Appendix B - Williamson County Schools Professional Development Guidelines
 

Professional Development – Professional Development should be data driven based on students’ academic needs and further defined by what educators need to know and be able to do to ensure student success.  The best professional development occurs in the context of professional learning communities as this creates a culture for sustained learning.

1. Each licensed employee shall be required to participate in the professional development opportunities provided by or approved by the system. 
    

2. Professional development is defined as a program of on-going planned activities designed to increase the competencies needed by all certificated personnel in the performance of their professional responsibilities.  In this context, "competencies" are defined as the knowledge, skills, and attitudes which enable personnel to carry out their tasks with maximum effectiveness, and primarily to increase student achievement.  Professional development should be job embedded, ongoing and sustainable in nature.
    

3. Examples of approvable activities for professional development include the following:
    

   1. Professional development activities designed to develop the competencies of educators

   2. Instructional assessment and improvement studies.

   3. Technology studies to include: technology in teaching and learning, technology and assessment, technology in productivity, and teacher technology literacy.

   4. Workshops and/or other activities based on the assessed needs of individuals, a school or school system.

   5. Development and coordination of system and school-wide curriculum.

   6. Conducting staff development programs/activities that are consistent with needs identified at the building and/or system level.

   7. Studies of:  teaching methods and strategies, classroom management, child development, curriculum and instruction, motivation, community involvement, planning and evaluation.

   8. Workshops, seminars, institutes, state sponsored activities, teacher-center activities, professional organization sponsored activities, and college or university sponsored activities or on-line courses which are related to a teacher's assignment or to a school's or system's objectives, with principal approval.  (To validate theses activities a written record of attendance/participation must be maintained.)

   9. Specific training for instructional assignments.

   10. Service as a free consultant to other schools, excluding travel time, with administrator approval.

   11. Professional development programs for educators becoming qualified to administer emergency first aid and CPR (cardiopulmonary resuscitation).

   12. Mentoring, both for the mentor and mentee.

   13. Coaching to include work by reading and technology coaches as well as peers, consultants, and administrators.

4. Each school shall develop and carry out a professional development plan designed to improve the school curriculum, student achievement, and promote the continuous professional growth of all personnel.  This program shall be in accord with the system-wide plan of which it is a part.

5. Needed resources and instructional strategies to achieve specific objectives must be identified when designing approvable professional development activities.  A variety of possible strategies and activities should be included but not limited to:  group sessions, workshops, seminars, demonstrations, observations, interview, brainstorming, buzz sessions, micro-teaching, simulation, role-playing, visitations, practice and feedback situations and other activities emphasizing personal interactions.

6. The professional development program shall be based on the professional development needs of teachers, as expressed in needs surveys, conducted by Central Office Director designated by the Director of Schools or the Building Leadership Team, in concert with the principal at individual schools.

7. The calendar shall show Board designated professional development days.  Five professional development days must be accounted for byeach teacher.  The five days are documented on the professional development accountability form, which is turned in to the principal or supervisor.  A summary accountability form is submitted by each site for all teachers.

8. Professional development credit may be granted to all educators serving on textbook evaluation committees, when approved by the appropriate director. 

9. Professional development credit may be granted to all educators participating in Southern Association of Schools evaluations, when approved by the appropriate director and principal.  A maximum of 3 days may be approved for the above two activities.

10. Other professional development credit may be granted to educators, when approved by the appropriate director.

11. Educators who are assigned to a position after a professional development activity has taken place may make up the day whenever possible. If the person, whose place a late hire is taking, has completed the professional development requirement for that year, then the new person coming in is not eligible for payment or required to complete those professional developmentdays provided that person is serving in an interim role.

12. Part-time educators or teachers hired after the start of school are required to complete an approved professional development program based on the percentage of time employed for the school year.

13. Principals should provide opportunities for embedded professional development so teachers have every opportunity to have high quality professional development.