D6: Professional Development

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Domain 6. Professional Development

Rationale:
It is important to develop your teaching skills through continuous professional development. Teaching practices are evolving with the change in our cliental, with new research, and new data found about best practices. Indeed, it is critical to improve our teaching through purposeful professional development backed by data and proven success. At Alamo Heights ISD we believe that learning is a process and growth will continue throughout each teacher’s career. Successful teachers, who have successful students, are willing to learn new strategies to continue to succeed into the future.

Below are the foundational components identified as Alamo Heights ISD best practices for ensuring that teachers maintain professional communication.



The following links are applicable to any of these 4 sections. These links are here to help give you some concrete examples of best practices from other teachers, to help you grow and develop professionally.
Making Teaching Public: A Digital Exhibition -Links to websites that document elementary and secondary teachers’ practices
Inside Teaching – A large collection of multimedia records of teaching practice



6a. Campus/District Goals


Things to consider
Professional development activities are directly related to the goals, the objectives and priorities of the campus or district.
Professional development activities correlate to subject matter and past performance appraisal.
Evidence of knowledge and skills from professional development activities are integrated in the instructional program.
The teacher uses a variety of professional development models appropriate to the needs of students. (See Commissioner's Rules 153.1011(d)).

Quantity
  • Focus is on integrating practice, not the number of professional development activities. Information is primarily provided through the Teacher Self-Report.
Quality
  • Look for evidence of alignment and strength through the Teacher Self-Report.
  • How does the teacher make connections between goals and objectives, the professional development, and his/her own practice? 

ahisd_logoSuggested resources for continued professional development:

 
http://ritter.tea.state.tx.us/tala/ -- Texas Adolescent Literacy Academies
http://ritter.tea.state.tx.us/curriculum/hpe/ -- Health and Physical Education
http://ritter.tea.state.tx.us/reading/ -- Texas Reading Initiative
http://ritter.tea.state.tx.us/imet/ -- Instructional Materials and Educational Technology
http://www.meadowscenter.org/vgc/pd/ced.asp -- Vaughan Gross Center for Reading and Language Arts, Educator Development



6b. Student Needs

Things to consider
Professional development activities are directly related to the assigned grade level and/or subject content.
Professional development activities are directly related to the needs of students.
Evidence that knowledge and skills from professional development activities are integrated in the instructional program.

Quantity
  • Focus is on integrating practice, not the number of professional development activities. Information is primarily provided through the Teacher Self-Report.
Quality
  • Look for evidence of strength, impact, variety and alignment through the Teacher Self-Report.
  • The teacher makes connections between goals and objectives, the professional development, and his/her own practice.
Quality Indicators:


ahisd_logoSuggested resources for continued professional development:

Differentiated Instruction in Kindergarten by Cindy Middendorf
Working on the Work by Phil Schlechty



6c. Prior Performance Appraisal

Things to consider
Professional development activities directly relate to the teacher’s prior performance appraisal or analysis of needs.
Evidence that knowledge and skills from professional development activities are integrated in the instructional program.
Continuous improvement.

 Quantity
  • Focus is on integrating practice, not the number of professional development activities. Information is primarily provided through the Teacher Self-Report.
Quality
  • Focus on how the teacher utilizes reflection and feedback for enhancing student learning.
  • The teacher makes connections between prior performance/analysis of needs and his/her own professional development, and practice.
  • Look for evidence of strength, impact, variety, and alignment through the Teacher Self-Report.

Resources for continued professional development




6d. Improvement of Student Performance



Things to Consider
Teacher actively engages with colleagues in professional activities.
Teacher engages in professional development activities in accordance with district/campus goals, objectives, policies, and directives.
Collaborative activities are focused on improvement of student performance.

Quantity
  • Look for repeated evidence of formal/informal membership in collaborative partnerships or groups.
  • Focus is on the appropriate level of participation/collaboration, not the number of groups or number of meetings.
Quality
  • Look for evidence of strength, impact, variety, and alignment in implementation of knowledge and skills or collaborative activities, which impact overall student performance.
 Quality Indicators


ahisd_logoSuggested resources for continued professional development:


Best Practice, Third Edition by Steven Zimelman and Harvey Daniels



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