Sentences with phrase «professional development systems»

Forums focus on a range of topics — from health and safety to professional development systems to men in education.

This Blueprint is NAEYC's framework for policy development and implementation related to state professional development systems for early childhood educators working with children from birth through age 8.

Build It Better: Indicators of Progress to Support Integrated Early Childhood Professional Development Systems builds on Workforce Designs» four principles and six policy areas, providing a set of indicators that look across early childhood education settings, sectors and roles to build a better system - one that can integrate PD regulations and initiatives, raise PD quality, address workforce equity and diversity and make the case for compensation parity.

This webinar highlighted strategies for building comprehensive, statewide professional development systems for the home visiting workforce.

Panelists discussed statewide professional development systems in Illinois and Virginia and how these systems play a critical role in supporting home visiting programs» desired outcomes for families and children.

The goal of the NC ECDTL is to identify, develop and promote the implementation of evidence - based child development, teaching and learning practices that are culturally and linguistically responsive and lead to positive child outcomes across learning programs, along with providing strong professional development systems.

The webinar also included remarks on professional development systems from Terry Adirim, Director of the Office of Special Health Affairs in the Health Resources and Services Administration, U.S. Department of Health and Human Services.

Encourage states to establish minimum levels of training and competencies for their child care workforce and to improve professional development systems for the child care workforce in ways that have been shown to impact child outcomes.

The advent of the federal Early Learning Challenge, new state investments in pre-K, the widespread implementation of more sophisticated QRIS and Professional Development systems — all have advanced the cause of aligned, comprehensive early childhood systems in states.

Apr2013Strategic Directions: Technical Assistance Professionals in State Early Childhood Professional Development Systems» This policy brief examines the growing field of professional coaches, mentors and consultants workin...

Supporting your efforts to build, implement, and enhance cross-sector early childhood professional development systems and strategic workforce supports.

Supporting your efforts to build, implement, and enhance cross-sector early childhood professional development systems and workforce supports.

These challenges include inadequate compensation and benefits, inconsistent workforce standards, and uncoordinated professional development systems.

However, the existing professional development systems reflect the underresourced and fragmented early childhood system itself.

States need coordinated professional development systems to prepare and train a skilled early childhood workforce.

Federal legislation must include a stable federal investment that, in combination with state dollars, funds the development and maintenance of comprehensive professional development systems.

Professional development systems for teachers that reinforce and expand on preparation program content

This initiative will also serve as a vehicle to promote investments, public and private, for professional development systems, institutions, and individuals.

• Deeply familiar with planning, developing, implementing and evaluating professional development systems based on competencies and priorities • Hands - on experience in determining existing opportunities and protocols and procedures, and conducting both informal and formal opportunity assessment for different professional development tracks • Proficient in establishing development categories, such as performance and knowledge enhancements and personal development • Qualified to develop orientation plans for all staff members by ensuring that they are aware of basic requirements such as ethics and communication • Skilled in making recommendations to strengthen delivery methods by efficiently identifying training delivery protocols • Track record of effectively facilitating preparation of correspondence, newsletters and marketing materials • First - hand experience in keeping professional development programs and workshops dynamic and rigorous by constantly employing needs assessment methods • Deeply familiar with maintaining accurate records of professional development activities, including description, type and number of people involved • Proven ability to provide professional development instructional design to management • Adept at mentoring and coaching new instructors and trainers, and building and maintaining community partnerships

Coordinate the change with other professional development systems.

How will the change impact work assignments, evaluation process, training, and other professional development systems?

NAESP sees this new permissive use of funds as an excellent opportunity to examine professional development systems for principals and increase support where the systems fall short across the principal's entire career, from recruitment to ongoing support.

The expanded roles for teachers are designed to build on the current strengths of New Haven's talent and professional development systems and take the first steps to transform the district into a professional learning system.

District professional development systems set policy and practices for development, sustained implementation, and continuous improvement of the district's workforce.

The districts» professional development systems support that commitment.

The following information and resources are provided in support of district work on the development and continuing improvement of professional development systems to support student learning and proficiency development for instructional personnel, school administrators and support staff:

As a co-developer of child and classroom assessment tools and complementary integrated curriculum and professional development systems, she views ECE systems development from multiple lenses: research, utilization focused evaluation, staff development, and teaching and learning.

Just instituting extended hours in and of itself will not lead to the benefits full - day kindergarten offers — teachers must be trained in and be able to use methods that evoke the most developmental benefits and «school district administrators can play important leadership roles in building comprehensive professional development systems that support PreK - 3rd teachers and their efforts to create effective learning environments.»

How best to support and retain strong leaders — from promising «grow your own» models to enhanced professional development systems.

Developing Educator Evaluation, Compensation, and Professional Development Systems: Lessons Learned From Oregon Teacher Incentive Fund Districts Bev Pratt, TIF Grant Manager, The Chalkboard Project Havala Hanson, Senior Research Advisor, Education Northwest Jay Mathisen, Assistant Superintendent, Bend - LaPine School District Frank Caropelo, Assistant Superintendent, Greater Albany Public School District Ken Parshall, Assistant Superintendent, Salem - Keizer School District

States and communities have worked to build and strengthen professional development systems for the afterschool workforce by providing scholarships for education and training, establishing training registries, defining core knowledge and competencies for afterschool workers, and offering credentials and certifications for staff that further their education (Afterschool Investment Project, 2007).

In 2005, Minnesota passed the Quality Compensation law (known as Q Comp), an optional statewide program that provides additional funding to districts or public charter schools to support them in designing alternative teacher compensation and professional development systems.

It is critical that early decisions incorporate contemporary research and deep alignment to OSDE requirements so that teacher evaluation systems will work in concert with professional development systems and student achievement data.

Mr. Toth is actively involved in research and development, gives public presentations, and advises education leaders on issues of leadership and teacher effectiveness, school improvement, and professional development systems.

Improving professional development systems while maximizing informal learning opportunities is central to ongoing and durable learning.

Teachers in TNTP's survey report feeling like professional development systems are disjointed and impersonal and aren't customized to fit their needs.

For too long our professional development systems have focused on the quality of the professional development «inputs» provided to teachers to improve their professional practice, with unfortunately little evidence of improvement or linkage to any «outputs» of a change in instructional practice.

We also expect the work to include parallel strategies and practices for adults — teachers and parents — that build directly from the SECURe Families and Professional Development systems, and that focus primarily on adult stress.

We are also excited about our innovative teacher career ladder and professional development systems in which we recruit talented educators, provide them with opportunities to develop their craft, and retain them through formal recognition of their expertise, generous compensation, and a manageable yet challenging workload.

«McREL was instrumental in the development of our state - approved professional development system.

Only a few have made sustained efforts at capacity building (such as Missouri «s 1993 Outstanding Schools Act provided funding for a state - wide teacher professional development system, or New Jersey «s provision of significant additional resources to high poverty «Abbott» school districts).

The book's concluding chapter, «A Profession of Hope,» offers the TeachingWorks professional development system founded by Ball and the Boston Teacher Residency (BTR), which has hired Lampert in a leadership position, as models for disseminating teaching practices that work to novice and experienced teachers alike.

The Department of Education shall disseminate, using web - based technology, research - based best practice methods by which the state and district school boards may evaluate and improve the professional development system.

Schools and districts, in developing and refining the professional development system, shall also review and monitor school discipline data; school environment surveys; assessments of parental satisfaction; performance appraisal data of teachers, managers, and administrative personnel; and other performance indicators to identify school and student needs that can be met by improved professional performance.

Each school district shall develop a professional development system as specified in subsection (3).

Each district school board shall provide funding for the professional development system as required by s. 1011.62 and the General Appropriations Act, and shall direct expenditures from other funding sources to continuously strengthen the system in order to increase student achievement and support instructional staff in enhancing rigor and relevance in the classroom.

The department shall review the performance data as a part of the periodic review of each school district's professional development system required under s. 1012.98.

The purpose of the professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce.

The department shall report annually to the State Board of Education and the Legislature any school district that, in the determination of the department, has failed to provide an adequate professional development system.

In spring 2013, 900 administrators, instructional coaches, and teacher leaders from Atlanta Public Schools embarked on a collaborative effort with ASCD to build a job - embedded professional development system that would deepen educator understanding of the Common Core Georgia Performance Standards.