Dear Principals, - Teach Louisiana · 2007-05-07 · Dear Principals, A s the leader on your...

Dear Principals,

As the leader on your campus, you are at thehelm of your school. Its direction is steered and powered by your knowledge and ability to create

a learning community for quality teaching and student achievement. The hallmark of an exceptional school leader is characterized by his or her practice and modeling of professionalism for faculty and staff. In 2006, for the second year in a row, Louisiana was ranked number 1 in the nation by Education Week for its efforts toimprove teacher quality. This great achievement would not have beenpossible without high standards for instruction and the commitment of teachers and school administrators. The Louisiana Department of Education’s Offi ce of Educator Support develops and administers quality programs designed to guide, direct, and assist school principals andclassroom teachers to advance their careers and to take their schools tonew levels of performance. We are committed to giving school principals the tools to achievethese goals. A major element of that support is professional development, which means a personal dedication to continuous improvement in skillsthat are critical for student achievement. By embracing a philosophy of lifelong learning, your school faculty can maintain excellence, enhance knowledge and build staff capacity. If you are a proponent of professional development, your school community will see you as the instructionalleader of your school, and it will lead to ongoing success. This booklet demonstrates the Department’s commitment toprofessional development and to lifelong learning. It was created especially for you in hopes that you will pull it off the shelf—again and again.There is no career more important than teaching, the profession thatcreates all others. We thank you for your continued dedication to your school’s faculty, staff, and most importantly, to the children of Louisiana.

Sincerely,

Cecil J. PicardLouisiana State Superintendent of Education

THE OFFICE OF EDUCATOR SUPPORT —THE VISION

The Department of

Education’s Offi ce

of Educator Support

will serve as a prime

source of support

for educators in

Louisiana. Our

innovative and

effective professional

development programs

and responsive

customer service

will be instrumental

in helping to instill

pride in the teaching

profession and a

commitment among

Louisiana educators to

lifelong learning in the

form of professional

development.L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

Office of Educator SupportL O U I S I A N A D E P A R T M E N T O F E D U C A T I O N

Office of Educator SupportTeaching – The Profession That Creates All Others

Effective Professional Development: What Is It, and Why Do I Need It?

2 From Classroom Teacher to School Leader

4 What is Effective Leadership?

6 Why Professional Development Matters

8 Understanding the Components of Effective Professional Development

10 Certifi cation Requirements School Administrators Should Know

Planning Professional Development for Your School and Yourself

12 Impacting Student Achievement Through Professional Learning Communities

14 Facilitating Professional Development for Your Staff

16 Supporting Teacher Needs and School Needs

18 Broadening Your School’s Professional Development

Professional Development Resources

20 Professional Development for You and Your Teachers

22 Valuable Resources for School Success

24 Your Professional Portfolio: A Career Tool

Leadership and School Achievement

“Whole school development is probably the single most important factor in increasing student achievement.”

— Debra Schum Principal East St. John High School

C O N T E N T S

Louisiana Components of Effective Teaching

Louisiana has outlined the elements necessary for classroom success. New teachers

must demonstrate competence in these areas, and established teachers improve their performance and further their careers by continually improving these specifi c skills (see “Building Blocks for Professional Success” page 3). They are as follows:

Domain I: PlanningThe teacher plans effectively for instruction.

Domain II: ManagementThe teacher maintains an environment conducive to learning.The teacher maximizes amount of time available for instruction.The teacher manages learner behavior to provide productive learning opportunities.

Domain III: InstructionThe teacher delivers instruction effectively.The teacher presents appropriate content.The teacher provides opportunities for student involvement in the learning process.The teacher demonstrates ability to assess and facilitate student academic growth.

Domain IV: Professional Development

The new and experienced teacher plans for professional self-development.

Domain V: School ImprovementThe teacher takes an active role in building-level decisions.The teacher creates partnerships with parents/caregivers and colleagues.

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E F F E C T I V E P R O F E S S I O N A L D E V E L O P M E N T

R esearch has proven again and again that great leaders are the catalysts for student achievement. Leadership

and management are different challenges of your position, and understanding this difference is vital to maximizing your professional development opportunities. Management includes the oversight of the organization, operations and resources of your school for a safe learning environment. Leadership is the ability to promote innovation, challenge the status quo, initiate action and anticipate and recognize changes in the environment.

Taking the First Step There are many different avenues that school administrators take in their journey from the classroom to a leadership position. Some take a straight path with a few hurdles, while others have worked their way through a bumpy road. Whatever path your career took, it began in the classroom, and this serves as the fundamental basis of your journey. First and foremost, you are the instructional leader of your school, but there are many other management and leadership challenges associated with this position.

Learning to Lead and Manage Some people are born leaders, while others must learn the skill. It’s the same with management skills. In planning professional development, you must be able to assess and develop your skills in both areas to effectively plan professional development for yourself and your faculty.

According to the Louisiana Standards For Educational Leaders, principals work collaboratively with the school faculty and staff to plan and implement professional development activities. The objective is to promote both individual and organizational growth with a clear vision, leading to improved teaching and learning. Just as the faculty and staff must continue to grow and learn, as the principal, you must continue to do the same. Programs are available to assist principals and their faculties, and this guide is intended to help align those goals with the programs that are right for you.

The Louisiana Department of Education offers a number of programs geared to create a new breed of effective school leaders. Principals can benefi t from a number of programs under the umbrella of the Louisiana Educational Leaders Network (LELN). The Leadership Excellence Through Administrator Development (LaLEAD) program provides schools and districts with a recruiting mechanism for future leaders by allowing them to tap teacher leaders. The Louisiana Educational Leaders Induction (LELI) program provides support for newly appointed school and district leaders. In addition, the Louisiana Principals’ Academy provides all experienced educational leaders with ongoing support through targeted professional development and networking opportunities. These opportunities include statewide conferences and awards, regional/district professional development trainings, online professional development, leadership institutes, and peer group networking.

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From Classroom Teacher

Master Teacher

LaTAAPAssistance(Mentoring)

LaTAAP Assessment

andCertifi cation

Career Teacher

Mentor Teacher

Principal


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A New Environment for the Continuum of Learning

Now that you have become a leader in your school, you realize there is always more to be learned. Being an effective leader demands a philosophy of lifelong learning. Much of this is achieved and made possible for both you and your faculty through professional development opportunities. In professional development, there is no fi nish line, nor is there a single route to career fulfi llment.

In addition, Louisiana is progressing rapidly to restructure the framework for delivering and implementing professional development. Opportunities for professional development have expanded and evolved from isolated, individual participation in “sit and get” workshops to a systematic approach of attending training specifi c to School Improvement Plan activities and teacher needs. This systematic approach includes teachers attending training and workshops to become “experts” and redeliver information in the school setting, where a leadership team can provide follow-up and support to ensure the successful implementation of new instructional strategies and curriculum for school improvement.

In this new environment, you have been called on to create a culture of lifelong learning, where groups of teachers with similar needs meet regularly to identify problems, research and apply solutions, and track results in student performance. Teachers still attend workshops and conferences, but concentrate on meetings or mentor relationships that pertain to their real

classroom needs. In these learning communities, teachers follow-up by sharing, discussion, and analyzing data—all just as important as the meetings themselves.

Professional development is at the forefront of school improvement. In Leading the Way: A Guide for Principals, you will fi nd resources and information on opportunities and how those tie directly to student achievement. With the high demand of the Louisiana Accountability program and No Child Left Behind, you are no longer just a

manager and director, but a coach and a master teacher. You must now be the instructional leader of your school.

Throughout this publication, you will learn about programs that will help you and your faculty to attain high performance leadership ability. These opportunities are expanding as never before. Louisiana is a national leader in

educational improvement and reform, and recognizes the critical importance of a powerful continuum of professional support. Louisiana has dedicated itself to giving administrators as well as teachers the tools they need to improve all aspects of education for the ultimate goal of student achievement.

a philosophy of lifelong learning

to School Leader

AssistantPrincipal

Building Blocks for Professional Success

Standards for Educational Leaders in LouisianaStandard #1 – VisionThe Educational Leader engages the school community in developing and maintaining a student-centered vision of education which forms the basis for school goals and guides the preparation of students as effective, lifelong learners in a pluralistic society.

Standard #2 – Teaching and LearningThe Educational Leader uses a knowledge of teaching and learning in working collaboratively with the faculty and staff to implement effective and innovative teaching practices which engage students in meaningful and challenging learning experiences.

Standard #3 – School ManagementThe Educational Leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe and orderly learning environment.

Standard # 4 – School ImprovementThe Educational Leader works with the school community to review data from multiple sources to establish challenging standards, monitor progress, and foster the continuous growth of all students.

Standard # 5 – Professional DevelopmentThe Educational Leader works collaboratively with the school faculty and staff to plan and implement professional development activities that promote both individual and organizational growth and leadership to improve teaching and learning.

Standard # 6 – School – Community RelationsThe Educational Leader uses an understanding of the culture of the community to create and sustain mutually supportive school-community relations.

Standard # 7 – Professional EthicsThe Educational Leader demonstrates honesty, integrity, and fairness to guide school programs in an ethical manner.

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What is Effective Leadership?

Leadership ability for a school administrator is at the heart of student achievement. Yet, gaining those

skills and using them wisely is another matter. Effective school administrators identify the leadership responsibilities and factors that can impact student learning and incorporate them into their daily practices to reach their school goals. By motivating and encouraging faculty to work independently and collaboratively, school administrators can pave the way for continual progress.

The Standards for Educational Leaders in Louisiana (see left column) provide a principal with clear direction for creating an environment for school success. Armed with the standards, principals can confi dently engage the whole school—faculty, staff, parents, students, the community—in developing a shared vision for student success, using innovative teaching and learning methods that have continuous improvement as their goal. The standards also demand sound management practices, meaningful and productive professional development opportunities, and ethical guidance of all school programs. The Offi ce of Educator Support, along with a State Leadership Task Force, has studied current research on those leadership attributes that contribute

most signifi cantly to school success. Two studies in particular have been identifi ed for further use. Research from the Mid-continent Research for Education and Learning (McREL) Center and the Southern Research Education Board (SREB) is being used to enhance and strengthen the indicators embedded in Louisiana’s leadership standards.

McREL and SREB have conducted extensive studies that clearly demonstrate the correlation between student achievement and specifi c leadership factors. The McREL study, which analyzed data over a 30 year period, showed that effective leadership can be empirically defi ned. Contrary to misconceptions that leadership is more art than science, McREL identifi ed 21 key leadership responsibilities that signifi cantly correlated with higher student achievement. Effective leaders not only know what to do, but when, how, and why to do it, the study concluded. The SREB research-based studies led to the identifi cation of 13 critical success factors evident in higher performing schools.

Using the Standards for Educational Leaders, coupled with the McREL responsibilities and the SREB leadership characteristics, school principals can have greater confi dence as they develop a meaningful program for school success and enhanced student achievement.


✓ Culture – fosters shared beliefs and a sense of community and cooperation✓ Order – establishes a set of standard operating procedures and routines✓ Discipline – protects teachers from issues and infl uences that would detract from their teaching time or focus✓ Resources – provides teachers with materials and professional development necessary for the successful execution of their jobs✓ Curriculum, instruction, assessment – is directly involved in the design and implementation of curriculum, instruction, and assessment practices✓ Focus – establishes clear goals and keeps those goals in the forefront of the school’s attention✓ Knowledge of curriculum, instruction, assessment – is knowledgeable about current curriculum, instruction, and assessment practices

✓ Visibility – has quality contact and interactions with teachers and students✓ Contingent rewards – recognizes and rewards individual accomplishments✓ Communication – establishes strong lines of communication with teachers and among students✓ Outreach – is an advocate and spokesperson for the school to all stakeholders✓ Input – involves teachers in the design and implementation of important decisions and policies✓ Affi rmation – recognizes and celebrates school accomplishments and acknowledges failures✓ Relationship – demonstrates an awareness of the personal aspects of teachers and staff✓ Change agent – is willing to and actively challenges the status quo

✓ Optimizer – inspires and leads new and challenging innovations✓ Ideals/beliefs – communicates and operates from strong ideals and beliefs about schooling✓ Monitors/evaluates – monitors the effectiveness of school practices and the impact on student learning✓ Flexibility – adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent✓ Situational awareness – is aware of the details and undercurrents in the school and uses this information to address current and potential problems✓ Intellectual stimulation – ensures that faculty and staff are aware of and discuss most current theories and practices

Learn more at www.mcrel.com Source: Mid-Continent Research for Education and Learning Center

21 Key Leadership ResponsibilitiesMcREL research identifi es these responsibilities as signifi cant factors that positively impact student achievement.

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Critical Success Factors for Principals This set of 13 critical success factors was developed by the Southern Research Education Board (SREB) from the identifi ed characteristics of school principals who were agents of change for school and classroom practices that resulted in higher student achievement.■ Create a focused mission to improve

student achievement and a vision of the elements of school, curriculum and instructional practices that make higher achievement possible.

■ Set high expectations for all students to learn higher-level content.

■ Recognize and encourage good instructional practices that motivate students and increase their achievement.

■ Create a school organization where faculty and staff understand that every student counts and where every student has the support of a caring adult.

■ Use data to initiate and continue improvement in school and classroom practices and student achievement.

■ Keep everyone informed and focused on student achievements.

■ Make parents partners in students’ education and create a structure for parent and educator collaboration.

■ Understand the change process and have the leadership and facilitation skills to manage it effectively.

■ Understand how adults learn and know how to advance meaningful change through quality, sustained professional development that leads to increased student achievement.

■ Use and organize time in innovative ways to meet the goals and objectives of school improvement.

■ Acquire and use resources wisely.■ Obtain support from the central offi ce and

from community and parent leaders for the school improvement agenda.

■ Continuously learn from and seek out colleagues who are abreast of new research and proven practices.

Learn more at www.sreb.com

Source: Southern Research Education Board (SREB)

higher student achievement

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I n 2006, the Louisiana Department of Education was rated number 1 in the nation by Education Week for its efforts

to improve teaching quality. This focus on teacher quality continues as a top priority for the state. Why? Because research has shown that there is a strong connection between teaching quality and student performance. Let’s look at some of the recent research on teaching quality and student performance. In 2000, researcher Linda Darling-Hammond compiled data from the National Center

for Educational Statistics and reported that teacher quality variables appear to be more strongly related to achievement than other variables such as class sizes, overall spending levels, or teacher salaries.

In 1999, researchers June Rivers and William Sanders found—what they termed “the teacher effect”—to be the most important single factor in student success. In the large scale, multi-year study in Tennessee, they tracked students’ progress from year to year and found that some teachers’ students

Why ProfessionalDevelopment Matters“Research has shown a strong connection between the quality of one’s teaching and student achievement. It is not class size, overall spending levels, teacher salaries, or number of faculty, but rather the effect of quality teaching that stimulates academic growth.” Researchers - June Rivers and William Sanders Hoover Institution, 2002

Principals Make a Difference

Nelwyn Hebert, veteran language arts teacher, attributes Dorseyville Elementary School’s

continuing academic improvement to many factors, but at the top of the list is Principal Geralyn Callegan. “It’s her sheer determination.”

“Mrs. Callegan believes wholeheartedly in professional development and encourages it for each of us. If we need additional training—a mentor, an observation, extra preparation time, a course—whatever is out there, she fi nds the funds or the resources to get it. She trusts our judgment, and that is empowering to the faculty and to me.

“She’s the instructional leader of our team. She puts an emphasis on teaching quality and will go the extra mile to support us individually and in our study groups. Her focus is on teachers and student success. That’s because if our students achieve, then we as teachers succeed—and that leads to school success.”

“We focus on the data. We dissect the numbers, and then we strategize and analyze each class, each student. We have learned a great deal from this process.” Hebert says that once the faculty determines the strategy, then the teams pull together to implement a plan of action. “We come up with specifi c solutions and that creates our School Improvement Plan. Mrs. Callegan’s leadership and support has made all the difference.”


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Your job as principal and instructional leader is crucial to the success of your school. Building your school’s capacity for achievement is directly tied to the support

and resources you provide your teachers on a day-to-day basis. Because teaching quality is directly connected to student performance (see research fi ndings on page 6), it is imperative to focus your energies on helping your teachers “raise the bar,” both for themselves and for their students.

There is no better way to create an environment of learning than by placing professional development at the forefront of your agenda. Creating an environment for continuous learning through professional development allows for a systematic approach to enhance teacher involvement in school improvement. In addition, professional development activities (see page 14) provide an avenue or roadmap for engaging the faculty and staff in a new environment, a “learning community” at your school. But, most importantly, professional development gives you, as leader, a precise method for creating a plan of action that is positive, pro-active, and productive.

A Teacher’s Success Depends on Support of the School Leader

consistently improved their test scores over the previous year. The connection between certain teachers and increased student performance was evident, independent of an individual student’s ethnic group, class or degree of parental involvement. In contrast, the study showed that students taught by ineffective teachers for three years scored some 50 percentile points lower on standardized tests than students taught for three years by high quality teachers. In another study conducted in Ohio schools, the data showed a direct connection between fi rst rate professional development and student scores. The study evaluated Dr. Douglas Reeves’ Making Standards Work program, a job-embedded professional development initiative focused on student achievement that is research and evidence-based.

As principal, it is hard to ignore this research. You have the responsibility and the opportunity to lead your school to greater success by taking a systematic approach in addressing professional development to maximize its positive effect on student achievement. Your commitment to professional development will provide leadership and inspiration to your faculty as they begin to see the importance and connection between professional development and student achievement.

Leading the Way is designed specifi cally as a guide, a “toolkit,” and an important reference to assist you on your journey toward school improvement and student achievement through professional development.

professional development is…the means by which educators acquire or enhance the knowledge, skills, attitudes, and beliefs necessary to create high levels of learning for all students. High quality professional development is sustained over time, centered on results, strategic, and supported by the district and the state.

There is no better way to create an environment of learning than by placing professional development at the forefront of your agenda.

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The Louisiana Components of Effective Professional Development provide the framework for enhancing teacher quality and student achievement.

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As a leader, your role is to create a continuous learning environment at your school. But getting from point A to point B is another

matter. The Louisiana Department of Education’s Offi ce of Educator Support has made teacher quality and professional development a priority, with new programs, services, and resources designed to assist you and your faculty in achieving this goal. One of the fi rst steps is to become a proponent

of professional development. As a principal, you must believe and model for your teachers how a professional development plan can effect change. The fi rst steps call for the identifi cation and creation of what is needed by your school, your students, your faculty, and yourself. To begin, you must understand the six components of professional development and strive to educate your faculty on how they can enhance curriculum, instruction and assessment practices.


Understanding the Componentsof Effective Professional Development

To determine if you are offering, supporting and encouraging professional development in your school, take a minute to refl ect on these questions:

1. Is the current professional development process linked to your school improvement plan (SIP) and based on identifi ed needs?

❒ Yes ❒ Somewhat ❒ No

2. Does professional development result in improved classroom instruction based on the curriculum? ❒ Yes ❒ Somewhat ❒ No

3. Are all of your teachers participating in study groups? ❒ Yes ❒ Somewhat ❒ No

4. Is your professional development addressing adult learning needs? ❒ Yes ❒ Somewhat ❒ No

5. Was your last professional development activity a success? ❒ Yes ❒ Somewhat ❒ No

6. Do your planning and evaluation processes for professional development include data analysis that exposes gaps in student achievement?

❒ Yes ❒ Somewhat ❒ No

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Component 1: Needs-Driven Response

Component 2: Curriculum FocusGenerates deep understanding of content, not superfi cial knowledge; results in effective classroom practice, not perfunctory delivery. The content of the professional development is rooted in state curriculum standards, grade-level expectations, and comprehensive curriculum. Research-based instructional strategies and varied assessment practices inform instruction, align with state assessment, and promote academic growth and student achievement.

Focuses on effective implementation of professional development, not effi ciency of delivery. Professional development is subject to diagnostic, formative, and summative evaluation. The evaluation uses appropriate data to determine the effectiveness of the professional development in increasing knowledge of participants, improving instructional practices, increasing student achievement, and in identifying additional needs.

Provides practical applications, not mere rhetoric; addresses the needs of students and educators for the 21st century; refl ects current research, not passing trends. Relevant professional development is directly applicable to instructional practice; addresses real conditions in the classroom, school, district, and community; and makes appropriate use of information technology and resources.

Promotes active, not passive participation; stimulates critical thinking, not rote response or inattention; sparks investigation and innovative solutions. Professional development actively engages educators, addresses the needs of adult learners, models effective research-based instructional strategies, and makes use of a variety of teaching tools, both face-to-face and online.

Occurs regularly, not occasionally; supports team learning and individual learning. Professional development is part of the day-to-day school culture and provides site-based and extended learning opportunities for teachers, principals, and administrative teams. School leaders and teachers collaboratively identify individual and school-wide learning strategies that impact instruction and student achievement. The school as a learning community provides ongoing follow-up, support, and technical assistance.

Produces ownership, not compliance; adapts to change, is not static. Needs-driven professional development addresses specifi c needs of the educators, the school, and the students. Professional development is shaped by analysis of student and teacher data, school-improvement plans, self-refl ection, professional growth plans, and individual professional goals. Priorities are set based on current adult learning needs and gaps in student achievement.

Component 3: Learning Community

Component 4: Active Engagement

Component 5: Relevance

Component 6: Evaluation


Six Components of Effective Professional Development

*This is a summary of Bulletin 746, Louisiana Standards for State Certifi cation of School Personnel.Detailed information is available at www.teachlouisiana.net

In 2006, new standards for certifi cation of school leaders were implemented by the Louisiana Board of Elementary and Secondary Education. There are four new leader certifi ca-tions: Teacher Leader Endorsement, Educational Leader Level 1, Educational Leader Level 2, and Educational Leader Level 3. The Educational Leader Level 1 license is an entry-level license for individuals seeking to qualify for school and/or district leadership positions—assistant principals, principals, parish or city supervisors of instruction, supervisors of child welfare and attendance, special education supervisors, or comparable school/district leader positions. Upon securing a full-time administra-tive position, an individual with an Educational Leader Level 1 certifi cate must enroll in the state’s Educational Leader Induction Program. One can move from a Level 1 to a Level 2 license upon completion of the Induction Program and the required years of experience. The Level 3 license qualifi es an individual for employment as a district superintendent. The Teacher Leader Endorsement is an option available to teachers who desire to expand their leadership capacity.

Educational Leader Level 1To receive the Level 1 certifi cate, the candidate must: ■ Hold a valid Louisiana Type A or Level 3

teaching certifi cate or comparable out-of- state certifi cate.

■ Have fi ve years of teaching experience in his/her area of certifi cation.

■ Complete a graduate degree leader preparation program from an accredited institution–OR–hold a master’s degree from an accredited institution and complete an alternate leader preparation program.

■ Have a passing score on the School Leaders Licensure Assessment (SLLA).

To maintain and renew the Level 1 license, an individual must: ■ Complete 150 CLUs (continuing learning

units) consistent with an approved Professional Growth Plan over a fi ve-year time period.

Upon employment as a school or district leader, the holder of the Level 1 license must: ■ Enroll in the state-approved Educational

Leader Induction Program and complete the program within a three-year time period.

Educational Leader Level 2To receive the Level 2 certifi cate, the candidate must: ■ Hold a valid Educational Leader Level 1

certifi cate, Louisiana provisional principal certifi cation, or comparable level of out-of-state educational leader certifi cate.


■ Successfully complete the state-approved Educational Leader Induction Program.

■ Have three years of educational leadership experience at the level of assistant principal or above.

The Level 2 endorsement is valid for fi ve years and eligible for renewal every fi ve years. To renew the Level 2 license, an individual must: ■ Complete 150 CLUs (continuing learning


Educational Leader Level 3This certifi cation is required to serve as a school system superintendent or assistant superintendent.

To receive the Level 3 certifi cate, the candidate must: ■ Hold a valid Educational Leader Level

2 certifi cate, or one of the Louisiana administrative/supervisory certifi cations that preceded the 2006 Educational Leadership certifi cation structure.


■ Have fi ve years of administrative or managerial experience at the level of assistant principal or above, with assistant principal experience limited to a maximum of two years.

■ Have a passing score on the School Superintendent Assessment (SSA).

The Level 3 endorsement is valid for fi ve years and eligible for renewal every fi ve years. To renew the Level 3 license, an individual must: ■ Complete 150 CLUs (continuing learning


Teacher Leader EndorsementTo obtain the Teacher Leader Endorsement, an individual must: ■ Have a valid Type B, Level 2, or higher

Louisiana teaching certifi cate. ■ Successfully complete a state-approved

Teacher Leader Endorsement program.

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T he goal of professional development is to continuously present teachers and school leaders with opportunities

to reach new levels of achievement. Louisiana is recognized on the national level for its teacher quality efforts because it has implemented more rigorous standards and new certifi cation policies. These standards and policies refl ect the state’s conviction that becoming a teacher or a school leader is not a fi nite destination, but rather a continuous process of renewal. As a school leader, you must constantly review the professional development opportunities for your faculty as well as your own ongoing learning options. The Offi ce of Educator Support continues to develop and expand resources and programs that provide ongoing, quality training for teachers, school leaders, and district leaders. Many of these professional development activities will help educators meet the renewal requirements of the new licensure requirements.

Requirements for Teachers In 2002, a new teacher certifi cation structure adopted by the Board of Elementary and Secondary Education created three levels of professional licenses for teachers, Level 1 (entry-level license), and Levels 2 and 3 (more advanced levels). A Level 1 license requires participation in and successful completion of the Louisiana Teacher Assistance and Assessment Program. Levels 2 and 3 licenses require renewal every fi ve years, and include mandated continuous learning units (CLUs), professional

Educational Leader Certifi cation Requirements*

Certification School Admin


Requirements istrators Should Know

development experiences that advance the knowledge and skills of the teacher. These CLUs are identifi ed as a component of the teacher’s professional growth plan, written especially to direct a teacher in areas of both school and personal improvement.

New Requirements for Educational Leaders The new “Educational Leader” requirements implemented in 2006 have created three levels of leader certifi cation, Educational Leader Level 1, Level 2, and Level 3. Additionally, a new add-on endorsement for teachers (Teacher Leader) is an optional level designed to inspire teachers to develop their roles as leaders in the school community and to encourage teachers to consider leadership as part of their career path. The Educational Leader Level 1 certifi cate is the entry level endorsement required for individuals holding positions as assistant principals, principals, or district supervisors. A summary of the certifi cation requirements for a Level 1 certifi cate is located in the sidebar on page 10. A more detailed explanation of those requirements is available at www.teachlouisiana.net. Completion of a leader preparation program, a passing score on the Praxis School Leaders Licensure Assessment test, and teaching experience are key components of the certifi cation requirements. The certifi cation policy also requires that upon appointment to a leadership position, the Educational Leader must enroll and complete the Educational Leaders Induction Program

within these years. This program is designed to provide training on current leadership practices and to support newly appointed leaders. In addition, every fi ve years, educational leaders holding a Level 1, 2, or 3 certifi cate must complete 150 continuous learning units (CLUs) for renewal of the certifi cate. These CLUs are aligned with the leader’s Professional Growth Plan, written to target both personal and school improvement goals.

To move from the Educational Leader Level 1 license to the Level 2, the individual must successfully complete the state-administered Educational Leaders Induction Program and have three years of educational leadership experience at the level of assistant principal or above.

The Educational Leader Level 3 certifi cate is the new certifi cation for district superintendents and assistant superintendents. Individuals seeking a Level 3 license must hold an Educational Leader Level 2 license (or one identifi ed in policy as an equivalent), have fi ve years of teaching experience and fi ve years of administrative experience. Additionally, a passing score on the Praxis School Superintendent Assessment is needed. Like the Level 1 and Level 2 leader licenses, renewal is required every fi ve years and is contingent upon completion of 150 CLUs.

At all levels — as a teacher and as a leader— professional development is an integral part of the process, holding the key to continuous success.

to continuously present teachers

and school leaders with opportunities to reach new levels

of achievement

Teacher Certifi cation Requirements*

Louisiana issues three levels of professional teaching certifi cates.

Professional Level 1To obtain a Level 1 certifi cate, an individual must: ■ Complete a state-approved teacher preparation

program or approved alternate program ■ Pass required Praxis tests ■ Have a 2.5 GPA or higher ■ A Level 1 certifi cate is valid for three

years, during which time the holder must participate in the Louisiana Teacher Assistance and Assessment Program.

Professional Level 2To obtain a Level 2 certifi cate, an individual must: ■ Complete the Level 1 requirements

■ Complete the Louisiana Teacher Assistance and Assessment Program (LaTAAP)

■ Have three years of teaching experience in his/her area of certifi cation

■ The Level 2 certifi cate is valid for fi ve years and eligible for renewal every fi ve years. To renew, an individual must complete 150 CLUs over a fi ve-year time period.

Professional Level 3To obtain a Level 3 certifi cate, an individual must: ■ Meet all requirements of Level 2 ■ Earn a Master’s degree from an approved

university ■ Have fi ve years of teaching experience in

his/her area of certifi cation ■ The Level 3 certifi cate is valid for fi ve years

and eligible for renewal every fi ve years. To renew, an individual must complete 150 CLUs over a fi ve-year time period.

Note: The above is a summary of all requirements. For com-plete specifi cations relative to the above requirements, refer to Bulletin 746, Louisiana Standards for State Certifi cation of School Personnel.

www.teachlouisiana.net

No Child Left Behind Highly Qualifi ed Teacher RequirementsBy the end of the 2006-2007 school year, teachers of core academic subjects are expected to meet the following requirements: ■ Have an undergraduate degree from an

accredited university ■ Hold standard state certifi cation ■ Demonstrate content mastery

Ways to demonstrate content mastery: ■ Have a major in the content area

■ Pass a content-specifi c licensing exam ■ Complete coursework equivalent to a

major in the content area ■ National Board Certifi cation in the

content area ■ Master’s degree in the content area

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P L A N N I N G P R O F E S S I O N A L D E V E L O P M E N T

Impacting Student Achievement Through Professional Learning Communities

TAP Can Play a Dramatic Role in Quality of Instruction The Teacher Advancement Program (TAP) is a whole school reform intended to recruit, motivate, develop and retain high quality teachers in order to increase student achievement. High quality instruction is the key to student success and the focus of TAP’s accountability system. Crestworth Middle Magnet School in Baton Rouge implemented TAP a few years ago, and Principal Nancy McKay says the program “is playing a substantive, dramatic and impacting role in the instruction being provided at Crestworth Middle School.” “The primary success of TAP,” McKay explained, “can be directly linked to weekly professional development; campus-wide focus on areas of weakness; research based teaching strategies to be implemented weekly; and regular evaluations of teacher performance with appropriate feedback and reinforcement. A range of educators—administrators, master teachers, and mentor teachers—conduct the evaluations.” TAP has encouraged and promoted professional development in a variety of ways at Crestworth, all of which benefi t the student and classroom environment, according to McKay. “When an educator has a voice in the selection of strategies, followed by a voice in how strategies can be implemented in their respective content areas and is then able to return to the table to discuss results, students benefi t,” she said. The role of the principal is critical in the implementation of the TAP program, McKay said, because TAP is a program which calls for and promotes multiple career paths for teachers. The principal must fi rst and foremost be the loudest and strongest cheerleader of the program and make sure that all are “on board” to support its efforts. Additionally, the principal must provide opportunities for professional development and for teacher leadership to develop so that there is always a viable pool of master and mentor teachers to implement the program. The funding for TAP and other professional development at Crestworth generally comes from funds such as Title I, Title II, as well as some funding that comes directly from the state, McKay added.

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Principals and administrators around the country and throughout Louisiana have seen the immediate impact

that results from a Professional Learning Community (PLC). A PLC is a group of professionals in a sustained, collaborative effort that practice and refi ne their skills in an environment of mutual cooperation, emotional support and personal growth. The PLC is a classic adaptation of the theory that working together as a team with common goals can achieve more than the individuals can working alone.

Schools that have implemented and maintained a PLC have seen teachers strengthen their professional knowledge and overall school performance and student achievement improve. As the instructional leader of a PLC environment, an effective principal recognizes the value of allowing time for his/her teachers to meet during the school day to engage in professional dialogue, provide professional feedback, discuss/model instructional practices, and conduct research and communication critical to continued improvement.

Leadership is vital in an environment of change, according to the guide, Professional Learning Communities at Work, by Richard DuFour and Robert Eaker. In defi ning the principles of professional learning communities, the book makes the following points:■ Lead through shared vision and values

rather than through rules and procedures.■ Involve faculty members in the school’s

decision-making process and empower individuals to act.

■ Provide staff with information, training, and parameters they need to make good decisions.

The involvement of the principal as an instructional leader encouraging professional development is a critical aspect to the success of the PLC. The leader can coordinate teacher participation in workshops with school professional development activities to increase the effectiveness of implementation with follow-up and support that initiates and sustains change. Dufor and Eaker report that isolated individuals’ attending one- time workshops has been replaced by learning experiences based on standards that include content (what), process (how), and context (the system).

Creative scheduling by the principal validates the importance of professional development in the school improvement process. This lets teachers know that time away from the classroom in professional development is time well invested. In addition, principals with hands-on involvement that encourage the entire staff ’s involvement in the learning community see the most encouraging results. Research has proven that without the guidance and support of the principal, teachers often do not engage in professional development, function independently in their classrooms without collaborating with their peers, and feel isolated and discouraged and fail to live up to their long-range potential.


Working Together to Develop Strategies That WorkThe LINCS Program at East St. John High SchoolEast St. John High School is one of many schools in the state that has effectively created a professional learning community with positive results. Debra Schum, Principal at East St. John High School, says the school implemented an onsite staff development program with a staff development teacher to oversee the process. The school applied for and received funding to become part of the Learning Intensive Networking Communities for Success (LINCS) process which helped “create a positive and collegial atmosphere at the school that has impacted test scores and climate.”

“Our faculty members now meet to discuss strategies that work in the classroom instead of discussing problems,” Schum explained. “They work together as a team to fi nd strategies that work in the classroom.” Teams of teachers have developed unique learning programs such as Math Fairs to assist in preparation for the GEE and a Word of the Week (WOW) program that allows students to express themselves through poems, raps and essays.

Schum said whole school professional development “is probably the single most important factor in increasing student achievement.” East St.

John has implemented the faculty study group component of the LINCS Process. In faculty study groups, all members of the staff are on a team that chooses a specifi c area that they would like to target to improve student achievement. The teams meet three times a month to discuss what is working in their classrooms and which areas need help. Utilizing Marcia Tate’s book, “Worksheets Don’t Grow Dendrites,” the process has been a tremendous asset in providing teachers with a variety of professional development and hands-on techniques, according to Schum.

Principals are critical to the success of the LINCS process. The principal is the sponsor and key advocate; an active participant; ensures that time is available for the groups to meet; uses the study groups as the primary units to implement the school’s improvement plan; initiates procedures for the study group to assess results; and communicates the groups fi ndings to district leaders, parents and the general community. Schum led the way at East St. John. “I support the program wholeheartedly. I try to make sure that the teachers know that this program is important, and I value the time and space set aside to make sure that the program is implemented,” she said.

Specifi cally, Schum designated a classroom which was converted to the FSG/LINCS room to provide teachers with a constant place to discuss “teaching and learning.” She also comments on the logs that each team keeps to let them know that she is aware of their action plans and the steps they are taking to implement their plans. The bottom line is the program has allowed East St. John High School to “create a community of learners with our staff and students,” GEE scores have increased every year in all areas, and teachers are realizing the benefi ts of their efforts. Schum added that Title I funds and LINCS grant money are used to fund professional development throughout the year.

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Finding Time For Effective Professional Development

Effective scheduling is a critical component in professional development. Finding the time for teachers to learn and grow and become better educators is a challenge that must be tackled head on. Here are some strategies to implement within your school to help your teachers fi nd the time they need for effective PD.

1. Schedule common planning times for teachers of the same grades or same subjects. Schedule electives so that teachers have common planning times.

2. Link planning times with other non-instructional times such as lunch periods. This allows the teachers to extend their planning time with each other.

3. Pair up teachers for team learning. This strategy allows teachers to observe and be observed by their peers in order to strengthen their professional skills.

4. Think outside of the box. One school in south Louisiana increased one workday by one hour every other week during the nine-week grading period. The teachers used this hour to participate in teacher study groups to examine work, identify teacher learning needs, and develop and implement action plans and address school goals. This effective professional development did not increase operational costs for the district and has led to increased student scores every year.

5. Use available funding to hire substitute teachers to work in one class to allow teachers to work with their peers.

6. At the beginning of each school year, have teachers study the class schedules and then require them to identify one or two times that they will meet during the month. This practice allows the teachers to come up with their own solutions for fi nding time to work together.

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Facilitating Professional Development for Your Staff

Whether your school has a fi rmly established professional development (PD) plan or

you are in the start-up phase of PD, it is important to understand the steps necessary to put a program in place. The step-by-step approach detailed below is a summary of the SREB publication, “Planning and Conducting Professional Development That Makes a Difference, A Guide for School Leaders.” It can serve as a start-up guide for schools implementing new programs and an assessment tool for those with programs in place.

Identify Needs. Review student achievement data and identify gaps. Allow for teacher input into planning with brainstorming sessions and surveys.Build consensus.

Develop a plan. Develop a professional development team led by the principal (or designee). Base plan on teachers’ needs and the School Improvement Plan. Identify activities, target group for each activity, and follow-up process. Use this plan to guide professional development budgeting.

Make room in the school calendar for site-specifi c professional development.

On site.Job-embedded.Common planning time.Flexible scheduling.Evening sessions.Weekend retreats.Summertime opportunities.

Start early to plan a professional development event.

Begin at least six months in advance. Workshop presenter should customize content to meet school’s needs.Prepare teachers for the event. Clearly state goals and objectives in terms of expected outcomes from the workshop.

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Find the best workshop presenter.Expert in the workshop topic. Authored books or articles on the topic and/or can produce written materials that school leaders can review in advance. Experienced in implementing the strategies that will be taught in the workshop. Use a lively presentation style that motivates teachers. Involve teachers in meaningful activities throughout the workshop. Prepare simple, attractive visual materials using presentation software. Provide useful handouts that teachers can consult after the workshop to reinforce what they have learned. Prepare a written workshop agreement between the school leader and workshop presenter.

Prepare teachers for the staff development event.

Post a calendar of events notifying teachers of the event.Read articles or books. Develop questions for the workshop presenter.

Prepare the workshop presenter.Overview of school. Detailed description of expectation for the workshop. Report on current teacher activities related to the workshop. Share teachers’ questions concerning the workshop. State desired product to ensure implementation.

Take care of ‘creature comforts.’Room set-up. Presentation equipment functioning.Refreshments.

Use Strategies to improve the effectiveness of the event.

Organize teacher teams in advance. Have cross-representation on teacher teams. Allow for opportunities for the teams to work together beyond the workshop via common planning time or clusters.Plan for a break every 1 ½ hours.

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Set the stage during the fi rst hour.Use adult learner instructional strategies.

Make sure the workshop presenter uses strong audiovisuals and effective handouts.

Program agenda.Take-home materials. Classroom assessment instruments such as rubrics or guidelines.

Evaluate the event.Questions with a rating scale. Open-ended questions to express views, next steps, and follow-up requests.

Plan follow-up activities.Require teachers to do something. Revisit at faculty meetings to spotlight success stories and address concerns.

Arrange for follow-up training.

Establish peer support groups.8 to 10 teachers per group.Working on topic or issue of interest.Share resources.Observe in each other’s classes.Report experiences to faculty.

Reward success. Public recognition for accomplishments.Display products.Feature stories in the media. Report outstanding accomplishments to the superintendent and board.

Build the capacity of teachers to train others.

Cultivate “in-house experts” to increase effi ciency and effectiveness for follow-up and redelivery. Develop teachers as trainers by sending them to national, regional, or state conferences or workshops.

Source: Southern Research Education Board (SREB)

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Making It Happen Evaluation and assessment are key components of effective professional development and school improvement. Charting your school’s professional development efforts is the fi rst step. Reviewing your school’s professional development programs in the context of the Louisiana Components of Effective Professional Development can help you, as the instructional leader, to know if you are staying on course. The chart below will allow you to review and analyze what is working, what needs changing, and what needs fi ne tuning.


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How do I recognize effective Professional Development?

Were data and assessments used in the planning of this PD?Was the determination of the PD made with extensive participation of teachers and school personnel?Is the PD an integral part of the School Improvement Plan?

Is the PD designed to increase the teacher’s subject matter knowledge?Does the PD enhance or expand the teacher’s professional skills?Does the PD address Louisiana’s Content Standards/Benchmarks/GLEs/Comprehensive Curriculum?

Does the PD take place during the regular school day?Are there regularly scheduled opportunities for teachers to meet for data analysis, strategy sharing, and problem solving?Do teachers have opportunities to observe and work with other teachers to develop instructional practices and activities?

Did the teachers understand the material presented?Is the PD presented in a format that addresses the needs of the adult learner?Were the teachers allowed to actively participate in the PD experience?

Do the teachers consider the experience to be productive use of their time?Does the PD use the same instructional strategies that the teacher is expected to use in the classroom?Are the teachers able to implement strategies learned in their classrooms?

Did the professional development affect the organizational climate and procedures?Did the professional development positively impact student achievement or performance?Was implementation advocated, facilitated, and supported?Were problems addressed quickly, effi ciently, and effectively?Were suffi cient resources made available?Were successes recognized and shared?

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How will I know it is happening?

Faculty has access to student achievement data.Faculty analyzes data together and brainstorms strategies to address defi ciencies.PD is included in the school improvement plan.

PD delivered to specifi c content teachers.PD delivered to address strategies or skills.PD incorporates current curriculum standards.

PD scheduled during regular work hours.Teachers provided with opportunities to meet in departments, across departments, and by area of need.Teachers conduct peer observations, work on curriculum committees, and meet as topic study groups.

Teachers request additional information.PD aligned to adult learner strategies.Teachers implement strategies in their classroom.

Teacher evaluation of the PD.PD models effective instructional strategies.Observation of teachers for PD strategy implementation.

Observation of classroom and school.Analysis of student assessment data.Teacher evaluations.Teacher recognition.Newsletters.

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Components of Effective Professional Development

Needs-Driven Response

Curriculum Focus

Learning Communities

Active Engagement

Relevance

Evaluation

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Steps for Professional Growth Planning Creating a personal growth plan is important to ongoing professional career goals for both teachers and principals. As an educational leader, it is your role to assist with continuous improvement methods for your faculty to enhance and develop their career and teaching skills. There is no better way to achieve these goals than to facilitate your teachers’ growth planning. These steps provide a guide for creating a PGP.

1. Develop Growth ObjectivesOnce you have identifi ed your personal needs and those of your school, you will need to write or create specifi c objectives to enhance your ability to teach effectively.

2. Outline ExpectationsIt is imperative to align your objectives to the performance of the students in your school.

3. Devise StrategiesIdentify activities to accomplish your stated objective. These activities may involve working with colleagues or with your mentor and administrators to defi ne what is to be measured.

4. ResourcesMake a list of the resources needed for the planned activities. Make sure the resources are actually available to you.

5. Establish TimelinesEstablish a feasible and realistic timeline for the accomplishment of each growth objective.

6. Plan AssessmentYou must create a plan for documenting attainment of your growth objectives. What evidence will be used to determine progress toward meeting the goal?


Supporting Teacher Needs and School NeedsConnecting School Improvement and Personal Growth Plans

Much planning and work has gone into Louisiana’s efforts to enhance student achievement. The state’s

goals are far-reaching and are clearly evident in many new initiatives, including stronger certifi cation standards, increased emphasis on individual professional growth plans, and on a stronger focus on implementation of whole school professional development.

Professional development or continuous learning is the core of these initiatives. “PD” creates an overarching path, providing teachers and educational leaders with learning opportunities all aimed at enhancing student achievement.

In the illustration above, you can see that professional development is an integral part of certifi cation policies, School Improvement Planning, and faculty professional growth plans. It links these three key requirements so that the needs of the school, faculty, and students are met.

Your dual role in professional development Leading the way to high quality professional development is also an important part of your role as instructional leader in your school. As a principal, you have the dual role of promoting and enhancing professional development for both your faculty and yourself. By guiding, recommending, and encouraging your faculty to choose and participate in meaningful professional development, you are also focusing on continuous school improvement. Additionally, you must keep in mind that as the leader, your teachers’ response to professional development is modeled from your actions. Personally, you must also keep in mind your own personal growth plan and how it relates to school improvement, re-certifi cation, and personal career growth.

We have provided an overview of the six steps for developing a personal growth plan. These steps serve as guidance on strategies for creating a personal growth plan for yourself and for your faculty.

Certifi cationRequirements

Individual Professional Growth Plan

(PGP) Requirements

School Improvement

Plan (SIP)

Requirements

PD

continuous school improvement


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Accounting for Adult Learning Styles When planning professional development experiences for educators, it is recommended that differences in adult learning styles be considered. Although there are many common characteristics in how individuals acquire knowledge, there are also some distinct differences. Some individuals learn better by doing, while others would prefer formalized instructional methods (e.g., lectures).

The National Association of Secondary School Principals (NASSP) and Dunn and Dunn Learning Styles models assume that adult learners vary in readiness and response based on emotional, environmental, sociological, and physical factors. For example, some learners are highly motivated and prefer a learning environment that is dimly lit with little distractions. Conversely, a learner who is marginally motivated might prefer a learning environment that is visually stimulating with an instructor who relies on a collaborative method utilizing peers to teach (e.g., classroom discussion, experiential activities).

Like the NASSP and Dunn and Dunn models, Endorf and McNeff’s (1991) adult learning styles model emphasizes emotional and sociological attributes. These researchers classifi ed adult learners into fi ve distinct types. Given these differences in learning styles, Endorf and McNeff (1991) recommend specifi c teaching styles and strategies that would respond to the unique needs and preferences of the fi ve distinct types.

A synthesis of the research fi ndings on adult learning is illustrated in the following:

Structure of Learning Experiences 1. Adults prefer fl exible schedules that

respond to their own time constraints.

2. Adults learn better when learning is individualized.

3. Adults prefer face-to-face learning rather than learning through the use of video or audio communications.

4. Adults derive benefi ts from interactional activities with others who differ in age, level of experience, and professional preparation.

Learning Climate 1. Adult learners seem to learn better

if there is an atmosphere of mutual helpfulness and peer support.

2. Since adult learners are reluctant to take risks, the climate should be characterized by a sense of trust and acceptance.

3. Adult learners appreciate the invitation to express their views and are open to the views of others.

4. Adult learners bring clear expectations to the learning environment and expect instructors to accommodate these expectations.

Focus of Learning 1. Adult learners derive the greatest

benefi t from instructional methods that assist them in processing their experience through refl ection, analysis, and critical examination.

2. Adult learners value teaching methods that increase their autonomy.

3. Adult learners are motivated by practical how-to learning.

Teaching-Learning Strategies and Media 1. Adult learners value problem solving

and cooperative learning.

2. Adult learners seem to benefi t from active participation in the learning process.

For more information, go to http://education.utoledo.edu/par/Adults.html

Source: Stroot, S., Keil, V., Stedman, P., Lohr, L., Faust, R., Schincariol-Randall, L., Sullivan, A., Czerniak, G., Kuchcinski, J., Orel, N., & Richter, M. (1998). Peer assistance and review guidebook. Columbus, OH: Ohio Department of Education.

some individuals learn better

by doing


Individual Professional DevelopmentIndividual professional development encompasses thetraditional seminars, workshops, teacher in-service programs, university courses, and postgraduate study, providing a signifi cant part of professional development activities. The focus is on the individual skills and knowledge that teachers need to succeed. Teachers that carefully assess their strengths and weaknesses and develop a professional growth plan that clearly outlines their objectives should be well prepared to choose the options that fi t their individual needs. Teachers should not attend a professional development activity before completing a self-assessment. Without a well-defi ned plan in place, it is easy to waste time sitting through professional development that has nothing to do with their needs.

Cohort TeamProfessional DevelopmentMore and more school districts in Louisiana are bringingteachers together for regular meetings aimed at improvinginstruction as it happens. Sometimes these groups areorganized by grade, sometimes they are organized by subjectarea, and sometimes teachers come together in differentcohort teams at different times. Almost always, the focus is onfi nding ways to improve student performance and meeting student needs. How does a focus on the student help the individual teacher? Nothing defi nes teacher performance more accurately than the ability to get results in the classroom. Under the cohort team system, teachers meet with other teachers to discuss how to better reach students and then try different approaches they have learned in the classroom. The teachers then return to compare notes with the same group of concerned colleagues, thus building a sense of professional identity and helping them become better teachers.

Whole-SchoolProfessional DevelopmentIn Louisiana, professional development takes place inthe larger context of school improvement. Each schoolcomposes a plan that serves as a blueprint for the actions andpolicies needed to help that school better serve the needsof students. As part of the school improvement process, aprofessional development plan must be designed to ensure thatschool staff can implement the School Improvement Plan. In that sense, all professional development in Louisiana, from attendance at a workshop to meetings with a teacher study group, should be whole-school professional development. Done correctly, whole-school professional development is highly integrated in a larger plan of school improvement that, depending on a school’s needs, can include everything from an emphasis on instruction in core subjects to broad use of technology. The fi nal result should be a school-wide package, including staff development, which produces better instruction for all students.

Broadening Your School’s

In this guide, we have established what effective professional development is and why it matters to you and your teachers. We have also discussed how to create plans for professional growth that meet your needs and leave you better equipped to deal with the needs of your teachers.

Now, we are ready to consider the specifi c professional development resources that can aid your teachers. Because Louisiana has dedicated itself to improving education across the board, opportunities in this state for teacher career development and advancement are particularly rich. Because your teachers play such an important role in the success of Louisiana’s schools, they are given their choice of a number of tools provided to help them succeed in their profession. Below are the three broad categories of professional development opportunities available in Louisiana.

Three Options for Teacher Success

rich opportunities

These award-winning teachers share an appreciation for professional development. Here is what they had to say.

‘Professional development is essential to keeping one’s teaching fresh and innovative. It’s exciting to learn new ideas I can use in my music classroom and see those ideas help students be excited about learning. Lifelong learning should be our goal as good teachers and good citizens.’

Myrrah McCully Thompson 2004 Middle/Junior High Teacher of the Year Quachita Parish

‘We should take charge of our own individual development as teachers. Signifi cant impact on our work is accomplished by keeping abreast of educational issues and laws, reading professional articles, and developing teaching strategies. Individual teachers devise their own workable teaching models to enhance the knowledge, skills, and attitudes necessary to create high levels of learning for all students.’

‘Teach Louisiana is devoted to the professional development of all teachers and seeks to answer the questions about current educational trends in Louisiana.’

2006 High School Teacher of the YearBobbie KellerDutchtown High SchoolAscension Parish

‘In the past, teachers worked mostly in isolation, often with little feedback on their performance unless there were real problems. Many teachers had no idea how they were performing in specifi c areas. With TAP, teachers are working together to improve their classroom instruction, and they are getting timely feedback on their performance...a valuable component of teacher accountability. This is making a huge difference in the classroom!’

Karen BucherPrincipalHazel Park ElementaryJefferson Parish

18 for career development


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Professional Development Vehicle for Varied Learning StylesA variety of professional development experiences can make it possible for all educators to develop their careers. The educator’s individual learning style will determine which method will prove most benefi cial to him/her. Personal preferences are important when considering professional development for yourself and your staff. Here are some examples of activities from different methods:

Face-to-Face–allows participants to attend and to interact in person with the presenter and other participants

Attendance at a district, regional, or state workshop Participating in a professional learning community Attending a state or national conference Attending a Compressed Video Conference (CVC)One-to-one mentoring experiencesCompleting University coursework

Online–reaches teachers where they live and work, eliminates or reduces travel time and expense, provides large numbers of educators with quality professional development within a specifi ed period of

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time, and creates a learning community where teachers have contact with other teachers who share common experiences and goals

Participating in a district, regional, state, national, or university online course Participating in professional webconferencing sessions Participating in online professional communities

Combination Activities–combines face-to-face training with follow-up online activities

Attending a one-day orientation followed by participation in an online course for a designated period of time. Attending a multiple-day institute followed by participation in an online course for a designated period of time. Participating in a Professional Learning Community and submitting completed projects via an online system.

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important for you

to enhance your own

career

Professional Development Principals Share Professional Development Experiences

“The Tech Tools for Administrators training provided me with information that has enhanced my productivity both professionally and personally. The training provided by this workshop helps me to improve my effectiveness as an instructional leader through the integration of technology. ”

Theresa D. HamiltonPrincipalNorth Natchitoches ElementaryNatchitoches Parish

“LEADTech has helped me to develop the competencies necessary to become a technologically competent administrator in a world of high tech problem solving.”

Don Coker, Ed.D. Principal Calhoun Middle SchoolOuachita Parish

“The Louisiana Principal of the Year Program epitomizes the simple truth that “school principals play a vital role in the success of their school...” It is an awesome and rewarding experience to be selected by your peers for the distinct honor.”

Gisele Proby-BryantPrincipal of the Year Finalist T.O. Rusheon Middle School Bossier Parish

“As one of the valuable players in the educational process, I learned that I must take individual responsibility of using my school’s time wisely to enhance the education of all children. The information provided by the SREB Leadership Module Training is useful; I have no excuses about organizing the learning environment for which I am accountable.”

Charles Lowder PrincipalE. B. Williams Stoner Hill Elementary Laboratory Professional Development SchoolCaddo Parish Schools

P R O F E S S I O N A L D E V E L O P M E N T R E S O U R C E S

Individual, cohort team, and whole-school professional development provide varied learning experiences for teachers. The programs below are a small sampling of opportunities designed to provide both new or master teachers with rich, meaningful experiences. They also provide continuous learning units for re-certifi cation. Teachers earn one CLU for each hour of participation in high quality professional development.

Grade Level Expectations Educational Model (GLEEM) A state pilot educational model for providing

educators with a deeper understanding of Grade Level Expectations and the state’s comprehensive curriculum.

Learning-Intensive Networking Communities for Success (LINCS) An intensive school improvement program in

Louisiana based on content-rich, technology-infused professional development organized around faculty study groups.

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Louisiana FIRST Online A program funded through 8(g) funds that

supports induction efforts, facilitates enhanced mentoring, and offers professional development experiences for beginning teachers and their mentors.

Louisiana Teacher Assistance and Assessment Program (LaTAAP) The state induction program for new teachers.

LaTAAP consists of two parts, a mentoring program and an assessment process to establish teachers’ qualifi cations to teach in Louisiana classrooms.

National Board Certifi cation (NBC) The highest credential in the teaching profession,

achieved through a rigorous, performance-based assessment that typically takes more than a year to complete, measures what accomplished teachers should know and do, and requires that candidates demonstrate how their activities improve student achievement.

Take One!™ Take One!™, a new offering from the National

Board for Professional Teaching Standards (NBPTS) for educators to begin the NBC process on a smaller scale, while establishing an ongoing professional learning community. Take One!™ provides job-embedded, sustained staff development experiences to strengthen professional collaboration among educators. In Louisiana, the Take One!™ project provides fi nancial support to teams of teachers in rural, high poverty districts with less than 1% of their teachers receiving the NBPTS.

Teacher Advancement Program (TAP) A teacher support and development program

sponsored in Louisiana by the Milken Family Foundation. TAP encourages multiple career paths for teachers, holds teachers accountable for the performance of their students, ties compensation to performance, and sponsors regular meetings of teachers for applied professional growth.

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Professional Development for You and Your TeachersPrograms that Lead to Success in the Classroom

Online Professional DevelopmentA variety of online professional development initiatives makes it possible for teachers in all corners of the state to develop their careers. Here are some online opportunities.

Bridging the Gap—Universal Design for Learning (UDL)Bridging the GAP—UDL addresses the challenge of making curricula accessible to all learners. The institute, delivered online or face-to-face, highlights Universal Design for Learning, an approach to teaching diverse learners through fl exible applications of technology tools, networks, and digital content.

Effective Instructional Technology (EIT) Online Course SeriesEIT helps Louisiana teachers understand and use instructional technology in their classrooms while meeting national and state technology mandates. The EIT series consists of 2 courses, “Effective Instructional Technology: An Introduction” and “Effective Instructional Technology: Building a Portfolio of Exemplars.”

Grade-Level Expectations Educational Model (GLEEM)The fi ve learning modules of GLEEM provide educators with a deeper understanding of Grade-Level Expectations and the state’s Comprehensive Curriculum. The modules are delivered online or in face-to-face trainings. Modules can be taken as a series or as stand-alone trainings, but Module 1 is a prerequisite for the other fi ve.

Profi ciency ExpressThis interactive online course provides basic technology profi ciency as participants apply software applications and technology to develop instructional resources. The course takes 12 weeks to complete.

professional development concepts, programs and opportunities in Louisiana

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Professional Development Opportunities for School Administrators : LELN

The goal of the Louisiana Educational Leaders Network (LELN) is to cultivate a new breed of educational leaders that support a public education system of excellence where there is a high-performing leader in every school that drives student achievement. LELN strives to build the administrative and instructional skills of school leaders through a coordinated series of leadership development programs. These programs aim to expose leaders to the latest and most effective methods for improving student achievement. It also focuses on the recruitment, preparation, induction and ongoing support of leaders at all levels.

Louisiana Leadership Excellence through Administrator Development (La LEAD) La LEAD is a year-long program consisting of online and

face-to-face learning experiences designed to support local education agencies in their efforts to identify, recruit, prepare, and maintain quality teacher leaders for success as future school and district leaders. Upon successful completion of the La LEAD program, candidates will earn the Teacher Leader Endorsement certifi cation.

Louisiana Educational Leaders Induction Program The Louisiana Educational Leaders Induction program is a

one- to two-year program consisting of face-to-face and online activities designed to provide newly appointed administrators with training and support. A Board of Elementary and Secondary Education (BESE) 8(g) statewide program, the Louisiana Educational Leaders Induction Program consists of:

• Assistant Principal Induction Program • Year 1 and Year 2 Principal Induction Program • District-Level Administrators Induction Program.

Louisiana Principals’ Academy The Louisiana Principals’ Academy provides ongoing support,

targeted professional development, and networking opportunities to educational leaders (principals, teacher leaders, and district leaders) in Louisiana as they grow in their roles as instructional leaders. The Principals’ Academy offers a variety of learning opportunities aligned to the Standards for Educational Leaders in Louisiana that are designed to develop, improve and support efforts to become effective school and district leaders.

The program consists of: • Statewide Conferences & Awards • Regional and District Professional Development • Online Professional Development • Leadership Institutes • Book/Video Study Groups

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Principals’ Academy Program Experiences

LEADTech LEADTech is an activity designed to prepare school and district

administrators, including superintendents, with an enhanced understanding of the role of technology as it relates to instructional leadership and school improvement.

Tech Tools for Administrators Tech Tools for Administrators is a face-to-face training designed to

provide school and district administrators with an introduction to basic handheld uses with a focus on using the Palm OS to collect Walk-Around Management observation data.

SREB Leadership Modules A multiple-day, face-to-face experience designed to help

educational leaders bring change in curriculum and instruction with the overarching goal of helping all students achieve high standards.

Principal of the Year Awards Program The Principal of the Year Awards Program was created to honor

outstanding elementary, middle, and secondary school principals throughout the state. The program provides an excellent opportunity to recognize principals from each local education agency (LEA) as well as to publicize the positive aspects of educational leadership.

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Valuable Resources for School Success www.teachlouisiana.net

Ask and You Shall Find....www.teachlouisiana.net As a principal, how can I determine the certifi cations of my teachers and of new applicants?The Teacher Certifi cation Center will allow you to verify teaching certifi cates and degrees for all school teachers and administrators across the state.

As a principal I know that my faculty needs to continue to enhance and acquire new skills to provide students with the best learning opportunities. Can I fi nd more information on professional development and new teaching strategies on this site? The Professional Development Center within TeachLouisiana.net provides links and information on professional development opportunities, the Louisiana Comprehensive Curriculum, the Louisiana Components of Effective Teaching, and much more.

I often have high school students or community members ask me about becoming a teacher or changing careers. Does this site provide information for both of these individuals? TeachLouisiana.net provides potential teachers with vital information through its Teacher Preparation Program Provider listings and the Teacher Preparation Center. These pages give potential teachers access to the various programs and providers throughout the state. How do I track my Teacher Certifi cation? The Teacher Certifi cation Center on TeachLouisiana.net allows applicants to track the status of their certifi cation requests. The Teacher Certifi cation Center also provides the licensure requirements, the forms and the contact information educators need to apply for new and additional certifi cations.

www.teachlouisiana.net: A Major Interactive Web-based Resource for Educators

TeachLouisiana is Louisiana’s one-stop internet portal for educator recruitment, professional development, important news, and certifi cation information for parents, teachers and school administrators in Louisiana.

TeachLouisiana.net collaborates with both the private and public sectors to unite teacher preparation efforts and provide the state’s educators with the tools necessary to educate the children of Louisiana for the 21st Century.

Some of the many benefi ts of TeachLouisiana.net are:Job Search TeachLouisiana.net provides a free internet job search tool that offers applicants many easy-to-use features to conduct effective, comprehensive and targeted searches of positions within Louisiana’s public schools.

Online Job Application The job application portal provides prospective teachers, administrators and other certifi ed personnel an online application which can be saved, printed, updated and submitted to school systems statewide.

Teacher Preparation Center The Teacher Preparation Center provides the latest information on the various pathways that lead to a teaching career in Louisiana. The Teacher Preparation Center also assists teachers with alternative preparation and advanced certifi cation programs as well as providing additional

information on funding, testing, resources and contacts.

Professional Development Center The Professional Development Center provides K-12 teachers and administrators answers to questions which directly affect Louisiana educators. The Professional Development Center provides vital information regarding the Highly Qualifi ed requirements, the Louisiana Components of Effective Teaching, and the Comprehensive Curriculum, as well as links to professional development opportunities and information on state- level programs.

Teacher Certifi cation Center The Teacher Certifi cation Center provides accurate and up-to-date information concerning teacher certifi cation in Louisiana. The Teacher Certifi cation Center provides a community outreach screen which allows parents to verify the qualifi cations of their child’s teacher, allows applicants and administrators to check the status of certifi cation requests, and provides teachers and administrators up-to-date certifi cation information and the latest news on requirements for certifi cate evaluations, renewals and additional endorsements.


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Financing Professional Development Funding for professional development activities in Louisiana is available from state and federal sources. While most funding sources have a common fi nal goal in mind—improved student achievement—many of these funding streams recognize that quality professional development opportunities for teachers and school leaders are integral to increased student learning, and thus are an appropriate use of the funds.

The challenge that districts and schools face is how to best coordinate and leverage the available funds to meet the professional development needs of teachers in ways that support school and district improvement efforts and meet the professional growth needs of the teachers. School leaders can play a pivotal role in decisions made relative to the professional development needs of teachers and use of these funds.

Every year, school systems prepare a consolidated application for federal funds under NCLB and IDEA. The federal government allocates money to the state under IDEA and the various titles of NCLB in the form of a block grant, and the state Department of Education distributes funds to the local districts. A consolidated application, or “e-grant” (because it is submitted electronically), is submitted to the state each year. Within that e-grant application, districts identify specifi c professional development strategies and actions that will be supported with the grant funds. It is important for principals to be a part of the process to identify these strategies and to be knowledgeable of the targeted use of these monies. The more that the school leader knows, the more likely he or she will be able to provide resources that meet the needs of the teachers in his/her school.

School leaders can learn a great deal about available funding sources from the district-level leaders that coordinate these programs for the system. Knowing what is available can make the principal’s job an easier one. The following list identifi es some of the federal and state funds that fl ow to districts and schools to support

professional development efforts and to improve teacher and leader quality:

Federal FundsNCLB Title I – Part A

NCLB Title II – Part A

NCLB Title II – Part D

NCLB Title V – Part A

Individuals with Disabilities Education Act (IDEA)

State FundsK-3 Reading and Math Initiative

8(g) Local Teacher Quality Block Grants

8(g) Learning Intensive Networking Communities for Support (LINCS)

8(g) Louisiana FIRST Online

8(g) National Board Certifi cation

8(g) Competitive Grants

Education Excellence Funds (EEF)

State School Improvement Funds

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Ask about these programs. The more you ask … the more you learn … and the more resources you will fi nd to support the professional development needs of your teachers.

In addition to available federal and state funds, school leaders can seek support through local and national foundations.

“Professional development funding is closely tied to school improvement in our district. We review school improvement objectives and activities in faculty meetings—what each activity will cost, where funding for the activity comes from. Teachers know exactly where the funding is, because it’s in the School Improvement Plan.”

Jan Murphy Title I and Title II Coordinator Lincoln Parish

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knowing what is available can make the job an easier one


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Vision–Philosophy statements on education, leadership, learners, teachers, the school, and professional growth; evidence of collaboration with stakeholders to develop a shared vision; school mission statement developed by and communicated to all stakeholders

Teaching and Learning–Evidence of attendance at instructional workshops, log of observations and evaluations, use of assessment data to plan for delivery of instruction

School Management–Observation documentation, discipline guidelines, fi nance procedures, facility maintenance reports and requests, personnel policies, interview forms, recruitment activities, staff handbook, daily calendar, faculty and staff meeting agendas and minutes

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School Improvement–Faculty and grade-level meeting calendars, staff development schedule and agendas, staff development evaluation results, staff analysis of student assessment data, committee minutes on school improvement planning activities, research-based documentation, andevidence of monitoring and support activities

Professional Development–Personal professional growth plan development, evidence of facilitating faculty professional growth plan development, conducting individual and school-wide needs assessment, data-driven selection of faculty meeting topics, professional development participation, providing resources for job-embedded professional collaboration

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School and Community Relations–School advisory committee schedule, newsletters to parents, meetings held at school and in the community, PTO or Booster Club meeting schedules, recognition programs for teachers, results of parent surveys, and evidence of partnerships with the business community

Professional Ethics–Evidence of providing constructive feedback, willness to change upon refl ection by self or others, willingness to admit mistakes or errors in judgment, gives credit where it is due, results of teacher referrals to indicate a consistent and fair plan of action, evidence of school building level committee that works in collaboration with faculty, climate survey, evidence of facilitative behaviors in faculty meetings

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Artifacts for Your PortfolioListed below are the seven Standards for Educational Leaders and samples of artifacts that tie directly into these standards.

5 Reasons to Build a Professional Portfolio 1. It documents specifi cally what

professional development and initiatives were identifi ed, completed and evaluated to meet your Personal Growth Plan and School Improvement Plan goals and objectives;

2. It aids in refl ecting on your personal career and making decisions for future opportunities for both yourself and for your school;

3. It provides an opportunity for assessing specifi cally what worked and what didn’t work, and helps with the strategic analysis to answer where you are, where you want to be, and how to get there;

4. It validates your personal achievements, accomplishments, and career objectives, and can help to guide your future growth and personal development; and

5. It fulfi lls one requirement for your participation in programs such as the Louisiana Educational Leaders Induction(LELI) Program and the Principal of the Year Program.

Your Professional Portfolio: A Career Tool A professional portfolio is a tool to document your personal success and the success of your school.

The Louisiana Department of Education has created the Louisiana Educational Leadership Network

(LELN) to encourage and nurture school leadership at all levels. As a new assistant principal or principal, you will participate in the networks’ Educational Leader Induction (LELI) program, which provides extensive professional development for your new leadership role. One important aspect of that program is the creation and development of a professional portfolio.

The portfolio is a collection of artifacts that document both your

personal accomplishments and those of your school. In it, you can demonstrate your personal record of success to share with faculty, parents, district administrators, and the community. As a school leader, you should also oversee and ensure that each teacher in your school completes a professional portfolio for his or her career development and re-certifi cation requirements. The portfolio should be a living document that the professional revisits and refl ects on; an ever-expanding collection of artifacts illustrating a professional’s growth.

the portfolio should be a living document that the

professional revisits and refl ects on

Louisiana Departmentof Education

State Board of Elementary and Secondary Education

Phone: 1-877-453-2721

www.louisianaschools.net

Ms. Linda JohnsonPresident8th BESE District

Ms. Leslie JacobsVice PresidentMember-At-Large

Mr. Dale BayardSecretary-Treasurer7th BESE District

Ms. Penny Dastugue1st BESE District

Ms. Louella Givens2nd BESE District

Ms. Glenny Lee Buquet3rd BESE District

Mr. Walter Lee4th BESE District

Dr. James Stafford5th BESE District

Ms. Polly Broussard6th BESE District

Mr. Edgar ChaseMember-At-Large

Ms. Mary WashingtonMember-At-Large

Ms. Weegie PeabodyExecutive Director

The Louisiana Department of Education (LDE) does not discriminate on the basis of sex in any of the education programs or activities that it operates, including employment and admission related to such programs and activities. The LDE is required by Title IX of the Education Amendments of 1972 (Title IX) and its implementing regulations not to engage in such discrimination. The Department’s Title IX Coordinator is: Patrick Weaver, Deputy Undersecretary, LDE, Exec. Offi ce of the Supt.; PO Box 94064, Baton Rouge, LA 70804-9064; 877-453-2721 or [email protected]. All inquiries pertaining to LDE’s policy prohibiting discrimination based on sex or to the requirements of Title IX and its implementing regulations can be directed to Mr. Weaver or to the USDE, Asst. Sec. for Civil Rights.

This public document was printed at a cost of $7,475. Five thousand copies (5,000) of this document were printed in this fi rst printing at a cost of $7,475. The total cost for the printing of this document, including reprints is $7,475. This document was printed by the Louisiana Department of Education, Offi ce of Educator Support, Division of Profes-sional Development, P.O. Box 94064; Baton Rouge, LA 70804-9064. This material was printed in accordance with the standards for printing by State Agencies established pursuant to R.S. 43:31.

Division of Certifi cation & Preparation(225) 342-3562 Phone

Division of Professional Development(225) 342-3380 Phone

Division of Leadership & Technology(225) 763-5575 Phone

Post Offi ce Box 94064Baton Rouge, LA 70804-9064

1-877-453-2721 Toll-Free1-225-342-0193 Fax

E-Mail: [email protected]

L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N


Office of Educator SupportTeaching – The Profession That Creates All Others

Teaching – The Profession That Creates All Others

L O U I S I A N A D E P A R T M E N T O F E D U C A T I O N


Office of Educator Support

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