Professional Development Calendar of Events for … · Web viewIn keeping with the Strategic Plan, the Professional Development Plan represents the basis for designing and implementing

BIRDVILLE ISD

PROFESSIONAL

DEVELOPMENT PLAN

Table of Contents

I. Birdville ISD Strategic Plan.................................................................................................3

II. Philosophy of Professional Development in Birdville ISD...................................................5

III. Framework for Learning.....................................................................................................7

IV. Roles and Responsibilities for Professional Development..................................................9

V. Professional Development Approval Process...................................................................11

VI. Professional Development Groups...................................................................................12

VII. BISD Required Professional Development.......................................................................14

VIII. Flexible Staff Attendance Days.........................................................................................16

IX. Absence Pre-Approval for Campus/District Professional Development Days..................17

X. Exhibits.............................................................................................................................18

1. Administrative Regulations for Professional Development..........................................19

2. DMA (LOCAL) Policy.....................................................................................................22

3. Printing Sign-In Sheets and Marking Attendance in Workshop....................................25

4. Add Outside Professional Development Credits to Portfolio.......................................28

5. Document Professional Development on Portfolio......................................................30

2

Section I: Birdville ISD’s Strategic Plan

Birdville ISD Mission Statement

The mission of Birdville ISD is to ensure that all students position themselves to excel with integrity in an ever-changing global society through innovative and responsive learning environments.

Strategic Objectives1. All students will realize their full potential

and apply themselves to academic excellence without self-imposed limitations.

2. All students will own their learning and aspire to achieve high academic goals.

3. All students will demonstrate personal responsibility and integrity reflective of noble character.

4. All students will be fully equipped and motivated to contribute to the greater good by unleashing their unique talents and gifts.

Beliefs1. Human beings are complex with unique

intellectual, social, emotional, and physical needs.2. Every person is unique by design, with abilities, gifts and talents.3. Every person has inherent value and unique potential.4. All people are innately curious.5. Relationships are an inherent human need. 6. Personal responsibility is essential and noble for all.7. Family profoundly impacts who we become.8. Character is developed through life experiences.9. With a privilege comes responsibility and accountability.10. A physically and emotionally safe environment encourages learning.11. Learning is not limited by time or space.12. Freedom is a universal desire to be promoted and preserved.13. Values drive choices.14. Change is constant.

3

Section I: Birdville ISD’s Strategic Plan

Strategies1. We will craft a system of innovative learning approaches, patterns, and practices that

respond to the unique needs, interests, and talents of all students. 2. We will ensure a culture of integrity, service, and community committed to excellence,

innovation, and responsiveness.3. We will leverage the use of time, resources, and space to address the needs and

learning goals of our students and community.4. We will expand and enhance unique learning opportunities through strategic

partnerships both in and outside the district.

ParametersIn accordance with our beliefs, mission and objectives:

1. We will make decisions in the best interest of students.2. We will treat all people with dignity and respect.3. We will model and expect personal responsibility. 4. We will practice responsible stewardship of our resources.5. We will not compromise our commitment to excellence with integrity.6. We will not give up on any student.

In keeping with the Strategic Plan, the Professional Development Plan represents the basis for designing and implementing a systematic approach to professional learning. When combined with systems for mentoring, coaching, and reflection, professional learning in Birdville ISD will ensure all instructional staff are equipped to lead students through a quality teaching and learning system to high levels of success upon graduation.

4

Section II: Philosophy of Professional Development in Birdville ISD

Philosophy of Professional Development in Birdville ISD

A quality professional development program is essential for building capacity within schools so there is high competency and high commitment among professional staff to the core work of teaching and learning and continuous improvement. Effective professional development efforts are aligned to the core work and include high-quality, ongoing learning with intensive follow-up and support. In addition, the most effective professional development models incorporate processes that are research-based and designed to engage adult learners.The National Staff Development Council has identified several standards for the design and implementation of professional development efforts. These standards as well as other research in the field of staff development formulate the basis for district planning that provides for:

• Research-based learning opportunities in how to design and deliver a standards-based aligned curriculum

• Induction training for new teachers and administrators

• Mentoring and coaching for all teachers and administrators, particularly those new to the district

• Follow-up and support for effective implementation of job-embedded learning

• Opportunities for teachers and administrators to share ideas and strategies

• Focus on capacity building at all levels to improve teaching and learning

In addition to the list above, professional development should be differentiated to meet the needs of teachers based on where teachers are in their professional career (i.e., novice to expert). When professional development opportunities for teachers are based upon a differentiated model that considers readiness and specificity to teaching assignment, acceptance and commitment is higher because teachers see relevance.

Teachers need to know how to implement the curriculum using approaches that promote mastery learning with consideration given to meeting students’ individual needs. In summary, professional development is a means to an end and must be designed with a focus on student success.

5

Section II: Philosophy of Professional Development in Birdville ISD

Schools with high competency and commitment levels embrace the concept of professional learning communities as a philosophy and process to establish a collaborative culture with a focus on student achievement. A critical part of professional learning is the degree to which professional staff collaborate around the following questions:

What do students need to know and be able to do? How will we know when they have learned it? What instruction must take place to ensure students learn? What will we do when they haven’t learned it? What will we do when they already know it?

The five questions above are the questions that BISD educators ask themselves as they strive to help every student succeed academically. Professional development is the key that unlocks the answers. Teachers, principals, central office staff, the superintendent and the board collaborate in a variety of learning teams to:

develop classroom, campus and district leadership allocate resources of time, money and personnel analyze performance data incorporate research-based tools and practices evaluate growth and improvement build capacity throughout the system design and implement effective strategies develop deep understanding of learning provide educational equity for all learners involve families in the education of their children

6

Section III: Framework for Learning

All professional development in Birdville ISD will align to the framework components of curriculum, data, collaboration, and safety and security.

Guiding Principles of Curriculum Understand and be able to implement standards-based curriculum Plan for learning using the standards-based curriculum with an understanding of the

context and cognitive requirement of each standard Utilize an automated curriculum management system in the planning for learning

process Design student tasks that align to the content, context, and cognitive requirement of the

standard Calibrate resources based upon the content, context, and cognitive requirement of the

standard Design assessment items based upon the content, context, and cognitive requirement of

the standard Integrate technology appropriate to standards-based instruction Differentiate instruction using multiple strategies and structures to meet the needs of

individual students/student groups

7

Section III: Framework for Learning

Guiding Principles of Data Utilize data management systems in the planning for learning process Understand and utilize formative assessments throughout the teaching and learning

process Use data to plan appropriate tiered interventions Apply the continuous improvement process (Plan, Do, Study, Act) to help students

achieve mastery of the standards Understand the state accountability system and its impact on daily instruction Analyze and interpret results of state/district/campus assessment data to make

decisions about teaching and learning Participate in designing district and campus responses to critical needs as revealed by

data interpretation Apply technological solutions that engage students in the collection and analysis of

personal data results

Guiding Principles of Collaboration Understand and embrace the professional learning communities concept Work in highly productive teams Mentor and coach team members Build capacity around the implementation of a standards-based curriculum and data

analysis Engage in job-embedded learning focused on student achievement and professional

growth Promote a cultural change from a teaching platform to a learning platform Build leadership at all levels of the organization Implement continuous improvement Use technology to enhance collaboration and create a more coherent learning system

Guiding Principles of Safety and Security Provide a safe and secure teaching and learning environment Meet federal, state, and district mandates Promote appropriate student behavior in the use of technology, instructional resources,

and social interactions throughout the school day Equip all stakeholders to be responsible citizens Implement curriculum standards and programs safely

8

Section IV: Roles and Responsibilities for Professional Development

Roles and Responsibilities

District staff members involved in professional development in Birdville serve a unique role in the implementation of effective professional development. Each individual plays a different role and has various responsibilities in the process.

What is the role of the Professional Development Council?

Serve as an advisory/approval group for district professional development

Conduct needs assessment and review district data to determine professional development focus

Review evaluations of professional development sessions and new district data to monitor effectiveness of previous plan

Develop and recommend a yearly district professional development plan

Expand learning and initiate new learning opportunities that support all district initiatives

What is the role of Central Office?

Develop and deliver professional development sessions aligned to district goals on designated district professional development days

Conduct participant surveys following each district professional development day to determine session effectiveness and future professional development needs

Research/attend professional development sessions outside the district in order to maintain knowledge of current best practices in each content area as well as in general instructional design and delivery

Provide required district professional development multiple times in a variety of modes in order to build capacity among professional staff

Maintain the district professional development management system

9

Section IV: Roles and Responsibilities for Professional Development

What is the role of Principals?

Review district/campus/staff data to determine specific campus needs for professional development

Develop and deliver professional development sessions aligned to district/campus goals on designated campus professional development days

Submit the professional development meeting request for approval and creation of course in eduphoria! Workshop

Ensure staff participation in district/campus professional development by monitoring registration in eduphoria! Workshop prior to scheduled sessions and confirming attendance following the sessions

Collect specific feedback regarding campus professional development so that future training can be designed to meet the needs of all staff

Research/attend professional development sessions outside the district in order to maintain knowledge of current best practices in effective leadership and general instructional delivery

What is the role of Teachers and other Professional Staff?

Develop an individual professional development plan annually and share it with immediate supervisor by the end of the first six weeks of school (beginning with the 2014-15 school year)

Attend and actively participate in all district/campus professional development offered on designated days in the school calendar

Attend and actively participate in other district professional development sessions that support the individual professional development plan

Register for scheduled district/campus professional development in eduphoria! Workshop prior to date of the event

Report to immediate supervisor at least one week prior to scheduled professional development day if unable to attend. Illness and other extenuating circumstances should be reported as soon as possible.

Research/attend professional development sessions outside the district, if needed, to support individual development plan

Provide quality feedback regarding specific sessions when requested so that future learning can be designed to meet the needs of all staff

10

Section V: Professional Development Approval Process

11

In-District Professional Development

Out-of-District Professional Development

Submit appropriate Professional Development Meeting Request

for review by Director of C&I

Individual Out-of-Pocket Expense

Campus/District Funds

Approved Not Approved

Course entered into Workshop by C&I secretary and

opened for registration

Returned for revision or denial

of request

Instructor is NOT a Birdville ISD employee

Instructor uses the Instructor/Author tab in Workshop to print sign-in

sheets and enter attendance for the

course.

Sends all original sign-in sheets through inter-office mail to Professional

Learning Center (PLC)

Birdville ISD employee who submitted the

course will designate a

Birdville employee as

“instructor” to manage

attendance for this course

Submit appropriate Professional

Development Meeting Request

for review by Director of C&I

Approved

Add a Portfolio Entry in Workshop, submit for district credit, and send

evidence of attendance

through e-mail or inter-office mail to

Curriculum Management

Specialist

If approved, district credit will be granted and documented in the Workshop

Portfolio

If denied, course will remain on

Workshop Portfolio for

documentation, but no district credit will be

granted

Instructor is Birdville ISD employee

Section VI: Professional Development Groups

Professional Learning Communities (PLCs)

A PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs meet on each campus and across the district with a focus on planning for learning and improving instructional practices that yield student success.

Instructional Leadership Team (ILT)

ILT sessions are held monthly. Participants include all campus principals and central office instructional support staff. ILT meetings provide opportunity for district/campus leadership to collaborate and learn more about specific best practices designed to improve student achievement at every campus in the district. National, state and district curriculum and instruction experts lead ILT members in learning a variety of educational topics.

Assistant Principal Instructional Leadership Development (AP-ILD)

Assistant principals from every campus attend AP-ILD nine times per year. At these meetings, they participate in professional development related to every aspect of district and campus leadership. The focus of their learning is on curriculum, instruction and assessment initiatives of the district. AP-ILD sessions mirror professional learning provided to principals, which enables campus leaders to collaboratively lead the staffs they serve.

Leaders of Learners (LOL)

The “Leaders of Learners” is a structured professional learning community composed of identified teacher leaders and administrators from every campus in the district. Meetings will be scheduled for the purpose of building campus capacity to support the core work of teaching and learning as well as provide a venue for collaborative dialogue and problem-solving. Each meeting will be designed to enhance professional development regarding leadership, curriculum content, assessment, data-analysis, and instructional delivery by using collaborative processes. The result will be a cadre of well-trained and informed teacher leaders who are able and willing to lead professional learning communities at the campus level in alignment with district goals and initiatives.

12

Section VI: Professional Development Groups

Leadership Excellence for Aspiring Principals (LEAP)

The purpose of LEAP is to cultivate perspective leaders within Birdville ISD who are knowledgeable and skilled to lead campuses in a collaborative culture that is focused on results and continuous improvement. Those admitted to the program will know and understand the vision, mission, and goals for Birdville ISD, develop a resume and portfolio that can be used as an applicant for an entry level administrative position, keep a journal of all academy sessions and leadership assignments, and participate in a mock interview.

Technology Champions

The Technology Champions make up a structured professional learning community composed of identified teacher leaders that exhibit the implementation of emerging technologies and the use of data within their own planning for learning for their students. This group will build teacher capacity to support and assist in the design of technology-rich learning experiences that correlate with the emerging technologies that support the core work of teaching and learning as well as provide a venue for collaborative dialogue and problem-solving.

New Teacher Academy (NTA)

New Teacher Academy (NTA) are those teachers who are new to the profession as well as to Birdville ISD. They participate in a year-long academy that meets prior to the beginning of school and on four afternoons during the year. The purpose of the NTA Academy is to assist new teachers in perfecting instructional practices and in understanding the procedures and policies of the district.

13

Section VII: BISD Required Professional Development

In alignment with the instructional and operational goals of the district, all staff are required to continuously develop themselves professionally. The categorical requirements are described below:

Annual Mandates (AM): Training that is required each year for all professional staff.

Instruction-Based Learning (IBL): All professional staff in Birdville ISD are required to attend at least six hours of instruction-based professional development outside of contract time each year. This learning should be focused on each individual’s assigned content area(s) and/or grade level. The required instruction-based professional development is in addition to annual district mandates and professional development sessions that are held on contract days during the school year. Over the span of five years, each professional staff member should receive a total of 30 hours of instruction-based learning.

Assignment-Specific Mandated training (ASM): Certain content areas require specific trainings. These hours will count toward the Instruction-Based Learning requirements.

District Professional Development (DPD): The district provides 4 days of training each year that are focused on equipping teachers with the knowledge, skills, and resources to successfully implement district-wide and/or content-specific initiatives.

Campus Professional Development (CPD): Campus leaders provide 4 days of training each year that is focused on meeting the unique needs of their campuses as they work toward implementing the core work of the district.

See the next page for a graphic representation of the plan for professional development in Birdville ISD. Every professional staff member in the district is expected to follow the plan and keep current with its requirements.

14

BISD Required Professional Development

Assignment-Specific Mandated

Training

District Professional

Development

Instruction-Based LearningAnnual Mandates

Campus Professional

Development


Annual MandatesDistrict

Professional Development

Instruction-Based Learning‒ SafeSchools Online

Training

‒ PDAS Refresher

‒ Gifted and Talented Initial Training or Update*

‒ Dyslexia Update*

‒ SIOP Initial Training or Refresher*

*Required if instructing students within these special populations

‒ Additional mandated training determined by assignment

Four days of district-designed

professional development each

year

All professional staff in Birdville ISD are required to attend at least six hours of instruction-based professional development outside of contract time each year. This learning should be focused on each individual’s assigned content area(s) and/or grade level. The required instruction-based professional development is in addition to annual district mandates and professional development sessions that are held on contract days during the school year. Over the span of five years, each professional staff member should receive a total of 30 hours of learning within the four categories below:

Campus Professional

Development

Four days of campus-designed

professional development each

year

Assignment-Specific Mandated Training**

15

**These courses may count toward Instruction-Based Learning hours, but certain content-area assignments require specific mandated training.


16

Section VIII: Flexible Staff Attendance Days

Each school year, teachers and other professional employees who work with students will have the opportunity to request approval for flex time in exchange for two contract days as designated on the Professional Development Calendar. If approved, teachers will not be expected to report for duty on these days. These are always days when students are not in attendance. We encourage teachers to attend professional development during the summer or outside of contract time. The flex days honor the time teachers spend developing themselves as professionals.

Teachers will use the Flex Day Request for Approval form in eduphoria! formspace to submit up to 12 hours of professional development to be considered for approval by their principals each year. Flex time earned for professional development begins accruing January 1 and expires December 31 of each calendar year.

All requests must be submitted at least one calendar week in advance of the flex day. Approval must be received prior to the flex day.

How do teachers access and submit the Flex Day Request for Approval?

-Login to eduphoria!

-Click the formspace icon

-Click “Submit New Form” located at the bottom left of the screen

-Click the General Forms folder and then select the Flex Day Request for Approval

-Complete the form and click “Submit Form”

How will teachers know if their request has been approved by the principal?

When a principal has approved or denied a form, the employee will receive an e-mail from “Eduphoria Server.” Scroll to the bottom of the e-mail, to read any comments from the principal and to see if the request was approved or denied.

You may also access your forms through formspace under the “My Forms” tab. When you click on the form, you will see its history on the right side of the screen.

17

Section IX: Absence Pre-Approval for Campus/District Professional Development Days

Any staff member who will not be attending a campus or district professional development day session, or who will be leaving early, is expected to get approval for the absence from his/her supervisor at least one week prior to the date of the session. In the case of an extenuating circumstance (illness, death in family, etc.), it is the responsibility of the staff member to notify his supervisor as soon as possible and to report the absence in AESOP.

On which Professional Development Day will you be absent or attending only part of the day?

If you will be attending only part of the day, please indicate what time range you will be in attendance.

Please provide a brief description of the reason for this absence.

IMPORTANT: in addition to receiving approval through this form, you must report any absence for a contract day in AESOP (including all campus and district professional development days). Form Instructions:1. Login to eduphoria and click on the formspace icon.2. Click “Submit New Form” at the bottom left of the screen and then select the “General Forms” category.3. Select the “Absence Pre-Approval: Campus/District Professional Development Day” form.4. Complete the form and click “Submit Form.” 5. Your form will first go to Central Office to be directed to your Principal. You will receive one e-mail from

“Eduphoria Server” informing you when your request has been sent to your Principal. All form updates such as this are described at the bottom of the e-mail.

6. When your principal either approves or denies the form, you will receive another e-mail notification. 7. Scroll down to the bottom of the e-mail to the “For Principal Use Only” section to read whether your form

has been approved, denied, or if *more information is needed. 8. *If your principal has marked that more information is needed, you will be able to recall your form,

provide the additional information, and then re-submit the form. Read Step 9 to find out how to access your form within formspace. Once you have selected the form, you may click the “Recall Form” icon so that your form will become editable and able to re-submit.

9. You can also access your form history through formspace. Under the “My Forms” tab, toggle between current and past forms to access all forms you have completed. The history of each form, including approval or denial information, will be detailed on the right side of the screen once you have selected a specific form

18

Section X: Exhibits

Exhibits

19

Exhibit 1: Administrative Regulations for Professional Development

ADMINISTRATIVE REGULATIONS FOR PROFESSIONAL DEVELOPMENT: DMA (LOCAL)

The District’s professional development program shall support professional growth for all employees based on District goals, priorities, initiatives, program and curricular requirements, and diagnosed needs as determined by multiple data sources used by the District to measure student and organizational effectiveness. The professional development program shall ensure that professional growth for improving job performance is enhanced resulting in improved student achievement. DMA (LOCAL)

Guidelines for Professional Development

A professional development council will meet regularly to collaboratively develop, evaluate, and revise the District Professional Development Plan, including a list of annual offerings based upon the approved District calendar.

All Certified, Degreed Personnel are expected to adhere to the following guidelines:

All newly-hired certified, degreed personnel will attend two days of orientation prior to the first contract day and three additional induction activities during the year.

All currently employed certified, degreed personnel will be required to attend all district and campus professional development day sessions in their entirety unless earned flex hours have been approved by their supervisor.

All currently employed certified, degreed personnel will be required to complete a minimum of six professional development hours each calendar year in addition to regularly scheduled district and campus professional development days.

All currently employed certified, degreed personnel shall be required to complete specific professional development hours within five years of employment.

A maximum of two flex days* may be earned for attending approved professional development outside the employee’s contracted work days. These flex days may only be used on district professional development days or teacher work days that are established as flex-eligible in the current district calendar.

Staff working toward an advanced degree will not receive flex professional development hours for course work.

20


Paraprofessional and auxiliary staff members are expected to adhere to the following guidelines:

Campus-based paraprofessional and auxiliary staff members assigned to work with students will be required to attend all campus and district professional development day sessions during the year based on their job responsibilities.

Campus-based paraprofessional and auxiliary staff members not assigned to work directly with students will be required to attend all professional development day sessions during the year based on their job responsibilities.

District-level paraprofessional and auxiliary staff members will be required to attend all professional development during the year based on their job responsibilities.

Campus-based paraprofessional and auxiliary staff members assigned to work with students may earn a maximum of two flex days for attending approved professional development outside the employee’s contracted work days. These flex days may only be used on district professional learning days that are established as flex-eligible in the current district calendar.

Campus-based paraprofessional and auxiliary staff members assigned to work with students may earn a maximum of one comp** day for attending meetings and/or events outside the employees’ contracted work days/hours. Compensation time may be used on an established comp-eligible day in the current district calendar or on days/hours approved by the employee’s supervisor.

*Flex day: a day of approved professional development attended outside the employees contracted work day; may be used on a district professional development day that is established as “flex-eligible” or “comp-eligible” day in the approved district calendar of the current school year

**Comp day: time equivalent of up to one contract day earned by an employee for attending approved meetings and/or events outside the contracted work day/hours; may be used on a day that is established as “comp-eligible” in the current district calendar or on days/hours approved by the employee’s supervisor.

Documentation of Professional Development

All BISD staff members are expected to register in the automated management system for every district professional development session they attend.

Registration should be completed at least two days prior to the scheduled professional development session. Credit will not be reflected on the transcripts of anyone who fails to register at least two days prior to the scheduled professional development session.

Documentation of professional development attended outside the district is the responsibility of the individual staff member. Procedures for completing this

21


documentation in the district automated management system will be posted on the District professional learning website prior to the first contract day for teachers each school year.

It is the responsibility of the staff member to sign in at every professional development session conducted on campus and district professional development days and to attend the entire session in order to receive credit. Any staff member who does not sign in and stay for the entire session will be reported to his/her supervisor as being absent. An absence may be reported in AESOP based upon the supervisor recommendation.

Any staff member who will not be attending a campus or district professional development day session, or who will be leaving early, is expected to get approval for the absence from his/her supervisor at least one week prior to the date of the session. In the case of an extenuating circumstance (illness, death in family, etc.), it is the responsibility of the staff member to notify his supervisor as soon as possible and to report the absence in AESOP. Approval forms for these circumstances are available in the forms section of the district automated management system.

22

Exhibit 2: Birdville ISDPROFESSIONAL DEVELOPMENT DMAREQUIRED STAFF DEVELOPMENT (LOCAL)

The District’s professional development program shall support professional growth for all employees based on District goals, priorities, initiatives, program and curricular requirements, and diagnosed needs as determined by multiple data sources used by the District to measure student and organizational effectiveness. The professional development program shall ensure that professional growth for improving job performance is enhanced resulting in improved student achievement.

In this policy, “professional development” shall refer to any professional learning endeavor that teachers and staff participate in to further develop and deepen the knowledge and competency level. The Board shall rely on District professional staff to select and participate in learning that:

1. Align, enrich, and support the delivery of the designed curriculum, taking into consideration the varied needs, abilities, and learning styles of students

2. Stimulate growth in content knowledge, specifically as it relates to understanding the content, context, and cognitive requirements of the Texas Essential Knowledge and Skills.

3. Increase the level of mastery of research-based pedagogical skills, including instructional strategies, classroom arrangements (i.e. structures), classroom management, and various instructional methodologies such as 5 E Model, Madeline Hunter model, inquiry, Socratic model, Abydos, Daily Five, etc.)

4. Engage students actively in meaningful and relevant learning, with an emphasis on incorporating continuous improvement (PDSA) protocols, integrating technology use by students, creating products that are aligned to the standards, and providing opportunities for students to experience real-world and college ready applications.

5. Provide opportunities for staff to learn about and develop skills in serving a very diverse population that is inclusive of different cultures, socio-economic levels, and ethnic groups.

6. Assist staff in the use of data to improve district processes such as curriculum design and delivery, discipline and classroom management, resource management, operations, personnel management, and fiduciary management.

7. Engage professionals in collaboration the development of leadership throughout the organization.

23

PROFESSIONAL DEVELOPMENT

OBJECTIVES


The District shall organize and maintain a professional development

council that shall meet regularly to collaboratively develop, evaluate, and revise the District professional development plan, including an annual offerings based upon the approved District calendar. The professional development council membership shall consist of a representative group of central office staff, principals, and teachers that will serve on a rotational basis. The work of the council will be directed by the director of curriculum and instruction and reported to the associate superintendent of curriculum and instruction. Recommendations from the council shall be submitted to the cabinet and the District-level planning committees (Teaching for Excellence in Education, TEE Committee) for final approval. (See BQ series).

For the purpose of this policy, certified degreed personnel shall include the following: all administrators, teachers, librarians, speech therapists, nurses, diagnosticians, counselors, and other contracted positions.

All newly-hired certified, degreed personnel shall be required to attend new employee orientation and induction activities throughout the year as designed by the District. These expectations shall be disseminated to potential employees prior to personnel recommendations being made.

All currently employed certified, degreed personnel shall be required to complete a minimum of professional development hours as established in the District calendar each year. A maximum of two days may be earned for attending approved professional development outside the employee’s contracted work days. Approved professional development for this purpose will be included in the District professional development plan.

All currently employed certified, degreed personnel shall be required to complete specific professional development hours within three years of employment.

The District may approve activities planned by or sponsored by other school districts, education service centers, college or universities, professional associations, and/or governmental agencies for professional development credit. Staff working toward an advanced degree will not receive flex professional development hours. Approved activities that count towards professional development credit hours will include those professional learning opportunities that align with the objectives as stated in this policy. All flex hours must be approved by the individual’s immediate supervisor prior to the individual attending the session.

24

PROFESSIONAL DEVELOPMENT COUNCIL

CERTIFIED DEGREED PERSONNEL

INDUCTION PROGRAMANNUAL REQUIREMENTSLONG-RANGE REQUIREMENTSOTHER APPROVED ACTIVITIES


An individual development plan must be mutually designed and approved by each certified, degreed employee and the employee’s principal and/or supervisor by the end of the first six weeks of the school year. The individual development plan shall identify needs for improving the employee’s job performance and the employee’s professional goals. Potential professional development opportunities shall be identified. Employees may earn flex time credit as documented by the individual development plan. The individual development plan shall be posted and maintained in the District evaluation management system for certified degreed personnel for PDAS purposes. All training shall be documented in the District’s automated management system for professional learning.

Failure to comply with the professional development requirement may affect a person’s evaluation and/or employment status in the District.

An appeal may be made to the Superintendent or designee to waive the annual professional development activities according to the employee’s job responsibilities, as specified by the long-range staff development plan.

Paraprofessional and auxiliary staff members are required to participate in professional development activities according to their job responsibilities, as specified by the professional development plan.

25

INDIVIDUAL DEVELOPMENT PLANSFAILURE TO MEET REQUIREMENTS APPEAL

PARAPROFESSIONAL AND AUXILIARY STAFF

Exhibit 3: Printing Sign-In Sheets and Marking Attendance in Workshop

If you have been set up as the “Instructor” of a course, you have the ability to print sign-in sheets and mark attendance. Even though you may not be the actual Instructor, assigning you as such is the best way to give you the rights you need for marking attendance. The true instructor of the course, if someone different from you, will be described in the course description.

Many administrative assistants are being identified as “Instructors” so that they can help with sign-in sheets and marking attendance. Read below to learn how:

1. Once a course has been entered into eduphoria! Workshop with you identified as the Instructor who can take attendance, you will see a new tab on the left side of your screen: Instructor/Author

2. Click on “Standard Courses”

3. To the right, you will now see all courses for which you have the ability to print sign-in sheets and mark attendance. You can use the “Select Month” drop-down menu if you need to access courses from the past.

4. Click on a course and the course details will load.

5. Click on Reports > Print Sign-In Sheet

The Sign-In Sheet Wizard will open on the right side of the

screen. Click “Next” at the bottom of the wizard.

26


6. If you would like to include those attendees who have a pending status, select “Yes.”

7. If you would like to include blank lines for people who attend, but may not have registered, select a number of lines.

8. Click “Print Sign-In Sheet” and it will generate a PDF file for you to open. Choose to open the file and click “OK.” You may now print the sheet.

9. Click “Close” to exit the Sign-In Sheet Wizard.

Marking Attendance:

1. Select the “Attendance” tab

27


2. You will click on any registrant who did NOT attend and mark them absent (all others are marked present by default).

3. If you need to change the status back to active, just click on the name again.

4. VERY IMPORTANT:

Send all of your attendance sheets through inter-office mail to Katie Waldrip at the Professional Learning Center.

The main goal is that the attendance sheet accurately reflects who should be counted present and who should be counted absent. If someone did not sign, but you vouch for their attendance, you may put a checkmark by their name. We will double-check that the attendance on the sheet matches what has been marked in Workshop before we mark a course complete.

28

Exhibit 4: Add Outside Professional Development Credits to Portfolio

Add a Professional Development Entry to your PortfolioFOR CREDIT HOURS RECEIVED OUTSIDE OF THE DISTRICT

If you attend professional learning training outside of the district, you may submit a request to have this added to your eduphoria! Workshop portfolio. Please only submit requests for trainings that are documented with a certificate from an accredited provider.

Any request submitted for dates prior to May 2012 will be denied because that information should be in ERO (our previous system) which will be transferred to Workshop by November 2013.

Be sure to complete ALL 12 steps:

1. Login to Eduphoria and click on the Workshop icon

2. Click on “My Portfolio” at the top left of the screen

3. Click on “Add a New Portfolio Entry” at the bottom left of the screen

4. Select “Outside workshop or conference” and click “Next” at the bottom right of the screen

5. Type in the title of the workshop you attended and click next at the bottom right of the screen

29

Exhibit 4: Add Outside Professional Development Credits to Portfolio

6. Select the starting date and time and click Next (bottom right of screen)

7. Select the ending date and time and click Next (bottom right of screen)

8. Would you like District credit? Select Yes and click Next (bottom right of screen)

9. Enter the number of credit hours and types you are requesting, then click Next (bottom right of screen).

* In most cases, the credit type and amount will be printed on the certificate you receive after attending a workshop.

* Most professional learning courses are for CPE credit unless otherwise specified.

10. Would you like to submit your request for credit now or at a later time? Select Now and click Next (bottom right of screen)

11. Click the Finish button to complete your entry. The Finish button will be at the bottom right of the screen.

12. SEND EVIDENCE OF ATTENDANCE to Crysten Caviness in the Professional Learning Center (PLC). Evidence may include a certificate or credit form provided by the training provider. If this is electronic, it may also be emailed to Crysten Caviness. Your entry will not be reviewed until this evidence has been received.

Your entry will now be saved to your portfolio and sent to the district for credit approval. If credit is approved, your portfolio entry will be automatically updated to reflect the credits.

If your request is denied, the session will still be documented on your portfolio; however, the hours will not automatically calculate into your total credit hours. While these hours will not automatically calculate, you can always account for all of your professional learning (and not just the hours calculated by your portfolio) when it is time to renew your teacher certification with Texas SBEC.

30

Exhibit 5: Document Professional Development on Portfolio

Add a Professional Development Entry to your PortfolioFOR PERSONAL DOCUMENTATION ONLY

You can add professional learning entries to your Workshop portfolio to help you with documentation. Most of your professional learning is automatically added to your portfolio when you register and sign-in for courses, but you may add your own entries if:

1. You forgot to register or sign-in to a BISD session, but still want an electronic record of the learning for your own documentation purposes.

2. You want to include college courses on your portfolio for your own documentation purposes.

3. You attend professional learning outside of the district that was not offered by an accredited CPE provider.

Be sure to complete ALL 9 steps:

1. Login to Eduphoria and click on the Workshop icon

2. Click on “My Portfolio” at the top left of the screen

3. Click on “Add a New Portfolio Entry” at the bottom left of the screen

4. Select the type of entry you want to add and click “Next” at the bottom right of the screen

5. Type in the title of the workshop/course you completed and click next at the bottom right of the screen. You can include a brief description and/or notes about the number or hours – anything that will help you manage your professional learning experiences.

31

Exhibit 5: Document Professional Development on Portfolio

6. Select the starting date and time and click Next (bottom right of screen)7. Select the ending date and time and click Next (bottom right of screen)

8. Would you like District credit? Select No and click Next (bottom right of screen)

If you select “YES” here but do not send in a certificate to reflect the credits, the request will be denied. Please click “No” so that you may document this session without it saying “DENIED” on your portfolio.

9. Click the Finish button to complete your entry. The Finish button will be at the bottom right of the screen.

Your entry will now be saved to your portfolio. While these hours will not automatically calculate into your total credit hours in Workshop, you can always account for all of your professional learning (and not just the hours calculated by your portfolio) when it is time to renew your teacher certification with Texas SBEC.

32

Documents

Professional Development Calendar of Events for … · Web viewIn keeping with the Strategic Plan, the Professional Development Plan represents the basis for designing and implementing