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Meeting of the Board of Regents | June 2008

Sunday, June 1, 2008 - 9:05am

Not available at this time                                                                                                 

 

 

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:

Higher Education Committee

FROM:

Johanna Duncan-Poitier

 

 

SUBJECT:

Annual Report of the State Professional Standards and Practices Board for Teaching

DATE:

June 4, 2008

STRATEGIC GOAL:

Goal 3

AUTHORIZATION(S):

 

 

SUMMARY

 

 

Issue for Discussion

 

Annually, the State Professional Standards and Practices Board for Teaching reports on its activities over the past year. This is the Board’s tenth annual report.

Reason(s) for Consideration

 

For Information.

 

Proposed Handling

 

Board co-chairs Eric Gidseg and Debra Colley will present an oral report of the Standards Board’s activities during 2007-08 and its planned agenda for 2008-09. Patricia Roberts will present information on the Board’s development of proposed State professional development standards.

 

Procedural History

 

Regents Rule 3.14 stipulates that the State Professional Standards and Practices Board for Teaching reports to the Board of Regents annually.

 

Background Information

 

              In addition to a summary of the Standards Board’s activities over the past year, this report includes its preliminary priority agenda for next year. The Board is developing this agenda based upon the work begun this year on three priority initiatives, as well as on input from the Chancellor, Vice Chancellor, and Commissioner regarding additional priorities. 

 

              The following is a preliminary list of priority topics for 2008-2009:

 

1.      Alternative programs: 

 

The Standards Board will examine the effectiveness of alternative pathways into teaching and compare criteria (evidence of effective programs) related to such pathways and their outcomes.

 

2.      Strengthening the continuum between theory and practice ("the disconnect"):

 

The Standards Board will address the issue from the perspectives of:

 

  • Pre-service education - (new models for preparation programs, e.g., Centers of Pedagogy and other innovative programs designed by accredited institutions).
  • Mentoring - development of recommended standards based on research and benchmarking.
  • Professional development - completion of recommended standards for ongoing professional learning. (The preliminary draft is contained in Attachment B.)

 

3.      Special education certification: 

 

The Standards Board will continue to work with the State Education Department to address issues related to the certification structure for special education teachers and the need to ensure that special education teachers are available and highly qualified to meet the unique learning and transitional needs of students with disabilities.

 

4.     Career and technical education:

 

The Standards Board will prepare recommendations related to the preparation and supply of CTE teachers. This same discussion will extend to other specialty areas, such as art.

 

5.     Preparation of teachers for high needs schools: 

 

Board members who participated in the Regents May 12, 2008 meeting on the preparation of teachers for urban education will report on the conference and the Board will identify any areas for follow-up.

 

Attachment A is a summary of activities for the period September 2007 through June 2008. Attachment B is the working draft of proposed professional development standards.

 

 

Attachments


                                                                                                                                   Attachment A

 

State Professional Standards and Practices Board for Teaching

Annual Report to the Board of Regents

 

             

The Standards Board’s 2007-2008 agenda grew out of its two-year examination of research in effective practices in teacher preparation and development. The Board believes that teacher development must be seen as a continuum, from preparation, to mentoring and induction, and to continuing professional development throughout teachers’ careers. To be most effective, this development relies on a collaborative P-16 model that features seamless relationships among the many stakeholders, and that is based upon a shared sense of mission. The Board has used this model to establish its priority agenda (see attached graphic).

 

This past year, the Board selected three critical points on the continuum for study and the development of recommendations: teacher preparation policy, induction and mentoring for new teachers, and effective professional development. Three ad hoc committees were established, a description of which was shared with the Regents Higher Education Committee at its November 2007 meeting. The Board’s work has proceeded along these three lines throughout the year, as described below.

 

Following the description of the priority agenda is a summary of other accomplishments this past year.

 

 

PRIORITY AGENDA

 

 

  • Teacher Education Policy

 

The focus of this committee is on the quality of teacher preparation in New York State. In response to a discussion with Commissioner Mills in September, the committee produced a “Draft Proposal on Fiscal Incentives for P-16 Partnerships to Prepare Teachers,” built upon the P-16 model of collaborative preparation described above. The report, submitted to the Commissioner and Chancellor, describes a new approach to preparing the next generation of teachers. It was accepted by the Department as a model for funding pilot projects, but funding from the State Legislature was not forthcoming for this during the 2008-09 fiscal year.

 

The committee is now looking at current policy and examining data gleaned thus far from the process of accreditation of New York State higher education institutions over the past several years, in order to identify any areas for recommendations to strengthen teacher preparation. The committee is focusing on three aspects of policy: the pathways to teaching, program flexibility and P-16 collaboration in light of accreditation, and the outcomes of accreditation.

 

 

  • Mentoring

 

This committee has undertaken the crafting of mentorship standards, designed to dovetail with the professional development standards that are currently being developed. The Board’s goal is to create standards which will define high-quality, effective mentoring for beginning teachers and will serve as a guide in the development and implementation of comprehensive mentoring programs across the state. The committee has explored current research and has reviewed existing mentorship programs and standards across the country. They are beginning work on a draft of proposed standards tailored to coordinate with New York State learning standards. Their work is proceeding along two strands: standards relating to the work of mentors with beginning teachers and standards for mentoring programs, as part of teacher induction. The Board expects to have a draft document ready for review and comment next year.

 

  • Professional Development

 

This committee’s work grew out of the Board’s concern that, in order to help school districts provide the most effective professional development programs for teachers, New York State should adopt statewide professional development standards. Beginning with a writing retreat last summer, the committee has been drafting standards that would define high-quality, effective professional development; provide a framework that focuses on local district needs and priorities; support the professional development planning process used by public school districts; and align with student learning standards to improve student learning. A preliminary draft document (Attachment B) was shared with stakeholders in December 2007 and the committee is now in the process of revising the draft based upon initial input from the field. It is also developing recommendations for how such standards might be utilized. The Board will present its work thus far to the Board of Regents at the June meeting for Regents input, and will continue to work on the proposal over the summer. The Board expects to have a final draft proposal ready by the fall for Regents review and consideration.

 

 

ONGOING AGENDA

 

 

  • Regents Accreditation of Teacher Education (RATE)

 

The Standards Board completed its fifth year of participation in the Regents Accreditation of Teacher Education (RATE) program. A panel of the Higher Education Subcommittee reviewed staff reports and made recommendations to the Senior Deputy Commissioner of Education – P-16 regarding accreditation status of the teacher education programs at the following six higher education institutions:

 

              Marymount Manhattan College

              Hobart & William Smith Colleges (Focused Site Visit)

              Cazenovia College (Focused Site Visit)

              Bank Street College of Education (Continuing Accreditation)

              D’Youville College (Focused Site Visit)

              Boricua College (Focused Site Visit)

 

  • Part 83 – Teacher Moral Character Cases

 

The Professional Practices Subcommittee reviewed and acted on 72 cases brought under Part 83 of the Regulations of the Commissioner on teacher moral character requirements.

 

  • Legislative Visits

 

On March 12, 2008, Board members visited Executive and Legislative staff members and Legislators. For this sixth year of visits, members focused on critical issues to strengthen teaching:

 

  • Professional Development: Support for enhanced professional development, including additional funding for Teacher Centers, the Executive’s proposal for National Board certification, and the use of Contracts for Excellence funds for professional development.
  • Mentoring: Support for expanded teacher mentoring, including funding to allow Mentor-Teacher Internship Program grants to support all new teachers, and urging full funding for mentoring in future years.
  • P-16 Data System: Support for Regents initiative to create a P-16 data system

 

  • Teacher Resource and Computer Training Center Program

 

The Professional Practices Subcommittee reviewed and approved funding of three new teacher centers for the 2007-2008 program year: Potsdam Central School, Gorham-Middlesex CSD, and Lynbrook UFSD.  

 

  • Regulations of the Commissioner of Education

 

The Standards Board reviewed proposed amendments to Commissioner’s Regulations in a variety of areas related to teaching and provided feedback and suggestions for revisions. These include:

 

  • preparation requirements and examination schedule for school leaders
  • extension of the sunset date for individual evaluation for certification in certain titles
  • requirements for school district tenure decisions to implement recent changes in statute
  • requirements for teacher training in autism to implement recent changes in statute  
  • proposals to restructure certification for teachers of students with disabilities.

 

 

 

 

 

 

 

  • “Building on Success: Strengthening Teaching and Learning in New York State”

 

The Board reviewed drafts of the Department’s report in response to Chapter 57 of the Laws of 2007, and voted its support of the report, with recommendations in six areas that address:

 

  • The use of “district-based professional development to replace in part, or in whole, the graduate education required for professional certification”
  • Goal-setting and quotas in defining teacher education program effectiveness
  • Satisfaction surveys as a Measurement Tool
  • Drawing on the PSPB for policy review and analysis
  • The use of data from value-added models
  • The need to underscore the already solid foundation built by the Department, upon which these new recommendations would be built

 

  • Other Regents/ Department Initiatives

 

One member represented the Board on the Department Workgroup on Special Education. Several members attended the National Urban Alliance Teaching for Intelligence Conference held in Albany in March and the Regents Regional Meeting on May 12, 2008 on Improving Recruitment and Preparation of Teachers for Urban Education.


Text Box: ß

NEW YORK STATE CODE OF ETHICS

Text Box: Parents
Text Box: Business & Community
Venn Diagram
Not available at this time

Text Box: ß
Text Box: STUDENT RESULTS
Text Box: CAREER CHOICE ß COLLEGE PROGRAMS ß COURSES & FIELD WORK ß STUDENT TEACHING ß MENTORING & INDUCTION ß TENURE PROCESS ß ONGOING PROFESSIONAL DEVELOPMENT
Text Box: P-16: CONTINUUM OF DEVELOPMENT


                                                                                                                                     Attachment B

 

1

Proposed New York State Professional Development Standards

2

 

3

New York
State
Professional Standards and Practices Board for Teaching

4

November 2007 Draft

5

 

6

Introduction

7

 

8

New York State's Professional Development Standards are intended to define effective

9

professional development for all teachers that will support implementation of New York State’s

10

teacher professional development and tenure regulations. The development of teachers’

11

knowledge and skills begins with rigorous teacher preparation programs that include both content

12

and pedagogy, and continues throughout their careers through effective, ongoing, professional

13

development.  Achievement of these standards requires that teachers, in collaboration with building

14

and district administrators, institutions of higher education and the New York State Education

15

Department work together to ensure that professional development is of the highest quality and

16

accessible to all teachers.

 

 

17

When implemented, these standards and the related indicators will ensure high quality professional

18

development by:

19

  • Providing a clear vision of high-quality professional development;

20

  • Providing a framework that focuses on local needs, priorities and resources and addresses

21

New York State Professional Development Plan and Annual Professional Performance

22

Review requirements;

23

  • Supporting the alignment of professional development with New York State Learning

24

Standards to improve student learning and achievement; and

25

  • Allocating resources to support professional development priorities.

26

 

27

Context for High-Quality Teacher Professional Development in New York State

28

 

29

Teachers are the single most powerful influence on student learning.  High quality teachers inspire,

30

motivate, and empower their students to achieve their full potential. The New York State

31

Professional Development Standards identify professional development that promotes and

32

sustains continuous teacher development and growth. These Standards were derived from an

33

analysis and modification of national, state, and professional standards, as applied to teaching in

34

New York State. They rest on fundamental knowledge about contextual factors that are critical to

35

ensuring that professional development is effective:

36

 

37

  • Effective professional development is that which improves the learning of all

38

students, including those with different educational needs, learning styles, and incremental

39

abilities, and those from diverse cultural and linguistic backgrounds. 

40

 

41

  • Professional development is most effective when there are clear research-based

42

expectations for what teachers should know and be able to do to support student

43

learning. These expectations are reflected in the New York State Code of Ethics for

44

Educators, District Professional Development Plans (CR100.2(dd)), Annual Professional

45

Performance Reviews (CR100.2(o)), and Parts 52 and 80 of Commissioner’s Regulations.

46

They are also enumerated and reflected in negotiated and collective bargaining

47

agreements, job descriptions and assignments, performance appraisal systems, systems of

48

rewards and incentives for teachers, and in the design and content of teacher professional

49

development.

50

 

51

  • Professional development is most effective when it takes place in professional

52

learning communities. These learning communities might take various forms, but they are

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all characterized by ongoing learning. They encourage individual and collaborative

54

exploration, practice, and reflection. They foster collegiality and problem solving, and they

55

emphasize continuous improvement in classrooms and schools.

56

 

57

  • Professional development is most effective when there is collaborative leadership

58

and shared responsibility for improving teaching and learning. This leadership

59

recognizes the value of high-quality professional development, encourages and facilitates

60

collaborative participation, and communicates the benefits of professional development to

61

stakeholders. Collaborative leadership for professional development recognizes that the

62

pursuit of excellence is never-ending and embraces the individual and collective goals and

63

talents of teachers, paraprofessionals, parents, school administrators, school boards,

64

district and state staff, institutions of higher education, unions, and other stakeholders.

65

 

66

  • Professional development is most effective when there are adequate resources.

67

Resources include money, people, and time. Resources will necessarily come from a

68

variety of sources, and must be sufficiently sustained over time to insure the full impact of

69

professional development.  Resources are adequate when they ensure that all teachers can

70

study, practice, reflect, receive feedback on classroom practice,

71

and implement knowledge and skills necessary to be effective with their students.

72

 

73

There are nine standards for high quality professional development:

74

 

75

  1. Content Knowledge and Quality Teaching: Professional development that improves the

76

learning of all students expands all teachers’ content knowledge and the knowledge and

77

skills necessary to provide developmentally appropriate instructional strategies and assess

78

student progress.

79

 

80

  1. Research-Based: Professional development that improves the learning of all students is

81

research-based and provides teachers with opportunities to analyze and apply research.

82

 

83

  1. Collaboration: Professional development that improves the learning of all students ensures

84

that teachers have the knowledge and skills to collaborate with others to improve instruction

85

and student achievement.

86

 

87

  1. Diverse Learning Needs: Professional development that improves the learning of all

88

students ensures that teachers have the knowledge and skills to meet the diverse learning

89

needs of all students.

90

 

91

  1. Student Learning Environments:  Professional development that improves the learning of all

92

students ensures that teachers are able to create safe, secure, supportive and equitable

93

learning environments for students.

94

 

95

  1. Parent, Family, and Community Engagement: Professional development that improves the

96

learning of all students ensures that teachers have the knowledge and skills to engage and

97

collaborate with parents, families and other community members as active partners in

98

children's education.

99

 

100

  1. Data-Driven: Professional development that improves the learning of all students uses

101

disaggregated student data to determine professional development learning needs and

102

priorities, to monitor progress and help sustain continuous progress.

103

 

104

  1. Evaluation: Professional development that improves the learning of all students is evaluated

105

using multiple sources of information to guide its improvement and to demonstrate its

106

impact on student learning.

107

 

108

  1. Design and teacher learning:  Professional development that improves the learning of all

109

students is based on data, reflects best practices in sustained job-related learning, and

110

incorporates knowledge of how adults learn.

111

 

112

Each standard includes indicators to facilitate the planning, development, delivery and evaluation

113

of high quality professional development.

114

 

115

Professional Development Standard 1:  Content Knowledge and Quality Teaching

116

 

117

Standard: 

118

 

119

Professional development that improves the learning of all students expands all teachers’ content

120

knowledge and the knowledge and skills necessary to provide developmentally appropriate

121

instructional strategies and assess student progress.

122

 

123

Indicators:

124

 

125

1a. Professional development includes learning experiences and resources to ensure that teachers

126

understand how the subject(s) they teach addresses the NYS Learning Standards and the

127

relationships between the subjects they teach and the other subjects in the curriculum.

128

 

129

1b. Professional development provides opportunities for teachers to examine, observe, practice,

130

and receive feedback (peer review, coaching, modeling) on their use of research-based

131

instructional strategies to improve their students’ learning.

132

 

133

1c. Professional development provides ongoing opportunities for teachers to examine a variety of

134

classroom assessments, practice using them in their classrooms, and analyze the results to 1)

135

understand and report on student achievement based on NYS Learning Standards, 2) identify

136

gaps in student learning, and 3) adjust instruction.

137

 

138

1d. Professional development provides differentiated instructional strategies to meet the needs of

139

diverse learners.

140

 

141

1e. Professional development provides opportunities for teachers to learn how to teach their

142

students the relevant connection between the subjects they teach and the applications of

143

those subjects.

144

 

145

Professional Development Standard 2:  Research-Based

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147

Standard: 

148

 

149

Professional development that improves the learning of all students is research-based and

150

provides teachers with opportunities to analyze and apply research.

151

 

152

Indicators:

153

 

154

2a. Professional development is based on best available interpretations of relevant knowledge,

155

including research and the consensus of professional opinion in teaching, learning, and

156

leadership.

157

 

158

2b. Effective professional development ensures that all teachers have the knowledge and skills to

159

apply research to instructional decision making.

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161

2b.1. Professional development includes ongoing opportunities for teachers to read and reflect

162

on current research on topics of interest to them and consistent with state and local school

163

improvement priorities.

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2b.2. Professional development involves discussion of research design, data collection, and

166

analysis to assist teachers in understanding what works, particularly in areas where there may

167

be competing perspectives and conclusions.

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169

2b.3. Professional development may involve individual teachers or teams of teachers, often in

170

collaboration with researchers, in action research to test their own hypotheses and to report

171

the results about professional development program impact or the effectiveness of particular

172

instructional strategies and programs for teachers and students.

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174

Professional Development Standard 3:  Collaboration

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176

Standard:

177

 

178

Professional development that improves the learning of all students ensures that teachers have

179

the knowledge and skills to collaborate with others to improve instruction and student

180

achievement.

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Indicators:

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184

3a. Professional development provides skills that teachers need to communicate effectively, to

185

listen to the ideas of others, to work in diverse teams, to enter into dialogue, and to share

186

responsibility for work toward a common goal.

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3b. Professional development provides ongoing opportunities for teachers to engage in working

189

with colleagues, including teachers, principals, counselors, social workers, psychologists,

190

higher education faculty and others.

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3c. Professional development maximizes the use of communication technologies to broaden the

193

scope of collaboration.

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Professional Development Standard 4: Diverse Learning Needs

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Standard: 

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199

Professional development that improves the learning of all students ensures that teachers have the

200

knowledge and skills to meet the diverse learning needs of all students.

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Indicators:

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204

4a. Professional development focuses on developing teachers' knowledge of the learning styles,

205

needs and abilities of their students, as well as the diverse cultural, linguistic and experiential

206

resources that their students bring to the classroom.

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4b. Professional development provides opportunities for teachers to develop the knowledge and

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skills necessary to design and implement instructional and assessment strategies that benefit

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from/draw on the diverse student resources, and meet diverse student learning needs.

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4c. Professional development provides resources for teachers to examine their practice in setting

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and maintaining high expectations for all students to enable them to attain high standards of

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achievement.

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Professional Development Standard 5:  Student Learning Environments

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Standard: 

219

 

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Professional development that improves the learning of all students ensures that teachers are able

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to create safe, secure, supportive and equitable learning environments for students.

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Indicators:

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5a.  Professional development provides resources to assist teachers in creating a safe, inclusive,

226

equitable learning community where teachers, administrators and students participate in

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maintaining a climate of caring and respect.

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229

5b.  Professional development provides opportunities for teachers to develop effective routines for

230

student behavior and classroom management and to seek creative solutions to conflicts.

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5c. Professional development provides opportunities for teachers to use data about student

233

behavior (such as discipline referrals, suspension information, school climate surveys, and

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social-emotional data) to analyze and refine practices that promote optimal learning

235

environments.

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Professional Development Standard 6:  Parent, Family, and Community Engagement

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Standard: 

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241

Professional development that improves the learning of all students ensures that teachers have the

242

knowledge and skills to engage and collaborate with parents, families and other community

243

members as active partners in children's education.

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Indicators:

246

 

247

6a.  Professional development provides opportunities for teachers to engage in community service

248

and develop communication and collaboration skills that build partnerships with parents,

249

guardians and community.

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6b.  Professional development enhances teachers' knowledge of varying cultural backgrounds of

252

students, families, and the community, and of how the diversity of these cultural backgrounds

253

can serve as foundations and resources for student learning and success.

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255

6c.  Professional development includes opportunities for teachers to develop skills and strategies

256

that use technology to strengthen partnerships with parents, families and the community.

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258

Professional Development Standard 7:  Data-Driven

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260

Standard: 

261

 

262

Professional development that improves the learning of all students uses disaggregated student

263

data to determine professional development learning needs and priorities, to monitor progress and

264

help sustain continuous professional growth.

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266

Indicators:

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268

7a. Professional development ensures ongoing opportunities for all teachers to learn how to

269

analyze student data throughout the year to inform their instructional practice. 

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7b. Professional development provides teachers with the opportunity to examine all relevant

272

student data, including Individual Education Plans (IEPs), at the beginning and throughout the

273

academic school year, in order to design effective instructional planning. 

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7c.  Professional development provides teachers with current, high quality data analysis presented

276

in a user-friendly format, to promote optimal student learning. 

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7d.  Professional development provides opportunities for teachers to use results from local, state

279

and national assessments; student work samples and portfolios; school climate, parent, and

280

teacher surveys; and student behavior data to guide their instruction.

281

 

282

7e. Professional development provides ongoing opportunities for teachers to use disaggregated

283

student data by race, gender, English language learning, special education status, eligibility for

284

free or reduced priced meals, and other factors in order to improve student learning.

 

 

285

Professional Development Standard 8:  Evaluation

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Standard:

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Professional development that improves the learning of all students is evaluated using multiple

290

sources of information to guide its improvement and to demonstrate its impact on student learning.

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Indicators:

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8a.  Resources are provided to plan and conduct ongoing evaluation of professional development.

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8b.  The evaluation of professional development will assess changes in teacher practices, such as:

297

  • Use of new learning as demonstrated in lesson/instructional planning;

298

  • Classroom application of new learning;

299

  • Teaching strategies based on use of student data;

300

  • Use of student data for lesson design; and

301

  • Improved student learning results.

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8c.  Multiple evaluation measures are used, and might include:

304

  • Assessing levels of participant satisfaction;

305

  • Assessing teacher content learning;

306

  • Observation protocols;

307

  • Focus groups/interviews;

308

  • Analysis of reflective journals;

309

  • State and local student performance assessments;

310

  • Portfolios;

311

  • Student projects;

312

  • Specialist reports on student progress; and

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  • Teacher, student and/or parent surveys.

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8d. Evaluation results are reported to key stakeholder groups, including teachers, school and

316

district leaders, central office staff, professional development providers, policymakers, union

317

representatives and parents, in a timely fashion.  Evaluation results include a summary of:

318

  • The professional development activity that was undertaken, and its relation to the

319

professional development plan;

320

  • What resources were allocated to support professional development;

321

  • How and when data were collected;

322

  • Outcomes:

323

  • Changes in teacher practices;

324

  • Modifications in school policies and procedures to support school improvement efforts;

325

  • Improved student learning results and

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  • Opportunities for teacher input and feedback regarding the effectiveness of

327

professional development activity.

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8e. The results of the evaluation are part of the needs assessment process that inform and/or

330

modify subsequent Professional Development Plans.

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Professional Development Standard 9:   Design and Teacher Learning  

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334

Standard: 

335

 

336

Professional development that improves the learning of all students is based on data, reflects best

337

practices in sustained job-related learning, and incorporates knowledge of how adults learn.

338

 

339

Indicators:

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341

9a. Professional development design begins with a needs assessment that is grounded in the

342

analysis of multiple sources of disaggregated teaching and learning data. 

343

 

344

9b.  Professional development is grounded in the New York State Learning Standards and student

345

learning goals. 

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9c.  Professional development design is based on an analysis of individual teacher needs, current

348

knowledge and skills, and learning goals, as they evolve over the course of the teacher’s

349

career.

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9d. Professional development formats include, but are not limited to individual study,

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demonstrations, observation, analysis of student work and assessment data, practice,

353

feedback, action research, reflection, and opportunities for collaboration and problem solving.

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355

9e.  Professional development may use information technologies to provide more extensive and

356

diverse content. It also may use communication technologies to expand access and

357

participation and to create virtual professional learning communities.

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359

9f.  Professional development extends over time and provides continued support such as follow up

360

demonstrations, feedback on mastery of new knowledge and skills, peer coaching and

361

mentoring, and continued opportunities for additional study.

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9g.  Professional development draws on the knowledge and skills of effective teachers as leaders,

364

facilitators, and resources in planning, implementing, and evaluating professional learning

365

opportunities.

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9h. Professional development addresses the continuum of a teacher’s experience and level of

368

expertise.