Professional Development Standards Sample Clauses
The Professional Development Standards clause sets out the expectations and requirements for ongoing education, training, or skill enhancement for individuals or entities covered by the agreement. Typically, this clause outlines the types of professional development activities that are acceptable, such as attending workshops, obtaining certifications, or participating in industry conferences, and may specify minimum hours or frequency. Its core function is to ensure that personnel maintain up-to-date knowledge and skills relevant to their roles, thereby promoting high-quality performance and compliance with industry standards.
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Professional Development Standards. The parties are committed to effect improvements in the content and delivery mechanisms of professional development. In addition, the parties are committed to encourage employees’ appreciation of the relevance and importance of profes- sional development. With these objectives in mind, the parties agree that profes- sional development within the School District must be based upon the following design principles/standards:
Professional Development Standards. 2.3.1. All professional development will be designed to meet DCPS’s strategic goals, content/performance standards, Teacher needs, and is designed to improve student performance.
2.3.2. Professional development must be a continuous and ongoing process that promotes sustained interaction among teachers and other instructional support personnel to address issues of local common concern and DCPS as a whole.
2.3.3. Professional development programs and activities for school-based employees will be aligned to the Teaching and Learning Framework and focus on improving teaching practice and school climate issues, and to the greatest extent possible, shall be linked to reflecting upon and improving daily practice.
2.3.4. Professional development programs for teachers shall be based on the recognition of education as a dynamic, professional field characterized by new developments and knowledge about the teaching and learning process and, to the greatest extent possible, shall emphasize growth and development in addition to remediation.
2.3.5. Professional development shall be implemented as part of a comprehensive program to improve student achievement as expressed through the Teaching and Learning Framework. At the school level, for example, professional development programs should reflect school improvement planning.
2.3.6. Professional development programs shall draw on the resources and expertise of employees within schools. Programs shall also promote DCPS’s partnering with the WTU, and institutions of higher education as service providers. Nothing in this article shall be construed as requiring DCPS to partner with institutions of higher education.
2.3.7. Professional development shall include the following key content areas:
2.3.7.1. Enhancing content knowledge and delivery;
2.3.7.2. Using student performance data to guide instructional improvement;
2.3.7.3. Implementing content/performance standards;
2.3.7.4. Developing lessons, units and courses of study;
2.3.7.5. Developing curriculum;
2.3.7.6. Differentiating instruction;
2.3.7.7. Assessing student progress;
2.3.7.8. Managing student behavior;
2.3.7.9. Integrating instructional technology into the learning process;
2.3.7.10. Evaluating education research, programs and materials; and
2.3.7.11. Developing leadership, collaboration, conflict resolution and team building skills.
2.3.8. Professional development may include a variety of delivery models, but shall incorporate the model(s) best suited to the obj...