45
BIRDVILLE ISD PROFESSIONAL DEVELOPMENT PLAN
BIRDVILLE ISD
PROFESSIONAL
DEVELOPMENT PLAN
Table of Contents
I. Professional Development Council Charter.......................................................................3
II. Birdville ISD Mission, Vision, and Beliefs............................................................................6
III. Philosophy of Professional Development in Birdville ISD...................................................7
IV. Framework for Learning.....................................................................................................9
V. Roles and Responsibilities for Professional Development................................................11
VI. Professional Development Calendar................................................................................13
VII. Professional Development Approval Process...................................................................14
VIII. Professional Development Groups...................................................................................15
IX. Flexible Staff Attendance Days.........................................................................................17
X. Requirements for Tiered Learning...................................................................................18
XI. Exhibits.............................................................................................................................19
1. Administrative Regulations for Professional Development..........................................20
2. DMA (LOCAL) Policy.....................................................................................................23
3. Absence Pre-Approval Form for Campus/District Professional Development Days.....26
4. Sample Individual Professional Development Plan......................................................27
5. Online Resources..........................................................................................................29
2
Section I: Professional Development Council Charter
Purpose of Group:
To design the district professional learning plan, which includes a proposed calendar of scheduled professional development days for the district that will be presented to the Administrative Curriculum Team ( ACT), the Cabinet, and the district site-based committee for final approval
Champions:
Director of Curriculum and Instruction; Content Coordinators
Membership:
Attached
Scope of Work:
Conduct needs assessment and review district data to determine professional development focus
Review evaluations of professional development sessions and new district data to monitor effectiveness of previous plan.
Develop and recommend a yearly district professional development plan Provide opportunities for expanding previous development and initiating new learning that
support all district initiatives
Parameters or Constraints:
Must address the goals of the district for improved student performance Consider the financial impact on the district Embrace a tiered approach to professional development Serve as an advisory/approval group, not an oversight committee responsible for the actual
implementation of actual professional development sessions Adhere to agreed-upon ground rules and decision making processes
Norms:
Start and end on time All members will participate Voice honest opinions Maintain level of trust among members When appropriate, conversations must remain confidential Focus on tasks at hand Approval will be reached through consensus All members will support/advocate decisions made by Council
3
Section I: Professional Development Council Charter
Capabilities and Strengths:
Professional district resource staff Diversity, knowledge, and expertise of committee members District data about professional learning and student achievement
Follow-up Responsibilities:
Review Professional Development Plan to determine needed revisions Review district professional learning development evaluations for current school year to
determine needs for following school year Provide information as requested
Time:
All meetings will be 4:00-5:30
Location:
Professional Learning Center
Decision Making Process:
Using participant feedback and most recent district data to determine needs, committee will reach consensus on district professional development plan for the following school year.
Deliverables:
District Professional Development Plan Professional development calendar for next school year available last day of each school year Evaluation summary report of prior year
4
Section I: Professional Development Council Charter
Professional Development Council Membership 2012-13
Han Arthurs, Principal Julie Hyman, Content Coordinator
Dr. Leeann Bartee, Principal Debbie Jones, Content Coordinator
Tracey Besgrove, Content Coordinator Jennifer Klaerner, Instructional Coach
Larry Bills, CTE Coordinator Teresa Lawson, Instructional Technology Specialist
Dawn Boriack, Principal Dr. Sabrina Lindsey, Principal
Joe Cammarata, Associate Superintendent Lesa Master, Assistant Athletic Director
Crysten Caviness, Curriculum Specialist Cheryl McKnight, Instructional Technology Specialist
April Chiarelli, Content Coordinator Kelli Montgomery, Instructional Technology Coordinator
Dr. Elizabeth Clark, Associate Superintendent Lorene Ownby, Director of Elementary Education
Deborah Coulson, Principal Dawna Schweitzer, Content Coordinator
Cristina Counts, Teacher Clarence Simmons, Principal
Danny Detrick, Fine Arts Director Jaimie Smith, Principal
Cindy Dubuis, Special Services Coordinator Donna Solley, Director of C & I
Steve Ellis, Principal Caren Sorrells, Content Coordinator
Nora Fabela, ELL Coordinator Dr. Ann-Marie Trammell, Content Coordinator
Jennifer Gotuaco, Instructional Coach Justin Vercher, Principal
Dr. Betty Grubbs, Director of Special Services Alan Wallace, Instructional Coach
Patrick Guy, Title 1 Coordinator Courtney Williams, Content Coordinator
Kim Hamilton, Content Coordinator
5
Section II: Birdville ISD Mission, Vision, and Beliefs
Birdville ISD Mission StatementWe engage and encourage students and staff every day through meaningful work in a safe and caring environment.
Vision All students succeed in a future they create.
Beliefs• Every student is uniquely capable and deserves to learn each day. • Meaningful work engages students in profound learning. • Personal commitment to quality from everyone in the learning organization creates student
and staff success. • Trusting relationships in a safe and caring environment are vital to an innovative learning
organization. • Student success requires community support and engagement. • Quality public schools build and preserve a healthy democratic society.
MottoLearning for All . . . Whatever it Takes!
In keeping with the mission, vision, and beliefs of the district, the Professional Learning Plan will be the basis for designing and implementing a systematic approach to professional learning that will ensure that all Birdville ISD instructional staff are equipped to lead students, as they matriculate through the teaching and learning system, to meet and exceed national, state, and local standards for excellence upon graduation.
6
Section III: Philosophy of Professional Development in Birdville ISD
Philosophy of Professional Development in Birdville ISD
A quality professional development program is essential for building capacity within schools so there is high competency and high commitment among professional staff to the core work of teaching and learning and continuous improvement. Effective professional development efforts are aligned to the core work and include high-quality, ongoing learning with intensive follow-up and support. In addition, the most effective professional development models incorporate processes that are research-based and designed to engage adult learners.The National Staff Development Council has identified several standards for the design and implementation of professional development efforts. These standards as well as other research in the field of staff development formulate the basis for district planning that provides for:
• Research-based learning opportunities in how to design and deliver a standards-based aligned curriculum
• Induction training for new teachers and administrators
• Mentoring and coaching for all teachers and administrators, particularly those new to the district
• Follow-up and support for effective implementation of job-embedded learning
• Opportunities for teachers and administrators to share ideas and strategies
• Focus on capacity building at all levels to improve teaching and learning
In addition to the list above, professional development should be differentiated to meet the needs of teachers based on where teachers are in their professional career (i.e., novice to expert). When professional development opportunities for teachers are based upon a differentiated model that considers readiness and specificity to teaching assignment, acceptance and commitment is higher because teachers see relevance.
Teachers need to know how to implement the curriculum using approaches that promote mastery learning with consideration given to meeting students’ individual needs. In summary, professional development is a means to an end and must be designed with a focus on student success.
7
Section III: Philosophy of Professional Development in Birdville ISD
Schools with high competency and commitment levels embrace the concept of professional learning communities as a philosophy and process to establish a collaborative culture with a focus on student achievement. A critical part of professional learning is the degree to which professional staff collaborate around the following questions:
What do students need to know and be able to do? How will we know when they have learned it? What will we do when they haven’t learned it? What will we do when they already know it?
The four questions above are the questions that BISD educators ask themselves as they strive to help every student succeed academically. Professional development is the key that unlocks the answers. Teachers, principals, central office staff, the superintendent and the board collaborate in a variety of learning teams to:
develop classroom, campus and district leadership allocate resources of time, money and personnel analyze performance data incorporate research-based tools and practices evaluate growth and improvement build capacity throughout the system design and implement effective strategies develop deep understanding of learning provide educational equity for all learners involve families in the education of their children
8
Section IV: Framework for Learning
All professional development in Birdville ISD will align to the framework components of curriculum, data, collaboration, and safety and security.
Guiding Principles of Curriculum Understand and be able to implement standards-based curriculum Plan for learning using the standards-based curriculum with an understanding of the
context and cognitive requirement of each standard Utilize an automated curriculum management system in the planning for learning
process Design student tasks that align to the content, context, and cognitive requirement of the
standard Calibrate resources based upon the content, context, and cognitive requirement of the
standard Design assessment items based upon the content, context, and cognitive requirement of
the standard Integrate technology appropriate to standards-based instruction Differentiate instruction using multiple strategies and structures to meet the needs of
individual students/student groups
9
Section IV: Framework for Learning
Guiding Principles of Data Utilize data management systems in the planning for learning process Understand and utilize formative assessments throughout the teaching and learning
process Use data to plan appropriate tiered interventions Apply the continuous improvement process (Plan, Do, Study, Act) to help students
achieve mastery of the standards Understand the state accountability system and its impact on daily instruction Analyze and interpret results of state/district/campus assessment data to make
decisions about teaching and learning Participate in designing district and campus responses to critical needs as revealed by
data interpretation Apply technological solutions that engage students in the collection and analysis of
personal data results
Guiding Principles of Collaboration Understand and embrace the professional learning communities concept Work in highly productive teams Mentor and coach team members Build capacity around the implementation of a standards-based curriculum and data
analysis Engage in job-embedded learning focused on student achievement and professional
growth Promote a cultural change from a teaching platform to a learning platform Build leadership at all levels of the organization Implement continuous improvement Use technology to enhance collaboration and create a more coherent learning system
Guiding Principles of Safety and Security Provide a safe and secure teaching and learning environment Meet federal, state, and district mandates Promote appropriate student behavior in the use of technology, instructional resources,
and social interactions throughout the school day Equip all stakeholders to be responsible citizens Implement curriculum standards and programs safely
10
Section V: Roles and Responsibilities for Professional Development
Roles and Responsibilities
District staff members involved in professional development in Birdville serve a unique role in the implementation of effective professional development. Each individual plays a different role and has various responsibilities in the process.
What is the role of the Professional Development Council?
Serve as an advisory/approval group for district professional development
Conduct needs assessment and review district data to determine professional development focus
Review evaluations of professional development sessions and new district data to monitor effectiveness of previous plan
Develop and recommend a yearly district professional development plan
Expand learning and initiate new learning opportunities that support all district initiatives
What is the role of Central Office?
Develop and deliver professional development sessions aligned to district goals on designated district professional development days
Conduct participant surveys following each district professional development day to determine session effectiveness and future professional development needs
Research/attend professional development sessions outside the district in order to maintain knowledge of current best practices in each content area as well as in general instructional design and delivery
Provide required district professional development multiple times in a variety of modes in order to build capacity among professional staff
Maintain the district professional development management system
11
Section V: Roles and Responsibilities for Professional Development
What is the role of Principals?
Review district/campus/staff data to determine specific campus needs for professional development
Develop and deliver professional development sessions aligned to district/campus goals on designated campus professional development days
Submit the professional development meeting request for approval and creation of course in eduphoria! Workshop
Ensure staff participation in district/campus professional development by monitoring registration in eduphoria! Workshop prior to scheduled sessions and confirming attendance following the sessions
Collect specific feedback regarding campus professional development so that future training can be designed to meet the needs of all staff
Research/attend professional development sessions outside the district in order to maintain knowledge of current best practices in effective leadership and general instructional delivery
What is the role of Teachers and other Professional Staff?
Develop an individual professional development plan annually and share it with immediate supervisor by the end of the first six weeks of school
Attend and actively participate in all district/campus professional development offered on designated days in the school calendar
Attend and actively participate in other district professional development sessions that support the individual professional development plan
Register for scheduled district/campus professional development in eduphoria! Workshop prior to date of the event
Report to immediate supervisor at least one week prior to scheduled professional development day if unable to attend. Illness and other extenuating circumstances should be reported as soon as possible.
Research/attend professional development sessions outside the district, if needed, to support individual development plan
12
Section V: Roles and Responsibilities for Professional Development
Provide quality feedback regarding specific sessions when requested so that future learning can be designed to meet the needs of all staff
13
Section VI: Professional Development Calendar
Professional Development Calendar of Events for 2013-14
June 18-20 PLC Summit FAAC
July 24 Principals only FAAC
(Luncheon and afternoon session)
July 25 Administrator Professional Development FAAC
(All Day for District C&I staff and campus administrators)
Tuesday, August 13 New Teacher Orientation FAAC
Wednesday, August 14 New Teacher Orientation FAAC
Friday, August 16 Teacher Prep/Optional Comp or Flex Day*
Monday, August 19 Campus PD
Tuesday, August 20 Convocation from 8:30 to 9:30 Coliseum
District PD day for Secondary Campuses following Convocation
Campus PD day for Elementary Campuses following Convocation
Wednesday, August 21 District PD Day for Elementary Campus
Campus PD for Secondary Campuses
Thursday, August 22 Campus PD
Friday, August 23 Teacher Prep
Friday, October 11 Campus PD—Elementary and Secondary
Monday, October 14 District PD—Elementary and Secondary/ Optional Flex Day*
Monday, January 20 Campus PD
Monday, February 17 District PD--Elementary and Secondary
Saturday, April 12 Professional Development Make-Up Inclement Weather
Friday, April 18 Campus PD
Wednesday, June 4 Teacher Prep
Thursday, June 5 Professional Development Make-Up Inclement Weather
14
Section VII: Professional Development Approval Process
15
In-District Professional Development
Out-of-District Professional Development
Submit Professional Development Meeting Request for review by
Director of C&IIndividual Out-of-Pocket
ExpenseCampus/District Funds
Approved Not Approved
Course entered into Workshop by C&I
secretary and opened for registration
Returned for revision or denial of request
Instructor is NOT a Birdville ISD employee
Instructor uses the Instructor/Author tab in Workshop to print
sign-in sheets and enter attendance for
the course.
Sends all sign-in sheets to Katie Waldrip in the
PLC.
Birdville ISD employee who
submitted the course will designate a
Birdville employee as “instructor” to
manage attendance for this course.
Submit Professional Development
Meeting Request for review by Director of
C&I
Approved
Course entered into Workshop by C&I
secretary and opened for registration
Principal or campus designee prints
eduphoria sign-in sheet and verifies each
registrant, marks any absences in Workshop, and sends sign-in sheet to Katie Waldrip in the
PLC.
Add a Portfolio Entry in Workshop, submit for
district credit, and send evidence of attendance through e-mail or inter-
office mail to Curriculum
Management Specialist
If approved, district credit will be granted and documented in
the Workshop Portfolio
If denied, course will remain on Workshop
Portfolio for documentation, but no
district credit will be granted.
Instructor is Birdville ISD employee
Section VIII: Section Professional Development Groups
Professional Learning Communities (PLCs)
A PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs meet on each campus and across the district with a focus on planning for learning and improving instructional practices that yield student success.
Instructional Leadership Team (ILT)
ILT sessions are held monthly. Participants include all campus principals and central office instructional support staff. ILT meetings provide opportunity for district/campus leadership to collaborate and learn more about specific best practices designed to improve student achievement at every campus in the district. National, state and district curriculum and instruction experts lead ILT members in learning a variety of educational topics.
Assistant Principal Instructional Leadership Learning (AP-ILD)
Assistant principals from every campus attend AP-ILD nine times per year. At these meetings, they participate in professional development related to every aspect of district and campus leadership. The focus of their learning is on curriculum, instruction and assessment initiatives of the district. AP-ILD sessions mirror professional learning provided to principals, which enables campus leaders to collaboratively lead the staffs they serve.
Leaders of Learners (LOL)
The “Leaders of Learners” is a structured professional learning community composed of identified teacher leaders and administrators from every campus in the district. Meetings will be scheduled for the purpose of building campus capacity to support the core work of teaching and learning as well as provide a venue for collaborative dialogue and problem-solving. Each meeting will be designed to enhance professional development regarding leadership, curriculum content, assessment, data-analysis, and instructional delivery by using collaborative processes. The result will be a cadre of well-trained and informed teacher leaders who are able and willing to lead professional learning communities at the campus level in alignment with district goals and initiatives.
16
Section VIII: Section Professional Development Groups
Leadership Excellence for Aspiring Principals (LEAP)
The purpose of LEAP is to cultivate perspective leaders within Birdville ISD who are knowledgeable and skilled to lead campuses in a collaborative culture that is focused on results and continuous improvement. Those admitted to the program will know and understand the vision, mission, and goals for Birdville ISD, develop a resume and portfolio that can be used as an applicant for an entry level administrative position, keep a journal of all academy sessions and leadership assignments, and participate in a mock interview.
Technology Champions
The Technology Champions make up a structured professional learning community composed of identified teacher leaders that exhibit the implementation of emerging technologies and the use of data within their own planning for learning for their students. This group will build teacher capacity to support and assist in the design of technology-rich learning experiences that correlate with the emerging technologies that support the core work of teaching and learning as well as provide a venue for collaborative dialogue and problem-solving.
Trailblazers
The Trailblazers receive initial eduphoria! training in order to identify issues and/or concerns prior to district-wide implementation. Trailblazers help to build the capacity for successful implementation of eduphoria! applications on their campuses. Trailblazers also collaborate in an online platform to share best practices for supporting teachers on their campuses. These teachers are selected by their principals as leaders of both curriculum and technology.
First-Year Teachers
First-Year Teachers (FYTs) are those teachers who are new to the profession as well as to Birdville ISD. They participate in a year-long academy that meets prior to the beginning of school and on three afternoons during the year. The purpose of the FYT Academy is to assist new teachers in perfecting instructional practices and in understanding the procedures and policies of the district. Each FYT is assigned a mentor teacher to support him/her at the campus in addition to the support provided by the academy.
17
Section IX: Flexible Staff Attendance Days
Each school year, teachers and paraprofessionals who work with students will have the opportunity to request approval for flex/comp time in exchange for two contract days as designated on the Professional Development Calendar. If approved, teachers will not be expected to report for duty on these days. These are always days when students are not in attendance. We encourage teachers to attend professional development during the summer and to participate in events outside of contract time. The flex/comp days honor the time teachers spend developing themselves as professionals and participating in events outside of contract time or regularly assigned duties.
Teachers will use the Flex/Comp Day Request for Approval form in eduphoria! formspace to submit up to 12 hours of professional learning/work time to be considered for approval by their principals each year.
6 hours: MUST be professional learning
6 hours: may be professional learning OR work performed outside of contract time
All requests must be submitted at least one calendar week in advance of the flex day. Approval
must be received prior to the flex day.
18
Section X: Requirements for Tiered Learning
Understanding what is required and suggested for professional development is important to each member of the learning organization. That knowledge will assist staff in designing their individual development plans each year. BISD employees will participate in a variety of professional development activities in the following categories:
AM - Annual Mandates (Required annually for all staff and new hires)
NB - Employees New to Birdville (Required first year in BISD)
FL - Foundational Learning (Assignment-specific learning required for all instructional staff within the first five years of employment; employees hired prior to 2012 may submit documentation of foundational learning within the previous five years)
CL - Continued Learning (Required updates and/or suggestions for extended learning)
Click the link below to view the Requirements for Tiered Learning spreadsheet and course/grade level Professional Development Plan. Using these documents, all instructional staff will be able to create a plan to meet the requirements and personal goals for professional growth. They will be able to identify specific tiered learning levels within the professional development management system and request credit for appropriate training attended within the previous five years.
19
NBEmployees New to Birdville
CL Continued Learning
FLFoundational Learning
AMAnnual
Mandates
http://schools.birdvilleschools.net/pdp
Section XI: Exhibits
Exhibits
20
Exhibit 1: Administrative Regulations for Professional Development
ADMINISTRATIVE REGULATIONS FOR PROFESSIONAL DEVELOPMENT: DMA (LOCAL)
The District’s professional development program shall support professional growth for all employees based on District goals, priorities, initiatives, program and curricular requirements, and diagnosed needs as determined by multiple data sources used by the District to measure student and organizational effectiveness. The professional development program shall ensure that professional growth for improving job performance is enhanced resulting in improved student achievement. DMA (LOCAL)
Guidelines for Professional Development
A professional development council will meet regularly to collaboratively develop, evaluate, and revise the District Professional Development Plan, including a list of annual offerings based upon the approved District calendar.
All Certified, Degreed Personnel are expected to adhere to the following guidelines:
All newly-hired certified, degreed personnel will attend two days of orientation prior to the first contract day and three additional induction activities during the year.
All currently employed certified, degreed personnel will be required to attend all district and campus professional development day sessions in their entirety unless earned flex hours have been approved by their supervisor.
All currently employed certified, degreed personnel will be required to complete a minimum of six professional development hours each calendar year in addition to regularly scheduled district and campus professional development days.
All currently employed certified, degreed personnel shall be required to complete specific professional development hours within five years of employment.
A maximum of two flex days* may be earned for attending approved professional development outside the employee’s contracted work days. These flex days may only be used on district professional development days or teacher work days that are established as flex-eligible in the current district calendar.
A maximum of one comp day** may be earned for attending meetings and/or events outside the employees’ contracted work days/hours. Compensation time may be used on an established comp-eligible day in the current district calendar or on days/hours approved by the employee’s supervisor.
Staff working toward an advanced degree will not receive flex professional development hours for course work.
21
Exhibit 1: Administrative Regulations for Professional Development
Paraprofessional and auxiliary staff members are expected to adhere to the following guidelines:
Campus-based paraprofessional and auxiliary staff members assigned to work with students will be required to attend all campus and district professional development day sessions during the year based on their job responsibilities.
Campus-based paraprofessional and auxiliary staff members not assigned to work directly with students will be required to attend all professional development day sessions during the year based on their job responsibilities.
District-level paraprofessional and auxiliary staff members will be required to attend all professional development during the year based on their job responsibilities.
Campus-based paraprofessional and auxiliary staff members assigned to work with students may earn a maximum of two flex days for attending approved professional development outside the employee’s contracted work days. These flex days may only be used on district professional learning days that are established as flex-eligible in the current district calendar.
Campus-based paraprofessional and auxiliary staff members assigned to work with students may earn a maximum of one comp** day for attending meetings and/or events outside the employees’ contracted work days/hours. Compensation time may be used on an established comp-eligible day in the current district calendar or on days/hours approved by the employee’s supervisor.
*Flex day: a day of approved professional development attended outside the employees contracted work day; may be used on a district professional development day that is established as “flex-eligible” or “comp-eligible” day in the approved district calendar of the current school year
**Comp day: time equivalent of up to one contract day earned by an employee for attending approved meetings and/or events outside the contracted work day/hours; may be used on a day that is established as “comp-eligible” in the current district calendar or on days/hours approved by the employee’s supervisor.
Documentation of Professional Development
All BISD staff members are expected to register in the automated management system for every district professional development session they attend.
Registration should be completed at least two days prior to the scheduled professional development session. Credit will not be reflected on the transcripts of anyone who fails to register at least two days prior to the scheduled professional development session.
22
Exhibit 1: Administrative Regulations for Professional Development
Documentation of professional development attended outside the district is the responsibility of the individual staff member. Procedures for completing this documentation in the district automated management system will be posted on the District professional learning website prior to the first contract day for teachers each school year.
It is the responsibility of the staff member to sign in at every professional development session conducted on campus and district professional development days and to attend the entire session in order to receive credit. Any staff member who does not sign in and stay for the entire session will be reported to his/her supervisor as being absent. An absence may be reported in AESOP based upon the supervisor recommendation.
Any staff member who will not be attending a campus or district professional development day session, or who will be leaving early, is expected to get approval for the absence from his/her supervisor at least one week prior to the date of the session. In the case of an extenuating circumstance (illness, death in family, etc.), it is the responsibility of the staff member to notify his supervisor as soon as possible and to report the absence in AESOP. Approval forms for these circumstances are available in the forms section of the district automated management system.
23
PROPOSED POLICY
The District’s professional development program shall support professional growth for all employees based on District goals, priorities, initiatives, program and curricular requirements, and diagnosed needs as determined by multiple data sources used by the District to measure student and organizational effectiveness. The professional development program shall ensure that professional growth for improving job performance is enhanced resulting in improved student achievement.
In this policy, “professional development” shall refer to any professional learning endeavor that teachers and staff participate in to further develop and deepen the knowledge and competency level. The Board shall rely on District professional staff to select and participate in learning that:
1. Align, enrich, and support the delivery of the designed curriculum, taking into consideration the varied needs, abilities, and learning styles of students
2. Stimulate growth in content knowledge, specifically as it relates to understanding the content, context, and cognitive requirements of the Texas Essential Knowledge and Skills.
3. Increase the level of mastery of research-based pedagogical skills, including instructional strategies, classroom arrangements (i.e. structures), classroom management, and various instructional methodologies such as 5 E Model, Madeline Hunter model, inquiry, Socratic model, Abydos, Daily Five, etc.)
4. Engage students actively in meaningful and relevant learning, with an emphasis on incorporating continuous improvement (PDSA) protocols, integrating technology use by students, creating products that are aligned to the standards, and providing opportunities for students to experience real-world and college ready applications.
5. Provide opportunities for staff to learn about and develop skills in serving a very diverse population that is inclusive of different cultures, socio-economic levels, and ethnic groups.
6. Assist staff in the use of data to improve district processes such as curriculum design and delivery, discipline and classroom management, resource management, operations, personnel management, and fiduciary management.
7. Engage professionals in collaboration the development of leadership throughout the organization.
PROFESSIONAL DEVELOPMENT
OBJECTIVES
Birdville ISDPROFESSIONAL DEVELOPMENT DMAREQUIRED STAFF DEVELOPMENT (LOCAL)
The District shall organize and maintain a professional development
council that shall meet regularly to collaboratively develop, evaluate, and revise the District professional development plan, including an annual offerings based upon the approved District calendar. The professional development council membership shall consist of a representative group of central office staff, principals, and teachers that will serve on a rotational basis. The work of the council will be directed by the director of curriculum and instruction and reported to the associate superintendent of curriculum and instruction. Recommendations from the council shall be submitted to the cabinet and the District-level planning committees (Teaching for Excellence in Education, TEE Committee) for final approval. (See BQ series).
For the purpose of this policy, certified degreed personnel shall include the following: all administrators, teachers, librarians, speech therapists, nurses, diagnosticians, counselors, and other contracted positions.
All newly-hired certified, degreed personnel shall be required to attend new employee orientation and induction activities throughout the year as designed by the District. These expectations shall be disseminated to potential employees prior to personnel recommendations being made.
All currently employed certified, degreed personnel shall be required to complete a minimum of professional development hours as established in the District calendar each year. A maximum of two days may be earned for attending approved professional development outside the employee’s contracted work days. Approved professional development for this purpose will be included in the District professional development plan.
All currently employed certified, degreed personnel shall be required to complete specific professional development hours within three years of employment.
The District may approve activities planned by or sponsored by other school districts, education service centers, college or universities, professional associations, and/or governmental agencies for professional development credit. Staff working toward an advanced degree will not receive flex professional development hours. Approved activities that count towards professional development credit hours will include those professional learning opportunities that align with the objectives as stated in this policy. All flex hours must be approved by the individual’s immediate supervisor prior to the individual attending the session.
25
PROFESSIONAL DEVELOPMENT COUNCIL
CERTIFIED DEGREED PERSONNEL
INDUCTION PROGRAMANNUAL REQUIREMENTSLONG-RANGE REQUIREMENTSOTHER APPROVED ACTIVITIES
Birdville ISDPROFESSIONAL DEVELOPMENT DMAREQUIRED STAFF DEVELOPMENT (LOCAL)
An individual development plan must be mutually designed and approved by each certified, degreed employee and the employee’s principal and/or supervisor by the end of the first six weeks of the school year. The individual development plan shall identify needs for improving the employee’s job performance and the employee’s professional goals. Potential professional development opportunities shall be identified. Employees may earn flex time credit as documented by the individual development plan. The individual development plan shall be posted and maintained in the District evaluation management system for certified degreed personnel for PDAS purposes. All training shall be documented in the District’s automated management system for professional learning.
Failure to comply with the professional development requirement may affect a person’s evaluation and/or employment status in the District.
An appeal may be made to the Superintendent or designee to waive the annual professional development activities according to the employee’s job responsibilities, as specified by the long-range staff development plan.
Paraprofessional and auxiliary staff members are required to participate in professional development activities according to their job responsibilities, as specified by the professional development plan.
26
INDIVIDUAL DEVELOPMENT PLANSFAILURE TO MEET REQUIREMENTS APPEAL
PARAPROFESSIONAL AND AUXILIARY STAFF
Exhibit 3: Absence Pre-Approval Form for Campus and District Professional Development Days
Absence Pre-Approval: Campus/District Professional Development Day
Any staff member who will not be attending a campus or district professional development day session, or who will be leaving early, is expected to get approval for the absence from his/her supervisor at least one week prior to the date of the session. In the case of an extenuating circumstance (illness, death in family, etc.), it is the responsibility of the staff member to notify his supervisor as soon as possible and to report the absence in AESOP.
On which Professional Development Day will you be absent or attending only part of the day?
If you will be attending only part of the day, please indicate what time range you will be in attendance.
Please provide a brief description of the reason for this absence.
IMPORTANT: in addition to receiving approval through this form, you must report any absence for a contract day in AESOP (including all campus and district professional development days).
Form Instructions:1. Login to eduphoria and click on the formspace icon.
2. Click “Submit New Form” at the bottom left of the screen and then select the “General Forms” category.
3. Select the “Absence Pre-Approval: Campus/District Professional Development Day” form.
4. Complete the form and click “Submit Form.”
5. Your form will first go to Central Office to be directed to your Principal. You will receive one e-mail from “Eduphoria Server” informing you when your request has been sent to your Principal. All form updates such as this are described at the bottom of the e-mail.
6. When your principal either approves or denies the form, you will receive another e-mail notification.
7. Scroll down to the bottom of the e-mail to the “For Principal Use Only” section to read whether your form has been approved, denied, or if *more information is needed.
8. *If your principal has marked that more information is needed, you will be able to recall your form, provide the additional information, and then re-submit the form. Read Step 8 to find out how to access your form within formspace. Once you have selected the form, you may click the “Recall Form” icon so that your form will become editable and able to re-submit.
9. You can also access your form history through formspace. Under the “My Forms” tab, toggle between current and past forms to access all forms you have completed. The history of each form, including approval or denial information, will be detailed on the right side of the screen once you have selected a specific form.
Exhibit 4: Sample Individual Professional Development PlanTHIRD GRADE TEACHER
Individual Professional Development Plan
Teacher Name: ___________________________________Campus:_________________ Supervisor:________________________
Annual Mandates – Required Annually for All StaffCourse Credits Date Bloodborne Pathogen Exposure Prevention
.5
Sexual Harassment: Staff-to-Staff .5
FERPA: Confidentiality of Records
.5
Sexual Misconduct: Staff-to-Student .5
Online Safety: What Every Educator Needs to Know
.5
6-hour GT Update*(GT)
6
State Assessment Decision Making for ARD Committees *(SE)
1
Legal Mandates Regarding Students with Disabilities*(SE)
.5
STAAR-Alternate Training 3
Foundational Learning - Assignment-specific learning required for all instructional staff within the first five years of employmentCourse Credits Date ELA/R
Reading Academy 18
Writing Instruction with Norma Jackson and Using the Rubrics
3
DRA2 2
iStation Giving and Reading Reports
2
MathProblem Solving: Level 1 2
Problem Solving: Level 2 2
Classroom Discussions: Level 1
2
Math, continuedClassroom Discussions: Level 2
2
Protocols for Revised Math TEKS
3
Grade 3: The New Math TEKS 3
Process Standards 3
ScienceSafety in the Science Classroom
2
Inquiry Teaching and Learning in the Science Classroom
6
STEMScopes Digital Science Materials
2
EduSmart Digital Science 2
28
Exhibit 4: Sample Individual Professional Development PlanFoundational Learning - Assignment-specific learning required for all instructional staff within the first five years of employmentCourse Credits Date Social Studies
Literacy Support (3-5) 2
Maps101 1
Instructional TechnologyIntroduction to High Leverage Instructional Strategies and Technology Series
1
Using Mobile Devices for Instruction*(IT)
1
Using SMARTBoards for Instruction*(IT)
1
Using SMART Response for Instruction*(IT)
1
Foundational Learning - Assignment-specific learning required for all instructional staff within the first five years of employmentCourse Credits Date Special Education *(SE)Writing Standards-based IEPs *(SE)
12
Initial Crisis Prevention Intervention (CPI) Training *(SE)
12
Co-Teaching *(SE) 6
New to Birdville – Required first year in BISDCourse Credits Date Forethought 101: Setting up the Planner
1
Forethought 201: Planning for Learning in Forethought
2
29
*(GT) – Required for teachers who instruct students identified as GT
*(SE) – Required for Special Education Teachers
*(IT) – Required for teachers whose classrooms are equipped with specific technology
Exhibit 4: Sample Individual Professional Development PlanAware 101: Reporting 1
Aware 201: Creating Assessments
1
Technology in Birdville 1
Professional Development Appraisal System (PDAS)
1
30-hour GT Initial Training* 30
Using SEAS/CLASS *(SE)
3
Training for Deaf Education Interpreters *(SE)
3
ARD Process *(SE) 2
Specialized Classroom Management *(SE)
12
30
Exhibit 5: Online Resources
Professional Development Plan OnlineIncludes:- Professional Development Plan- Tiered Professional Development Spreadsheet- Individual Professional Development Plans
Managing your Workshop Portfolio in eduphoria!Includes:- Instructions for adding entries to your Workshop Portfolio with the
following options:Option 1: Credit for professional learning received outside of the
districtOption 2: Documentation for BISD sessions if employee failed to
register or sign-inOption 3: Documentation of college or non-accredited courses
*Note: no district credit will be awarded for options 2 or 3; however, you may use Workshop to help you document all of your professional development whether it counts toward district credit or not.
- Instructions for administrators to request that professional learning sessions be added to Workshop and to manage attendance/credits
Professional Development Department WebsiteIncludes:- Professional Development Plan- District Professional Development Information (registration links, course
materials, etc.)- PLC Toolbox- eduphoria! Workshop resources- Leadership Teams information and session materials- Links to professional growth opportunities
31
