all students learning needs.

• Form teams to work on “real work.”

The professional development activity provides teachers with opportunities to: • Learn about effective

research and incorporate them into lesson designs.

The professional development activity provides teachers with opportunities to: • Come together as teams to

discuss research on teaching and learning.

• Design and implement activities that have direct application to work.

Job-Embedded The professional

development activity provides teachers with opportunities to: • Plan and reflect upon their

professional practices. • Build a repertoire of

teaching and learning skills.

The professional development activity provides teachers with opportunities to: • Expand their roles and

responsibilities as they learn to plan, design, and lead educational initiatives.

• Utilize the professional development activity to engage in life-long learning.

The professional development activity provides teachers with opportunities to: • Build learning communities. • Build new roles for teachers

in leading professional development.


ELEMENT

AWARENESS 1 CREDIT


SCHOOL LEVEL IMPACT





Systemic Perspective The professional development activity provides teachers with opportunities to: • Work with other teachers

and other role groups within the educational system.

The professional development activity provides teachers with opportunities to: • Create changes in school

programs and operations that build the capacity of school staff.

The professional development activity provides teachers with opportunities to: • Understand various roles

and responsibilities that contribute to positive outcomes.

• Work with role groups and facilitate coordination of best practices.

Client-Focused and Adaptive

The professional development activity is based on: • A formal analysis of the

professional development needs of the teachers.

The professional development activity addresses: • The interest and needs of

the teachers and their respective schools.

The professional development activity: • Allows for flexibility in

adapting to the changing needs of the participants.

• Provides a balance between support for state, complex, and school initiatives and those initiatives generated by the participants themselves.


ELEMENT

AWARENESS 1 CREDIT


SCHOOL LEVEL IMPACT





Incorporates Reflection The professional development activity provides teachers with opportunities to: • Analyze and reflect upon

new learnings.

The professional development activity provides teachers with opportunities to: • Reflect and infuse new

learnings, perspectives, and input from others.

The professional development activity provides teachers with opportunities to: • Utilize reflection to

challenge, enhance and make connections to their current practices.

• Reflect and create a cycle of experience and reflection that promotes continuous improvement.

Requires Learning Portfolio from Each Participant

The professional development activity helps teachers to: • Assess their work and to

communicate the application of their learning.

• Use portfolios to document their learning about curriculum, instruction and assessment.

The professional development activity helps teachers to: • Use captions and

reflections as evidence of the effectiveness of teaching and learning.

• Develop a portfolio to measure the effectiveness of the training activity to advance teacher and student learning.

The professional development activity helps teachers to: • Reflect on their work to

ensure quality in the art of teaching and learning.

• Use a collection of their best work to explore, reflect upon, and address issues that affect their practices and to set goals for future professional development.

Hours to Conduct the Professional Development Activity

Minimum 64 hours

Minimum 128 hours`

Minimum 224 hours

LEARNING RESULTS PORTFOLIO: ASSESSMENT RUBRIC

ELEMENTS 1 - No Credit 2 - Revisions Needed 3 - Proficient 4 - Exemplary Portfolio Requirements • Portfolio requirements are

not complete and are limited in scope.

• Portfolio requirements are complete. Selected artifacts relate to goals, however, they do not clearly identify the growth and/or learning

from the experience. .

• Portfolio requirements have been completed.

• Steps included in the actions are logical and reasonable for goal achievement and demonstrate attention to local or national standards of practice.

• Portfolio requirements have been completed utilizing the process of: o What happened? o Why did it happen? o What might it mean? o What are the

implications for my practice?

The portfolio becomes an episode of learning.

Quality • The portfolio has limited evidence that a change in teaching behaviors has occurred as a result of the PD Activity.

• The portfolio is an irrelevant collection of evidence that tells the reader nothing as to the impact of the PD activity.

• The portfolio reflects the development of effective teaching practice but may or may not cause change in the teacher’s behavior.

• The portfolio captures the wisdom of practice that impacts student learning and the larger school/community environment.

• The portfolio clearly captures and portrays the growth, integration, and learning of the teacher to be able to cause student learning thorough the acquisition of: o Knowledge o Skills o Disposition

to increase the effectiveness of the teacher.

Student/Learning Results

• No evidence provided to show the impact of the professional development activity on student learning.

• Limited artifacts to indicate growth and the identification of learning standards.

• Changes in teaching practices and examination of student work offer greater insights into student learning.

• There is a clear focus on interpreting student results and making connections to teacher actions, instructional strategies, curriculum materials, etc.

ELEMENTS 1 - No Credit 2 - Revisions Needed 3 - Proficient 4 - Exemplary Reflections • No reflections or analysis

to show the impact of the professional development activity on teacher growth and student learning.

• Reflections reveal insights about student learning and teacher learning but may not always make clear connections between actions and results.

• Reflections reveal examination of multiple variables for outcomes.

• Structured reflections reveal insights regarding student and teacher learning that are used to influence future practice.

• Reflections provide the participant an opportunity to summarize the documents in the portfolio and trace how the documents and the training activity have captured and portrayed growth, integration, and learning.

Captions • No captions to show

evidence of student and teacher learning.

• Contains captions but they do not explain how this documentation is evidence of learning.

• Captions provide opportunity to describe the context of teaching and provide evidence of the impact of the professional development activity to increasing student achievement.

• Statements for each document in the portfolio describe what the document is, why it is evidence, and what it is evidence of.

• Captions transform documents into evidence and assists teacher in articulating thoughts.

Professional Objectives or Goals as Stated in the Professional Development Activity Application

• Goals and objectives are stated but it is not clear how the professional development impacted student learning.

• Professional development goals and objectives are stated but activities are weak in showing how the activities relate to the accomplishment of the goals/objectives.

• Professional goals and objectives are aligned to the professional development activities that will impact the professional growth of the teacher and impact student learning.

• Professional goals and objectives are based on a school-wide professional development plan that meets the professional development needs of teachers…beginning; tenured, etc. to develop teacher capacity to lead school initiatives.

REFERENCES Barton, J. and Collins, A. “Portfolios in Teacher Education” Journal of Teacher

Education, May-June 1993. Barr-York, Jennifer, Reflective Practice To Improve Schools, Corwin Press, 2001 Davis, Anne, Setting and Using Criteria, Connections Publishing,1997 Costa, Art, Cognitive Coaching, A Foundation for Renaissance Schools, Christopher

Gordon Publishers, 2002 Garmston, Robert, J., The Adaptive School: A Sourcebook for Developing Collaborative

Groups, Christopher Gordon Publishers, 1999 Guskey, Thomas, Evaluating Professional Development, Corwin Press, 2000 Hall, Gene, Taking Charge of Change, Association for Supervision and Curriculum

Development, 1987 Hole, S. and McEntee, G. “Reflection Is at the Heart of Practice” Educational

Leadership, May 1999. Lipton, Laura, Pathways to Understanding, MiraVia, 1998 National Staff Development Council, Standards for Staff Development revised, NSDC,

2001 Shulman, L. “A Union of Insufficiencies: Strategies for Teacher Assessment in a Period

of Educational Reform” Educational Leadership, November 1988. Wolf, K. and Dietz, M. “Teaching Portfolios: Purposes and Possibilities” Teacher

Education Quarterly, Winter 1998.