Resource Guide for the Standards and Rubric for School Improvement

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Standard One:
School and District Leadership



Standard Two:
Curriculum, Instruction, And Professional Development

2.1 Alignment With Standards
2.2 Monitoring Curriculum
2.3 Communication With Stakeholders
2.4 Common Academic Core
2.5 Monitoring and Evaluation
2.6 Instructional Planning
2.7 Instructional Materials
2.8 Technology Integration
2.9 Differentiated Instruction
2.10 Research-Based Strategies
2.11 Long-term Professional Growth
2.12 Teachers Role in Student Success
2.13 Continuous Professional Development
2.14 Evaluation Process
2.15 Content Knowledge



Standard Three:
Classroom And School Assessments



Standard Four:
School Culture, Climate, And Communication



ADE Calendar of Events



Best Practices Academies

2.13 Continuous Professional Development

Professional development is continuous and job-embedded.

It's a big mistake to think that teaching is what we do every day and professional development is an occasional seminar or workshop or institute. No! The job is professional development and professional development is the job. When we learn that – really learn it – we’ll be on our way.

Anthony Alvarado,
Former Chief Education Officer for San Diego Unified School District and New York City School District #2

Suggested Evidence
  • Documentation of continuous professional development activities
  • District/school plan for professional development
  • Master schedule
  • Minutes or recap of teacher planning sessions
  • Evaluation forms
  • Observation forms
  • Mentoring and coaching plans
Level of Performance: Exceeds Standards
  • All teachers participate in job-embedded professional development to update their content knowledge and professional practices that are scientifically research-based.
  • Professional development time is consistently provided (i.e., daily or weekly) for colleagues to collaborate in order to evaluate resources, analyze data, and study research.
  • Teachers who have expertise in content or pedagogy mentor other teachers on a regular basis.

Related Resources

Tools
Acronym Finder   
Acronym Finder has over 60,000 entries in its data base.
Publication Date: 1988-2008
Publisher: The Acronym Finder

National School Reform Faculty Protocols   
Examining student work is an effective form of job-embedded professional development. The National School Reform Faculty website includes sample protocols for examining student work. The web page defines protocols as “guidelines for conversation that create a structure that makes it safe to ask challenging questions.” Three samples can be viewed: Tuning Protocol, Collaborative Assessment Conference, Success Analysis.
Publisher: Harmony Education Center

NSDC Standards for Staff Development   
This tool presents standards for the context, process, and content of staff development that improves the learning of all students.
Publication Date: 2001
Publisher: National Staff Development Council


Articles
9 Roles of the School-based Coach   
This article discusses the complexity of the duties school-based coaches face due to the new expectations of public education.
Author: joellen Killion and Cynthia Harrison
Publication Date: 2005
Publisher: National Staff Development Council (NSDC)

NEW! Delivering a Lecture   
This excerpt, from "Tools for Teaching", details several strategies for better lectures.
Author: Barbara Gross Davis
Publication Date: 1993
Publisher: Jossey-Bass

NEW! Principal as Instructional Leader: Designing a Coaching Program That Fits   
This article from the Center for Comprehensive School Reform and Improvement describes ways to assess needs, select strategies, and implement a successful coaching program.
Author: Julie Kowal and Lucy Steiner
Publication Date: 2007
Publisher: Center for Comprehensive School Reform and Improvement

NEW! What Content-Area Teachers Should Know About Adolescent Literacy   
This report suggests methods for improving adolescent learners reading and writings skills in the classroom.
Author: Kris Anstrom and Trenace Richardson Tanya Shuy Rebecca J. Moak and Mary A. Campbell Peggy McCardle a
Publication Date: 2007
Publisher: National Institute of Child Health and Human Development

NEW! Classroom Walkthroughs: Learning to see the trees and the forest   
Pilter and Goodwin discuss how to effectively use walkthroughs to collect data and provide useful feedback to educators to improve instruction.
Author: Howard Pitler with Bryan Goodwin
Publication Date: Summer 2008
Publisher: Mid-continent Research for Education and Learning (McREL)

NEW! Coaching: A Strategy For Developing Instructional Capacity   
Barbara Neufeld and Dana Roper discuss how coupling professional development with coaching support can produce sustainable continuous improvement in school organization and classroom instruction.
Author: Barbara Neufeld and Dana Roper
Publication Date: June 2003
Publisher: Annenberg Institute for School Reform

Building Bridges: The Mission and Principles of Professional Development   
This government report identifies the characteristics of high-quality professional development: (1) focuses on teachers as central to student learning; (2) focuses on individual, collegial, and organizational improvement; (3) respects and nurtures the intellectual and leadership capacity of individuals within the school community; (4) reflects best available research and practice in teaching, learning, and leadership; (5) enables teachers to develop further expertise in subject content, teaching strategies, and technology; (6) promotes continuous inquiry and improvement; (7) involves collaborative planning; (8) requires substantial time and other resources; (9) is driven by a coherent long-term plan; and (10) is assessed by its impact on teacher effectiveness and student learning.
Author: U. S. Department of Education Professional Development Team
Publication Date: 1994
Publisher: The Rural School and Community Trust

Coaching Moves Beyond the Gym   
This article states that site-based coaches who devote time and expertise to coach individual teachers on a regular basis provide a successful means to student success.
Author: Ruth Galm and George S. Perry
Publication Date: 2004
Publisher: National Staff Development Council (NSDC)

How Teachers Change: A Study of Professional Development in Adult Education   
This article discusses the key findings regarding adult education, and provides suggestions to improve professional development for adults.
Author: Cristine Smith, Judy Hofer, Marilyn Gillespie, Marla Solomon, and Karen Rowe
Publication Date: 2003
Publisher: National Center for the Study of Adult Learning and Literacy

How to Develop a Coaching Eye   
This article discusses the skills, knowledge, and strategies needed to become a classroom coach.
Author: Stephanie Feger, Kristine Woleck, and Paul Hickman
Publication Date: 2004
Publisher: National Staff Development Council (NSDC)

Leading Edge: The Best Staff Development is in the Workplace, Not in a Workshop   
Rick DuFour states that, "Most schools and districts have created an artificial distinction between working and learning." Staff development should not be regarded as an event but should be embedded in the workplace. However, embedding staff development in the workplace doesn't guarantee improved learning for adults or students. DuFour identifies four questions that should be addressed and includes 8 tips for leaders who want to ensure that "job-embedded, site-based professional development offers the best venue for educators’ ongoing learning."
Author: Rick DuFour
Publication Date: 2004, Spring

Professional Development: A Results-Driven Approach to Teacher Development   
The article describes the development of a focused, job-embedded, professional development program for an urban district in Long Beach, California.
Author: John Norton and Anne C. Lewis
Publication Date: 2000, Spring

Student Learning Grows in Professional Cultures   
The authors discuss how a culture of professionalism in the school fosters improvement in instruction and systems change.
Author: TOOLS FOR SCHOOLS - August/September 1998
Publisher: National Staff Development Council (NSDC)

Teachers Who Learn, Kids Who Achieve: A Look at Schools with Model Professional Development   (to edit this resource, contact WestEd)
Author: Western Regional Educational Laboratory
Publication Date: 2000
Publisher: WestEd

The Authentic Task Approach: A Results Driven Professional Development Strategy to Promote Learning   
The Authentic Task Approach (ATA), is a professional development design that allows teachers to identify and solve potential problems in thier instruction and school.
Author: Janet M. Phlegar and Nancy Hurley
Publication Date: 1999
Publisher: WestEd

The Good Mentor   
This article discusses what to look for in mentoring programs, as well as how to prepare mentors to be successful.
Author: James B. Rowley
Publication Date: 1999, May
Publisher: Association for Supervision and Curriculum Development (ASCD)

Three Simple Secrets of School-Based Coaching   
The author gives some anecdotal pointers she has learned over her 15 years as a school-based literacy coach.
Author: Juli Kendall
Publication Date: November 29, 2006
Publisher: Teacher Magazine

Tipping Point: From Feckless Reform to Substantive Instructional Improvement   (to edit this resource, contact WestEd)
Author: Mike Schmoker
Publication Date: 2004, February
Publisher: Phi Delta Kappa


Useful Links
NEW! Tiered Instruction/Intervention   
The site offers details and information on the RtI process and articles as well as descriptions of the three tiers.
Publication Date: Retrieved November 2008
Publisher: RTI Action Network

Arizona Department of Education Calendar of Events   
This calendar can be searched by date or by ADE unit/division.

Arizona Education Association   
The Arizona Education Association is an organization advocating for support of Arizona's public schools, improving the quality of public education through positive change, and improving the professional lives of teachers and school staff members.

Arizona Professional Teacher Standards   
Publisher: Arizona Department of Education

Honoring Outstanding Teachers of America   
This page describes how various programs at schools across the country are successfully providing new teachers with guidance and professional support.
Publisher: Carlston Family Foundation


Other Resources
NEW! Dr. Archer Video Series   
“Dr. Anita Archer is a talented author and beloved teacher of teachers. This video series is one of her many gifts to the educational community. Produced with support from the Sonoma County Office of Education, it is made available at no cost thanks to her generous spirit.
The series addresses strategic literacy instruction in grades K-8 using a “research to practice” approach grounded in pragmatic real-world application. Each video is 4 to 8 minutes long, has a particular strategic focus, and was shot unrehearsed in real time. A short viewing guide is included for each video, providing guidance for viewing and feedback for post-viewing applications.” Sonoma County Office of Education
Author: Dr. Anita Archer
Publication Date: 2008
Publisher: Sonoma County Office of Education

Annual Professional Performance Review   
This one-page document describes New York State requirements for the Annual Professional Performance Review and includes a description of programs offered to assist teachers in this process. Programs include Professional Portfolio/Portfolio Review, Peer Coaching, Videotape Production of Classroom Teaching, Teacher Research/Action Research, Study Groups and Peer Review Process.
Publication Date: 2002, Fall

Chicago Public Schools Education Plan – Goal 3   
The CPS Education Plan – Goal 3 addresses effective strategies and improved learning: CPS schools will have strong communities of learning where teams of teachers work with the principal and other school staff to create a work and school environment of problem solving, innovation, reflection on practice, and collaborative professional development to design and implement effective instructional programs.
Publisher: Chicago Public Schools

Master Plan for Staff Development   
This plan is a complete master plan for staff development, which demonstrates a district approach to staff development that is continuous and job embedded. “Job-embedded projects are those that occur as teachers and administrators are engaged in their daily activities and that result in increased skill and knowledge needed to assist students to perform more effectively. Such projects connect 'learning to the immediate and real-life problems faced by teachers and administrators' (A New Vision for Staff Development, Sparks and Hirsh, 1997). Job-embedded projects result from identified areas of need evolving from assessments of student performance translated into school and/or district goals.”
Author: School Administrative Unit #38
Publication Date: 2001-2006
Publisher: SAU #38 – New Hampshire

The Arizona Association of School Business Officials (AASBO)   
The Arizona Association of School Business Officials (AASBO) is a professional association providing support and professional development opportunities for individuals whose primary responsibility is the business management of a school district.




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