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Professional Development Master Plan
The purpose of the Professional Development Master Plan is to guide the Rochester School District in developing professional development opportunities leading to enriched and improved learning experiences for students. Student learning needs are the focus of professional development. The development of this Master Plan included the following constituent groups: certified staff members, district administrators, School Board members, community members, parents and students. This is the same group that is involved in the District Educational Improvement Plan Committee (DEIP) and this link will be explained as part of the ongoing professional development process.
The Rochester School District is facing several critical issues in professional development and the need to improve student learning. The District needs to change its focus from professional development based strictly on workshops and coursework, to a focus on a full range of professional development opportunities, including job embedded opportunities leading to enriched learning experiences for students. The professional educator must focus on learning as a life-long process and recognize the need to plan for self-improvement, ultimately enriching the learning experiences of the students.
The District is focusing on a data-driven decision-making model to improve student learning and this will include a link to professional development. The Quality School Portfolio (QSP) is one component of the DEIP that can allow the teacher to easily access student data and make decisions to improve instructional strategies and professional development opportunities. The DEIP and QSP are focused on improving student performance and the ongoing alignment with the New Hampshire Curriculum Frameworks.
The District will implement the following process for developing district goals and linking individual professional development goals to the district goals.
The Superintendent, or designee, will begin in April of each school year, reviewing the previous year’s goals, soliciting district goals from all staff members, community members, parents, students, Board members, and school improvement plans. These goals will then be prepared as part of a draft of school district goals for the next school year. This goal setting is part of the DEIP plan (Appendix A). Many of these goals will remain constant from one year to the next, but the continuous improvement program, requires constant updates to the district goals. The draft will then be shared with all constituent groups, revised and become the integrated and unified district goals for the next year. The purpose of these goals is to provide a focus for all certified staff member's individual growth plan, district curriculum goals, instructional improvement, and building level improvement plans. (Appendix B, flowchart)
The growth plans will include a focus on student learning, the ongoing evaluation of the professional development cycle, the State Curriculum Frameworks, a sequential, integrated comprehensive and diverse curriculum, technical training, assessment methods, and data-driven decision making.
The individual growth plan must be completed by October 30 of the first year of the re-certification cycle or the first year of employment within the district. The individual growth plan will include district goals, individual goals for each staff members, and goals provided by the individual’s supervisor that will be linked to a previous evaluation. The development of individual goals will utilize a self-evaluation process using the district’s evaluation document and performance indicators. Each staff member and supervisor will meet before October 30th of each school year to discuss the district goals, the self-evaluation, individual growth goals, and any additional professional development goals or school improvement goals.
Each individual school improvement plan shall include a definition of resources available for each school for professional development, any request for additional resources and the possible sources for these additional resources. Currently the District provides professional development from the following sources: District line item expenditures, Title I, Title II, Title IV, Title VI, Technology Literacy Grant, Goals 2000, business partnerships, community partnerships, Americorp, VISTA, University of New Hampshire and other post-secondary institutions, Head Start/Early Start, New Hampshire School Administrator, American Association of School Administrators, SERSEC, NH Dept. of Ed., other state and local agencies. The District budget provides $12,000 for developing and running district workshops, and the budget also includes $80,000 for reimbursement for course and workshops for individual staff members. The Title I grant provides approximately $10,000 on a yearly basis for school-wide school professional development and for district initiatives, the Title II $35,000 and the IDEA grant $25,000. Title IV, VI, and other grant sources are a variable amount depending on the year, the grant applied for, and the approval process.
The Individual Growth Plans (Form A), after the supervisor and individual’s conference, will be submitted to the Project Director for approval. If the plans meet established requirements, they will be signed and a copy kept on file and one returned to the individual and supervisor. If the plan does not meet the requirements of the Master Plan, the appeal process shall be followed. (See Final Appeal)
Questions to Help in Writing Your Individual Professional Plan
Questions to ask yourself
Range of possible outcomes
Measuring outcomes
Everyone can be sources of information about outcomes
Key things to keep in mind when designing evaluations
From: Designing Professional Development for Teachers of Science and Mathematics, Susan Loucks-Harsley, et al Corwin Press, Incl. 1998 pages 220-224.
How Form B's are processed
If a certified staff member's Professional Growth Activity Plan (Form B) is denied approval the certified staff member may appeal to the Professional Development Committee. (See Final Appeal)
When an activity, or the number of clock-hours has been denied, the certified staff member may have until the next scheduled Professional Development Committee meeting to appeal. The final resolution must be completed within sixty (60) days. (See Final Appeal)
PROFESSIONAL DEVELOPMENT SUPERVISORS:
POSITION SUPERVISOR
Principal (Secondary) Superintendent
Principal (Elementary) Superintendent
Assistant Superintendent Superintendent
Business Manager Superintendent
Curriculum Coordinator Superintendent
Asst. Principal Principal
Department Heads Principal
Department Head (Music) Assistant Superintendent
Curriculum Advisors Principal
Classroom Teacher Department Head (High School)
Curriculum Advisor (Middle School)
Principal (Elementary)
Vocational Therapist Vocational Director
Speech Director Pupil Services
Guidance Counselor Director Pupil Services
Occupational Therapist Director Pupil Services
Psychologist Director Pupil Services
Resource Room &
Self-contained Director Pupil Services
Head Nurse Director Pupil Services
Nurse Department Head
Title I Teacher Title I Manager
Title I Manager Assistant Superintendent
Librarians Principal
Physical Education Teacher Athletic Director
Music Teacher Department Head
Art Teacher Principal
Reading Teacher Principal
Athletic Director Principal
Director of Alternative School Principal
Director Pupil Services Superintendent
Vocational Administrator Principal
How the Professional Development Plan Form (A) is processed
How the Pre-Approval Form (PA) is completed
How the In-district Workshop Proposal Form (IDP) is completed
How the In-District Certificate Form (ID) is completed
Transfer of Professional Growth
Evidence of completed clock-hours approved by other Professional Development Committees in other School Districts will be accepted if they were completed within the three-year period of the teaching credential. The staff member should contact the Executive Secretary to arrange transfer of hours.
Professional Development Requirements for employees with non-educational certification
The Professional Development Plan for the Rochester School District requires non-educational certified staff members to complete the minimum requirements under option one. The staff members are required to complete 75 hours with 30 hours in their certification or licensure area, and 45 hours divided between the other six component areas. The staff members may use their hours acquired for their specific licensure requirements, toward the district';s professional development requirements.
Professional Certification or lifetime certification
Any staff member holding a professional certification (lifetime certification) must still meet the basic professional development requirement of the district. This includes 30 hours in each certification area, and 45 hours divided between the other six component areas.
Notification of Professional Growth
Each certified staff member will receive notification of professional growth status from the Executive Secretary by April 1st of each school year. He/she may check his/her status with the Executive Secretary during the school year.
Final Appeal
A final appeal, in writing, may be brought to the Superintendent. However,
it is expected that attempts be made to resolve disputes through conferences
with the Supervisor, Principal (if not the supervisor), the Project Director,
and Professional Development Committee prior to the appeal to the Superintendent.
The process for identifying local student needs includes the following constituents developing on an annual basis learner outcomes with clearly measurable and defined student learner outcome. The outcomes will be measured utilizing the assessments and teams/committee listed below, and following a procedure defined through the QSP Committee Process. The District will continue to have the DEIP Committee adopt these outcomes on an annual basis.
The Process includes the use of variety of assessments:
The District will determine student learning needs utilizing
the following data sources:
Individual professional development activities will be aligned with the student’s learning needs as determined by the process described above, and with the individual growth plan developed by each certified staff member.
The DEIP process focuses on data-driven decision making. The data sources used include, but are not limited to: surveys, NHEIAP results, Iowa Tests of Basic Skills, portfolios, teacher-made tests, academic grades, writing samples, socio-economic data, drop out rate, and SAT performance.
The DEIP plan uses the data to determine student performance based on the performance standards at grades 2, 5, 8 and 11. The Committee and School Improvement Plan utilize all data sources to provide information at the DEIP public information meetings and for district and school profile reports.
Any student not performing up to the standards set by the DEIP Committee have an individual plan developed to improve their performance in Reading, Language Arts, and Math.
Quality School Portfolio Committee
The Quality School Portfolio Committee will design and implement the process for identifying student learning needs and outcomes. The impact of professional development activities on student learning will be analyzed and used to adjust any professional development activities and plans. This process will be developed during the 2000-2001 school year with input from staff, students, School Board members, and community members. The DEIP Committee will design a plan to assess student performance in a pre-test and post-test environment
The district determines curriculum effectiveness and use of the state curriculum frameworks in the following manner:
The district will identify student learning needs based on surveys, NHEIAP, Iowa Tests of Basic Skills, portfolios, teacher-made tests, academic grades, and the DEIP Plan. The DEIP requires an annual building level improvement plan to focus on student learning. Data utilized in the improvement plans for district goals include: NHEIAP results, standardized tests, student portfolios, writing samples, ASVAB Test, and public input. The DEIP Committee conducts public information sessions at least twice per year to gather information on the district';s performance from parents and community members. The district will review the annual school improvement reports. The analysis will include a focus on students's learning and instructional improvement.
The District will determine student learning needs utilizing the following criteria:
QSP is a database that can store various information on individual students. It also allows the district to compare NHEIAP results with Iowa Test of Basic Skills results, local assessment, student grades and other data. This data can be analyzed and used as part of District Improvement effort, school improvement plans, and classroom teacher improvement plans. The individual schools will be able to analyze data and formulate plans for improving student learning. The plans will include appropriate professional development activities as they relate to the analysis student learning and the assessment results.
The district's five year Curriculum Implementation Plan and shared responsibility chart is included in Appendix C. This Plan has been developed in consultation with all constituent groups and focuses on improving student learning. The curriculum plan will be major component in developing district, school and personal goals. The plan will also be utilized by individual staff members to develop their Form A.
The professional development plan shall recognize the differences among educators allowing re-certification credit using two different methods.
B. Curriculum Replacement Units
C. Curriculum Enhancement, Modification, Adaptation, and
Refinement
The Master Plan recognizes differences among educators by allowing re-certification credit for completion of a comprehensive three-year Individual Professional Development Plan which represents an alternative equivalent to the total number of clock hours required in Option 1. Evidence of an educator’s success in reaching individual goals (including both school and district goals, and subject/field of specialization) may be found in a portfolio, a project completed, action research data and analysis, or a combination of these. (Appendix E outlines the summary of phases and resources available to use for Option 2)
Professional Development Requirements for Option 2 (Alternative)
Re-certification credit will be granted upon completion of a comprehensive three year Individual Professional Development Plan which represents an alternative to the total clock hours required in "Option 1". This approach to professional development is a four-phase process that structures a self-assessment process for educators that asks them to:
Option 2 plans must be submitted for approval to the District Professional Development Committee. The plan shall follow the outline presented in Appendix E, and must include a detailed log and phase/organizer timeline of the year’s activities. An evaluation must be submitted to the Project Director by March 1 of each year of the cycle. Failure to do so will result in canceling Option 2. Option 1 must then be completed by the end of the three-year cycle.
OPTION 2
SUMMARY OF THE PHASES
PHASE I - UNDERSTANDING THE CONTEXT IN MY DISTRICT, SCHOOL AND SELF
This phase is an investigative phase asking you to examine the documents that are intended to chart the course of improvement in your district and school. At the end of this phase, you will have identified the critical goals of the district, school and your preparedness to contribute in significant ways towards reaching those goals.
PHASE II - COLLABORATION: PARTICIPATE IN SELF-ASSESSMENT STUDY
GROUP/TEAM TO CREATE MY FOCUS
This phase is a reflective phase intended to provide opportunity to focus on your professional knowledge and practices through discussions with peers. At the end of this phase, you will have discussed and clearly defined your educational strengths and needs. You will have identified your specific professional development goals and gained a clear sense of how those goals connect to the district and school improvement needs.
PHASE III - DESIGN AND DISSEMINATE THE INDIVIDUAL PROFESSIONAL
DEVELOPMENT PLAN
This phase, while likely to be the shortest phase in terms of time allotted is critical to the success of the effort. Phase III serves as the marker for organizing the improvement activity. It asks you to identify how you will go about reaching your improvement goals and how you will mark progress toward reaching those goals. At the end of this phase, you will have a step-by-step chronology of how and when you will work toward your improvement goals as well as a description of what that improvement will look like along the way.
PHASE IV - IMPLEMENT THE PLAN
This phase is the individual implementation block. Using the goals from Phase II and the design from Phase III as the frames for action, this is the work-in-progress phase. At the end of Phase IV, you will have completed your design for improvement and gathered the evidence of success that allows you to judge the level to which you reached your professional goals.
SUMMARY OF THE PHASES
This process was designed to encourage educators to recognize the importance of improving their craft. Centered around individual improvement goals in an environment of peer support, the intent was to design a process that was itself a forum for professional growth. The acts of thinking about reviewing evidence of success and re-designing instructional practice are professional development acts.
The process is structured to encourage individual educators to (1) examine their teaching, identify the knowledge that needs to be gained and the practices that need changing and (2) set in motion a plan to make those changes. This professional process, however, is designed to bring professional dialogue out into the open and for that purpose; this process includes peer and supervisory components as well.
How much time should an educator take to improve? This process operates under the belief that continuous improvement is expected of any professional. The certification cycle, a three-year cycle, will define the beginning and the ending of one full design and implementation period. Some educators’ plans will be designed, implemented and evaluated easily within that three-year cycle. Other plans will have goals that are brought forward into another cycle to attain greater levels of proficiency or sophistication.
Getting underway requires a commitment and a willingness to recognize that improvement is a result of professionals engaging in reflection and dialogue focused on what they do and what they need to do be better educators.
Study Group/Team Criteria
When deciding on a support system for this work the people you bring together should have a defined function and know what their roles are in joining this effort. For those in schools or districts with several colleagues going through the same process, sharing the experience with those colleagues may be one very meaningful way to get important collegial support and provide the same to others. After familiarizing yourself with the whole process, begin by designing your support team.
In determining your team or support group you should consider those who would be a good resource to you. The following criteria are offered to encourage you to think inclusively about how to put together a team that allows you to benefit from the experience. This list is a start. Consider what skills would be helpful to you and find support that can help in those ways.
| Criteria |
For Phase |
Team Member |
| A peer (at least one) who knows how I teach and manage my work. Administrator responsible for supervision at the building level. Individual skilled at organization and follow-through. Individual skilled in using and interpreting student data. A teacher whose skills and knowledge I admire. Colleague willing and able to be a critical friend. |
I II III IV I II III IV I II III IV I II III IV I II III IV I II III IV |
OPTION 2
PHASE I: UNDERSTANDING THE CONTEXT IN MY DISTRICT, SCHOOL AND SELF
This phase is an investigative phase asking you to examine the documents that are intended to chart the course of improvement in your district and school. At the end of this phase, you will have identified the critical goals of the district, school and your preparedness to contribute in significant ways toward reaching those goals.
Remember that the log is to serve as the vehicle for capturing your questions, thoughts and insights throughout this professional development process. To have it serve that purpose, you must recognize that the time taken to record and reflect on your actions and understandings is, itself, a central part of this professional development activity.
To assist your thinking, consider the guiding questions listed below as a frame for the reflections and analyses in your log. The questions are intended to illustrate the type of questions you might consider. They are to serve as a catalyst for you as you step through the professional development process. They are not intended to constrain your thinking about your growth so use them in a manner and with an emphasis that best allows you to gain the most from your development initiative. Change, modify or add to the list as you find appropriate guiding questions that match your professional development effort.
THE PROFESSIONAL DEVELOPMENT LOG OF: ________________________________________
Directions: Use a copy of the form below for each of the Phases to chronicle and summarize your activity. It can serve as the cover sheet for the log at each Phase.
PHASE ORGANIZER FOR _____ Phase I _____ Phase II _____ Phase III _____ Phase IV
DOCUMENT CHECKLIST: For this Phase the documents (materials) in use are:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SUPERVISOR/ADMINISTRATOR for this Phase is: _________________________________________
TIMELINE:
Date Started: __________________________ Project Finish Date: __________________________
Actual End Date for Phase ____ , _______________________________
End-of-Phase Administrator Check-in Meeting was held on_____________________________________
CHECK POINTS:
Date: _____________ Met with: ________________________ Purpose:_________________________
Decision(s):___________________________________________________________________________
Date: _____________ Met with: ________________________ Purpose:_________________________
Decision(s):___________________________________________________________________________
Date: _____________ Met with: ________________________ Purpose:_________________________
Decision(s):___________________________________________________________________________
_____________________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose: _________________________
Decision(s):___________________________________________________________________________
_____________________________________________________________________________________
Date: _____________ Met with: ________________________
Purpose: _________________________
Decision(s):____________________________________________________________________________
______________________________________________________________________________________
Date: _____________ Met with: ________________________ Purpose: _________________________
Decision(s):________________________________________________________________________
_________________________________________________________________________________
Date: _____________ Met with: ___________________ Purpose: _________________________
Decision(s):_______________________________________________________________________
________________________________________________________________________________
OPTION 2
PHASE II: COLLABORTION: PARTICIPATE IN SELF-ASSESSMENT STUDY GROUP/TEAM TO CREATE MY FOCUS
This Phase is a reflective phase intended to provide opportunity to focus on your educational knowledge and practices through discussion with peers. At the end of this Phase, you will have discussed and clearly defined your strengths and needs. You will have identified your specific professional development goals and gained a clear sense of how those goals connect to the district and school improvement needs.
Remember that the log is to serve as a vehicle for capturing you questions, thoughts and insights throughout this professional development process. To have it serve that purpose, you must recognize that the time taken to record and reflect on your actions and understandings is, itself, a central part of this professional development activity.
To assist your thinking, consider the guiding questions listed below to frame the reflections and analyses in you log. The questions are intended to illustrate the type of questions you might consider. They are to serve as a catalyst for you as you step through the professional development process. They are not intended to constrain your thinking about your growth so use them in a manner and with an emphasis that best allows you to gain the most from your development initiative. Change, modify or add to the list as you find appropriate guiding questions that match your professional development efforts.
OPTION 2
PHASE III: DESIGN AND DISSEMINATE THE INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN
This Phase, while likely to be the shortest phase in terms of time allotted is critical to the success of the effort. Phase III serves as the marker for organizing the improvement activity. It asks you to identify how you will go about reaching your improvement goals and how you will mark progress toward reaching those goals. At the end of this Phase, you will have a step-by-step chronology of how and when you will work toward your improvement goals as well as a description of what that improvement looks like along the way.
Remember that the log is to serve as a vehicle for capturing your questions, thoughts and insights throughout this professional development process. To have it serve that purpose, you must recognize that the time taken to record and reflect on your actions and understandings is, itself, a central part of this professional development activity.
To assist your thinking, consider the guiding questions listed below to frame the reflections and analyses in your log. The questions are intended to illustrate the type of questions you might consider. They are to serve as a catalyst for you as you step through the professional development process. They are not intended to constrain your thinking about your growth so use them in a manner and with an emphasis that best allows you to gain the most from your development initiative. Change, modify or add to the list as you find appropriate guiding questions that match your professional development effort.
OPTION 2
PHASE IV: IMPLEMENT THE PLAN
This Phase is the individual implementation block. Using the goals from Phase II and the design from Phase III as the frames for action, this is the work-in-progress phase. At the end of Phase IV, you will have completed your design for improvement and gathered the evidence of success that allows you to judge the progress toward your goals.
Remember that the log is to serve as a vehicle for capturing you questions, thoughts and insights throughout this professional development process. To have it serve that purpose, you must recognize that the time taken to record and reflect on your actions and understandings is, itself, a central part of this professional development activity.
To assist your thinking, consider the guiding questions listed below to frame the reflections and analyses in your log. The questions are intended to illustrate the type of questions you might consider. They are to serve as a catalyst for you as you step through the professional development process. They are not intended to constrain your thinking about your growth so use them in a manner and with an emphasis that best allows you to gain the most from your development initiative. Change, modify or add to the list as you find appropriate guiding questions that match your professional development effort.
The supervisor shall schedule a conference with each certified staff member no later than October 31. The focus of the conference is to discuss the Professional Growth Plan (Form A). Each plan must be approved by the Professional Development Supervisor, building Principal (if not the supervisor), and the Project Director. The plan may be modified at any time through the same approval process. The plan must utilize the district’s goals, school goals, individual goals and focus on improving student learning.
Based upon evaluations and conferences the supervisor shall:
Criteria for annual individual growth plan:
Any suggestions for improvement to the plan will be returned to the staff member.
The supervisor should be aware of the accumulation of professional development hours that each certified staff member has compiled. A record of the number of clock hours that each certified staff member has accumulated is kept on file at the Superintendent's Office. The supervisor and certified staff member has access to these records by contacting the executive secretary.
V. REQUIREMENTS OF CERTIFIED STAFF MEMBERS (Option 1):
1) Each certified staff member shall submit a Professional Growth Plan (Form A) no later than October 31 in each year of the three year certification cycle. Each plan must be approved by the Professional Development Supervisor, Building Principal (if not the supervisor), and Project Director. The plan may be modified at any time through the same approval process. The Professional Growth Plan includes the district’s professional development goals, which focus on student performance, an opportunity for the supervisor to provide goals for staff members, school-wide professional development goals and individual goals developed by the staff member related to educator growth and program improvement.
2) Each certified staff member shall obtain prior approval for the professional growth activities. This is done through submission of the Form PA which must be approved by the building Principal or direct supervisor. There must be a direct connection between an activity and a certified staff member's Professional Growth Plan (Form A) and improving student instruction.
3) The Form PA, must be attached to the approved Professional Growth Activity Form B for the activities which require it. (Refer to the Checklist of Professional Development Activities)
Component areas include:
1) Knowledge of Subject or Field Specialization. This component relates to the individual's understanding of the theory and content related to his/her primary teaching or special service assignment. The core requirements of ED 610.02 are included in this category.
2) Character and Citizenship Education.
This component relates to an individual's ability to incorporate the basic
elements of character education, citizenship, leadership, and community service
into courses of study within the classroom. The basic elements include self-discipline,
self respect, self control; truth and honesty with self and others; fairness,
integrity, and justice; respect, courtesy, and human worth; responsibility
to oneself and others, community service and responsible citizenship; and
privileges, duties and responsibilities of citizenship, including appreciation
and respect for: 1. C[ c]
ivic and social institutions of the United States and the federal government.
6) Exploratory or Innovative Activity. This component relates to a group or individual activity not related to component 1, 2, 3, 4 or 5. For example, writing a professional article, assisting in a summer alternative school, making an original set of oral history tapes, creating a new game to stress the learning of fine motor skills.
7) Integration of Technology in the School. Using basic applications, such as word processing for communication, databases for managing information, spreadsheets for problem solving, and telecomputing for internet access; using technology tools to support the curriculum, including curriculum frameworks; and understanding the legal and ethical issues associated with the use of these technologies.
Professional Development Requirements Chart
| Component Area |
Requirement |
Changes |
|
| 1 |
Knowledge of Subject Area or Field of Specialization |
At least 30 hours in each certification area |
At least 30 hours in each certification area |
| 2 |
Character and Citizenship Education |
Between component 2-7 there must be 45 hours. |
No longer a requirement for a set number of hours |
| 3 |
Professional Skills |
Between component 2-7 there must be 45 hours. |
Between component 2-7 there must be 45 hours. |
| 4 |
Knowledge of Learners and Learning |
Between component 2-7 there must be 45 hours. |
Between component 2-7 there must be 45 hours. |
| 5 |
Knowledge of the School’s role, organization and operation |
Between component 2-7 there must be 45 hours. |
Between component 2-7 there must be 45 hours. |
| 6 |
Exploratory Innovative Activity |
Between component 2-7 there must be 45 hours. |
Between component 2-7 there must be 45 hours. |
| 7 |
Integration of Technology in the School |
Between component 2-7 there must be 45 hours. |
No longer a requirement for a set number of hours |
Professional staff whose credentials expire in a given year SHALL accrue their total hour requirements of approved professional development activities prior to being re-nominated and/or re-elected pursuant to RSA 189:14-a. Hours accrued after re-nomination and/or re-election may be counted toward the next 3 year re-certification cycle which will commence on July 1 of that same calendar year.
Teacher Competencies in core areas as defined in ED 610.02. The studies and experiences are included in the following component areas: Knowledge of Subject or Field Specialization, Professional Skills, Knowledge of Learners and Learning and Knowledge of the School's Role, Organization and Operation. These competencies will be evaluated and enhanced as part of the continuous improvement process (DEIP).
Non-employed Educators: Certified educators who are not employed by an SAU, district (or participating non-public school), must comply with a Professional Development (Master) Plan prepared by the Department of Education which includes: completing a minimum of seventy-five (75) clock hours of professional growth in each three-year period (consistent with the individual's three-year certification period). Clock hours are not transferable to the next three (3) year certification period. At least thirty (30) hours of professional growth must be completed in component area "1" for each certification being renewed by the certified staff member. This requirement may result in a minimum total which exceeds seventy-five (75) clock hours. A minimum of thirty-five (35) hours of the total hours required shall be in the components 2-6 OR Pass a subject area state or national test.
Employed Certified Paraprofessionals: Certified paraprofessionals will meet a minimum of fifty (50) clock hours as follows: Each certified staff member must complete a minimum of fifty (50) clock hours of professional growth in each three-year period (consistent with the individual's three-year certification period). Clock hours are not transferable to the next three (3) year certification period. It is suggested that certified staff members will complete at least seventeen (17) hours of approved professional growth activities each year. This will also apply to staff members planning retirement within one or two years. At least twenty (20) hours of professional growth must be completed in component area "1" for each certification being renewed by the certified staff member. This requirement may result in a minimum total which exceeds fifty (50) clock hours. At least five (5 ) hours of the total required shall be devoted to character and citizenship. At least five (5) hours of the total required will be devoted to one or more of the components "3" through "6". At least five (5) hours of the total required shall be devoted to the educational application of technology and internet use or its equivalent.
Non-employed Certified Paraprofessionals: Will meet a minimum of fifty (50) clock hours in one or more of the 7 component areas.
BY-LAWS OF THE PROFESSIONAL DEVELOPMENT COMMITTEE
A. RESPONSIBILITIES OF THE PROFESSIONAL DEVELOPMENT COMMITTEE
1. Advise the Superintendent in the expenditure of all money designated in the District budget for professional growth. Funding shall be monitored by the Professional Development Committee which will be responsible for planning, programming, and processing all phases of the professional growth process.
2. Recommend, organize and evaluate professional growth activities based on the District's Needs Assessment.
3. Generate information on curriculum initiatives and trends in education.
4. Develop and recommend a five-year Professional Development Master Plan to the Superintendent.
5. Submit proposed amendments to the five-year Master Plan to the Superintendent.
B. MEMBERSHIP
1. Numbers and Representation
The Professional Development Committee shall be composed of not fewer than nine (9) nor more than fifteen (15) members representing:
a) Building Administrators shall be represented by two (2) members, one from each academic level.
b) School Board members shall be represented by one (1) member.
c) Classroom teachers shall be represented by six (6) members, one from each school/complex.
d) Specialists, certified non-classroom professionals, shall be represented by one (1) member.
e) Parents shall be represented by one (1) member.
f) Non-district educator shall be represented by one (1) member.
g) The Project Director is a non-voting member of the Committee.
2. Constituencies Defined
a) Building Administrators shall be defined as all building Principals and Assistant Principals.
b) School Board members shall be defined as all members of the Rochester School Board.
c) Classroom teachers shall be defined as certified classroom teachers of the Rochester School District.
d) Specialists shall be defined as certified non-classroom professionals.
e) Parents shall be defined as parents of students attending the Rochester schools.
f) Non-district Educator shall be defined as an actively teaching member of an accredited, degree granting institution of higher learning or a faculty member of another school system, preferably involved in that district's professional development program.
g) Project Director shall be defined as a Central Office Administrator other than the Superintendent.
h) Executive Secretary shall be defined as the Human Resource Director.
i) Certified paraprofessional shall be defined as a paraprofessional of the Rochester School District.
3. Selection
a) Building Administrator representation shall be elected by the Superintendent.
b) School Board representation shall be elected by the Rochester School Board Chairperson.
c) Classroom teacher representation shall be elected in April by colleagues at each Building/Complex.
d) Specialist, non-classroom certified professionals, representation shall be elected by the total membership of the Professional Development Committee.
e) Parent representation shall be elected by the total membership of the Professional Development Committee.
f) Non-district educator representation shall be elected by the total membership of the Professional Development Committee.
g) The Project Director shall be elected by the Superintendent.
h) The Executive Secretary shall be elected by the Superintendent.
4. Terms of Office
All members of the Committee will serve three (3) year terms commencing in May.
5. Rochester Master Plan Rotation Scheme
(see attachment)
6. Resignation and Replacement
a) A member may resign by submitting a written resignation to the Chairperson of the Professional Development Committee and to the top administrator of the organization he/she is representing. A replacement (for the unexpired term) will be elected consistent with #3 above.
b) Any member who misses three (3) full committee meetings per year (without notification and approval of the Chairperson) shall cease to be a member of the committee. A replacement (for the unexpired term) will be elected consistent with #3 above.
C. OFFICERS OF THE PROFESSIONAL DEVELOPMENT COMMITTEE
1. Officers Defined
The Chairperson of the Rochester Professional Development Committee shall be the Project Director.
2. Duties
a) Chairperson:
1. Preside at all Professional Development Committee meetings.
2. Appoint ad hoc committee members.
3. Establish agendas and schedules.
4. Serve as ex officio member of all ad hoc committees.
5. Interpret procedural Master Plan guidelines.
6. Appoint a temporary Chairperson in the Chairperson’s absence.
D. PROFESSIONAL DEVELOPMENT PERMANENT POSITIONS
1. Positions Defined
The Professional Development Committee shall have two (2) permanent positions- Project Director and Executive Secretary of Professional Development.
2. Duties
a) Project Director
1. Monitor Professional Development Supervisors.
2. Insure the continuity of operation of the Committee.
3. Monitor committee approval and denials of individual activities.
4. Conduct district-wide needs assessment.
5. Monitor an orientation program conducted at the building level.
6. Chairs the Professional Development Committee.
b) Executive Secretary
1. Shall inform professionals of professional development status by April 1 of each
academic year.
2. Disseminate information regarding professional development activities.
3. Maintain professional development records.
4. Perform the secretarial needs of the Professional Development Committee.
E. MEETINGS
1. General Procedure
a) Notifications of all meetings shall be given at least 48 hours prior to the meetings.
b) Notification shall be by phone or mail.
c) Robert's Rules of Order (newest version) will be used to govern meetings.
2. Regular Meetings
a) Meetings will be scheduled at a minimum of one a month from September through June. The meeting date for each current school year will be set at the September meeting.
b) Meetings will be held at the School Administration Central Office.
c) Special meetings may be called by the Chairperson or majority of the Professional Development Committee.
3. Quorum
A simple majority of the current voting Professional Development Committee membership shall constitute a quorum.
4. Voting
a) All decisions by vote shall be by simple majority, provided there is a quorum present.
b) In the event a regular member is unable to attend, that member may designate an alternate who may attend the meeting and cast a proxy vote.
IN-SERVICE NEEDS ASSESSMENT
Needs assessment information will be collected as part of the District's on-going self-evaluation and goal setting process. This data will be generated from a system-wide process implemented by the Central Administration and be made available to the Professional Development Committee for its use in determining the direction of in-service.
G. IN-SERVICE PROGRAMS
a) In-service programs shall be formulated by the Professional Development Committee and the Professional Development Project Director. The Project Director will issue regular in-service calendars and Professional Development Workshop flyers to all staff members. Additionally, these materials shall be conspicuously posted in each school building and in the Superintendent's Office.
b) Any growth activity offered at the building/District level must be approved by the Professional Development Committee prior to presentation in order to receive professional development clock hours.
H. MASTER PLAN EFFECTIVENESS
The Professional Development Master Plan shall be determined to be procedurally effective based on the following indicators:
1. The Professional Development Committee will review Professional Growth Activity Forms (Form B) to determine number of activities participated in and number of staff members participating. Data will be collected by the Executive Secretary at each meeting and included in the minutes.
2. Included in each month's minutes will be a tally of the rating for workshop attendance.
3. The Building Principals' and Director of Pupil Service's annual written report to the Committee will include their perceptions of how successful the Committee's efforts have been in providing for staff members' professional growth. These findings will be based on individual staff member evaluations.
4. An annual Professional Development Workshop at each level will be devoted to questions, answers and concerns regarding the Master Plan. This forum will also serve as a vehicle to solicit feedback regarding the effectiveness of Master Plan procedures and be open to all staff members.
I. PROCEDURES TO AMEND MASTER PLAN
This document may be amended in the following manner:
1. All proposed amendments must be submitted in writing to the Professional Development Committee one meeting prior to an actual vote on their adoption.
2. A two-thirds (2/3) majority of the current voting membership is required to amend this document.
3. Amendments approved by the Committee shall be submitted for approval to:
a) The Superintendent
b) The School Board
c) The State Department of Education, in that order.
J. DURATION OF THE MASTER PLAN
This Rochester Professional Development Master Plan becomes effective July 1, 2001 and terminates on June 30, 2006.
X - Expiration Date
ROCHESTER MASTER PLAN ROTATION SCHEME
2000 2001 2002 2003 2004
Building Administrator - Secondary
Building Administrator - Elementary
School Board Member
Classroom Teacher - Secondary
Classroom Teacher - Allen Complex
Classroom Teacher - Chamberlain Complex
Classroom Teacher - Gonic Complex
Classroom Teacher - McClelland Complex
Classroom Teacher - East Rochester Complex
Specialist (certified, non-classroom professionals)
Parent
Non-district Educator
Project Director
Executive Secretary
Certified Paraprofessional
All members of the committee will serve three (3) year terms.