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4131 Staff Development_ Inservice Education, Visitation, Conferences

NORTHFIELD BOARD OF EDUCATION FILE CODE: 4131/4131.1 Northfield, New Jersey X Monitored

X Mandated Policy X Other Reasons

STAFF DEVELOPMENT; INSERVICE EDUCATION/VISITATIONS/CONFERENCES

The Northfield Board of Education recognizes its legal obligation to provide in-service activities that are aligned with student learning and educator development needs, and school, district and/or State improvement goals. It is the board’s priority that continuing education for teaching staff focus on the improvement of teachers’ and school leaders’ effectiveness in assisting staff students in the achievement of the Common Core State Standards (CCSS) in mathematics and language arts and literacy and Core Curriculum Content Standards (CCCS).

The Superintendent of Schools shall develop a comprehensive management system for staff professional improvement and shall assist staff members in the area of professional improvement by providing relevant information regarding workshops, professional meetings and course offerings. Professional learning shall incorporate coherent, sustained, and evidence-based strategies that improve educator effectiveness and student achievement, including job-embedded coaching or other forms of assistance to support educators’ transfer of new knowledge and skills to their work.

It is the individual teacher’s responsibility in accordance with district policies, to assure that a teacher meets the professional development requirement. There is no mandated financial obligation on the part of the district.

Professional Development for School Leaders

“School leader” means an administrator whose position requires possession of a school administrator, principal, or supervisor endorsement.

All active school leaders serving on a permanent or interim basis shall complete training on issues of school law, ethics, governance, and harassment, intimidation and bullying (N.J.S.A. 18A:26-8.2); and other statutory requirements related to student safety and well-being. To meet this ongoing requirement, the specific training needs of each school leader will be reviewed annually as part of the professional development planning process.

A. School Leaders

The chief school administrator, principals, and supervisors shall fulfill the professional development

requirement through the creation, implementation, and completion of a professional development plan

that:

  1. Aligns with the Professional Standards for School Leaders and the Standards for Professional Learning;
  2. Derives from the results of observations, evidence, and recommendations included in the annual performance evaluation of the chief school administrator, principals, or supervisors;
  3. Identifies professional goals that address specific individual, school, or district goals; and
  4. Grounds professional development activities in objectives related to improving teaching, learning, and student achievement, and in support of the school and/or district professional development plan.

B. Professional Development Requirements for the Chief School Administrator

The board of education shall oversee and review the chief school administrator’s professional development. The professional development shall be linked to individual, school, and district professional development goals and to the district’s professional development plan.

The board of education shall review the professional development plan. The chief school administrator shall provide to the board of education annual evidence of progress toward completion of the professional development plan and summative evidence of plan completion every three to five years, depending on the chief school administrator’s contract with the board of education.

In cases where there is disagreement between a chief school administrator and his or her board of education regarding plan contents or progress toward completion, the chief school administrator may appeal to the executive county superintendent, who will have final decision-making authority on all such matters.

C. Professional Development Requirements for Principals, Supervisors and Other Administrators

The chief school administrator shall oversee and review professional development for each principal and supervisor. The professional development shall be linked to individual, school, and district professional development goals and the district’s professional development plan.

Leaders whose positions require a principal or supervisor endorsement shall have an annual plan developed in collaboration with the chief school administrator, or designee holding a chief school administrator endorsement. Leaders whose positions require a chief school administrator’s endorsement but who do not serve as a chief school administrator of the district shall have an annual plan developed in collaboration with the chief school administrator, or designee holding a chief school administrator endorsement.

The chief school administrator, or designee holding a chief school administrator endorsement, shall meet with the principal, supervisor, or other school administrator at mid-year to assess progress toward completion or modification of the plan. The chief school administrator, or designee holding a chief school administrator endorsement, shall review the status of the professional development plan as part of the principal’s, supervisor’s, or other district administrator’s annual performance evaluation.

D. Evidence of Progress

Each active school leader shall be required to provide evidence of progress toward fulfillment of his or her plan including a narrative account detailing plan goals and their achievement; and documentation of professional growth activities such as school-based learning activities; training; university coursework; action research; and study groups. Study groups may include school, district, county, and/or State associations and organizations, school and district collaborative teams, and virtual learning communities.

Professional Development for Teachers

To meet the state professional development requirements, each teacher shall be guided by an individualized professional development plan (PDP), which shall include at least 20 hours per year of qualifying activities. The 20-hour annual requirement shall be reduced by a pro rata share reflecting the use of family or medical leave. It is the individual teacher’s responsibility in accordance with district policies, to assure that a teacher meets the professional development requirement. There is no mandated financial obligation on the part of the district.

The content of each PDP shall be developed by each teacher’s supervisor in consultation with the teacher and shall align with the Professional Standards for Teachers in N.J.A.C. 6A:9-3.3 and the Standards for Professional Learning in N.J.A.C. 6A:9-15.3. The PDP shall be effective for one year and shall specify, at a minimum:

A. One area for development of professional practice derived from the results of observations and evidence accumulated through the teacher’s annual performance evaluation;

B. As appropriate, an additional area for development of professional practice aligned to the teacher’s role as a member of his or her collaborative professional learning team. The professional learning team consists of teachers, school leaders, and other administrative, instructional, and educational services staff members who commit to working together to accomplish common goals and who are engaged in a continuous cycle of professional improvement focused on;

  1. Evaluating student learning needs through ongoing reviews of data on student performance; and
  2. Defining a clear set of educator learning goals based on the rigorous analysis of these data

C. As appropriate, an additional area for development of professional practice aligned with school and/or district improvement plans and goals; and

D. Any requirements for professional development stipulated elsewhere in statute or regulation.

The progress of each teacher in meeting the goals of the PDP must be determined annually and aligned to the district process for teacher evaluation. Progress on the PDP must be discussed during a minimum of one annual conference between the teacher and his or her supervisor. Each teacher shall provide evidence of progress toward meeting the requirements of his or her individual PDP, and this evidence must be reviewed as part of each conference. The PDP shall be revised at a minimum annually but may be adjusted as necessary to support the teacher’s progress. All teachers shall have an individual PDP within 30 instructional days of the beginning of their respective teaching assignments.

A teacher’s individual PDP goals may necessitate more than the recommended minimum requirements. The PDP shall accommodate additional professional development as necessary. Additional hours of qualifying activities may be required for teachers in low-performing schools, as determined by the Commissioner.

The board of education shall ensure that all teachers receive the necessary opportunities, support, and resources to engage in ongoing professional learning and to complete the requirements of their respective PDPs.

The board of education reserves the right to deny any plan that fails to advance district goals and objectives; is not conducive to student achievement of the Common Core State Standards or Core Curriculum Content Standards; or contravenes current negotiated agreements, other board policies, student safety and wellbeing, continuity of the instructional program, or budgetary constraints.

Staff participation that may require released time and/or financial reimbursement from the board will be determined by the board of education after recommendation by the Superintendent of Schools.

Staff members who participate in out-of-district programs at board expense shall submit a written report highlighting the main thrust and ideas observed by the participant.

Mandated Inservice Programs

The Superintendent of Schools shall arrange development of appropriate inservice presentations, seminars and/or workshops on equity issues, special education, child abuse and neglect, suicide prevention, drug/alcohol abuse awareness, handling blood and body fluids, possible hazardous substances in the workplace, crises response, school violence and other topics specifically required by federal or New Jersey law. These required presentations, seminars and/or workshops shall not count automatically toward the required 20 hours of continuing education annually.

Adopted: No date NJSBA Review/Update: November 2009; December 2010 Readopted: October 24, 2011 Revised: September 23, 2013

Key Words

Staff Development, Professional Inservice, Visitations, Conferences, Continuing Education

No Child Left Behind Act of 2001, Pub. L. 107-110, 20 U.S.C.A. 6301 et seq.

Legal References: N.J.S.A. 18A:6-111 et seq. Instruction in Suicide Prevention
See particularly:
N.J.S.A. 18A:6-112 Instruction in suicide prevention for public school
teaching staff
N.J.S.A. 18A:6-113 Instruction in suicide prevention in public school
curriculum
N.J.S.A. 18A:7A-11 Annual report of local school district; contents;
See particularly: annual report of commissioner; report on
N.J.S.A. 18A:7A-11e improvement of basic skills
N.J.S.A. 18A:17-46 Act of violence; report by school employee; notice of
action taken; annual report
N.J.S.A 18A:26-8.2 School leader training on ethics and governance;
collaborate training model
N.J.S.A. 18A:27-4 Power of boards of education to make rules
governing employment of teacher, etc.
N.J.S.A. 18A:30-7 Power of boards of education to pay salaries
N.J.S.A. 18A:31-2 Attendance at conventions of New Jersey
Education Association
N.J.S.A. 18A:40A-3 Initial inservice training programs; curriculum;
See particularly: availability
N.J.S.A. 18A:40A-3a, -18c
N.J.S.A. 34:5A-10 Retention of workplace surveys
N.J.S.A. 34:5A-13 Employee education and training program;
certification of instructors
N.J.A.C. 6A:7-1.6 Professional development
N.J.A.C. 6A:10-2.4 Evaluation of all teaching staff
N.J.A.C. 6A:10-2.5 Corrective action plans for all teaching staff
N.J.A.C. 6A:10-4.1 et seq. Components of teacher evaluation
N.J.A.C. 6A:14-1.2(b)13 District eligibility for assistance under IDEA Part B
N.J.A.C. 6A:15-1.8 Inservice training
N.J.A.C. 6A:9-15.1 et seq. Required Professional Development for Teachers
and school leaders
N.J.A.C. 6A:16-1.1et seq. Programs to Support Student Development
See particularly:
N.J.A.C. 6A:16-3.1(a)4, -5.1(d),
6.2(b)12
N.J.A.C. 6A:16-11.1et seq. Reporting Allegations of Child Abuse and Neglect
N.J.A.C. 6A:30-1.1 et seq. Evaluation of the Performance of School Districts
N.J.A.C. 6A:32-4.1 Employment of teaching staff
N.J.A.C. 6A:32-4.4 Evaluation of tenured teaching staff members
N.J.A.C. 6A:32-4.5 Evaluation of nontenured teaching staff members

The Comprehensive Equity Plan, New Jersey State Department of Education

Possible Cross References: *4115 Supervision *4116 Evaluation

4133 Travel/reimbursement *4231/4231.1 Staff development; inservice education/visitations/conferences *5131.6 Drugs, alcohol, tobacco (substance abuse) *5141 Health *5141.4 Child abuse and neglect *6142.2 English as a second language; bilingual/bicultural *6171.3 At-risk and Title 1 *6171.4 Special education

*Indicates policy is included in the Critical Policy Reference Manual.