NOTICE TO INSTITUTIONS OF HIGHER EDUCATION AND PRIVATE PROVIDERS WHO OFFER PROFESSIONAL DEVELOPMENT COURSES FOR THE STATE OF HAWAII, DEPARTMENT OF EDUCATION, OFFICE OF CURRICULUM, INSTRUCTION, AND STUDENT SUPPORT Applications are being accepted from Institutions of Higher Education (IHE) and Private Providers for PROFESSIONAL DEVELOPMENT COURSES that may result in the awarding of professional develop credit that is applicable to teacher reclassification in salary. Applications will be accepted for review and approval by the State of Hawaii, Department of Education (DOE), Professional Development and Educational Research Institute (PDERI), c/o Puuhale Elementary School, 345 Puuhale Road, Room 107, Honolulu, Hawaii 96819 on the schedule as listed: For Professional Development Courses Offered: Application Submittal Deadline Semester 1 (September, October, November, December ) June 30 Semester 2 (January, February, March, April, May) October 30 Summer (June, July, August) February 28 Professional Development Credit Courses promote and build the skills of teachers to become highly qualified in their teaching to assist all students to meet and exceed the Hawaii Content and Performance Standards. To ensure that courses offered for credit meet the standards of quality, the application must address the requirements and expectations of the following: 1. Professional Development requirements of the No Child Left Behind (NCLB) Act. 2. The revised 2001 National Staff Development Council Standards for Staff Development. 3. The 2002 Revised DOE Guidelines and Procedures for Quality Professional Development Credit Program (PD Credit) which include the rubrics for the following: Guidelines for Determining the Number of Credits to Award for Professional Development Activity Applications Learning Results Portfolio: Assessment Rubric Applications must include the following in the course description: the instructor s qualification, course syllabus and desired outcomes, research citations, handouts and text; timeline for the activities, evaluation process, and the cost of the training. Applications must also indicate the teacher performance standards of the State of Hawaii, Teachers Performance and Licensing Standards that are being addressed in the PD Credit Course. Detailed information on these requirements and application procedures and forms can be accessed through the DOE Professional Development and Educational Research Website, http://fmsweb2.k12.hi.us/pderi/main.aspx.
Qualified applicants for this notice will be placed on an Approved Institutions of Higher Education and Private Provider Professional Development Course list which will be posted on the PDERI Website and offered for selection and sponsorship by interested personnel from schools, complex areas, and state or district offices. The term of the Approved Institutions of Higher Education and Private Provider Professional Development Course list shall be for the semester period during which the professional development course is offered. Upon mutual agreement between providers and the DOE, approved professional development courses may be extended for additional semester periods. Inquiries may be directed to the Professional Development and Educational Research Institute (PDERI) at telephone number (808) 832-3201 or facsimile (808) 832-3207. 12/5/02
PROFESSIONAL DEVELOPMENT AND EDUCATIONAL RESEARCH INSTITUTE PROFESSIONAL DEVELOPMENT CREDIT PROGRAM (PD CREDIT) FOR THE HAWAII DEPARTMENT OF EDUCATION (DOE) The Hawaii State Department of Education, under the federal NO CHILD LEFT BEHIND (NCLB) Act, requires a system that promotes high quality professional development. Through professional development, teacher knowledge of the academic subjects teachers teach will increase and enable teachers, principals, and administrators to become highly qualified to help all students meet and exceed the Hawaii Content and Performance Standards (HCPS). The system must sponsor and support professional development activities that are an integral part of the school level Standards-Implementation Design (SID) Action Plan and state- or complex-wide educational improvement initiatives. To ensure that the Hawaii State Department of Education sponsored credit activities meet the standard of quality, all professional development credit activities will incorporate the professional development requirements of the following: 1. No Child Left Behind (NCLB) Act. 2. The Elements of Quality Professional Development, which reflects the best practices in the field of staff development. 3. The revised 2001 National Staff Development Council Standards for Staff Development. 4. The Department of Education Guidelines and Procedures for Quality Professional Development Credit Program (PD Credit) Procedures for Institutions of Higher Education Requesting to Offer Professional Development Courses for Academic Credit Leading to Teacher Reclassification Courses, one semester or one term, that are a part of a program of study resulting in a degree from an accredited institution of higher education (awarded by the respective commission of six regional accrediting associations) are approved for use in teacher reclassification. Any course used for teacher reclassification must have the Principal s approval using Form 201a. Procedures for Department of Education Schools, State Offices and Complex Areas Requesting to Offer Professional Development Courses for Teacher Reclassification All schools are encouraged to sponsor professional development credit activities that are of high quality, sustained, intensive, and classroom-focused in order to have a lasting impact on classroom instruction and the teacher s performance in the classroom. Approval for all professional development courses will be based on the following criteria: CRITERIA FOR APPROVAL 1. Forms as described in the Guidelines and Procedures for Quality Professional Development Credit Program (PD Credit have been submitted thirty (30) calendar DESCRIPTION DOE Course Sponsor identified. PD Credit proposal embodies Elements of Quality Professional Development. Sponsor submits forms and fulfills the requirements of the Guidelines and
days prior to the beginning of the activity. Procedures-Quality Professional Development Credit Program (PD Credit. 2. The Hawaii Content and Performance Standards (HCPS) is a focus. Content or Performance Standards are identified and aligned to the activities of the professional development course. Gives teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state content and performance standards. Broadens/expands teachers knowledge of the content they teach. 3. The PD credit course promotes the implementation of the school s Standard Implementation Design (SID) plan. 4. Professional development activities have all students and their learning as a core focus. 5. Professional development activities are aligned to support system-based changes that promote student learning. 6. Professional development promotes specialized and unique knowledge to deepen teachers knowledge of the content they teach. SID plan supports the need for the professional development course/activity. Is an integral part of broad school-wide and complex area education improvement plan. Standards-based. High achievement for all students. Focuses on rigorous content and the best way to reach all students. Engages teachers in regular study of student work. Change linked to statewide or complex area educational initiatives or with the school s SID. Research-based. Engages teachers in the continuous improvement of their teaching and expands the repertoire of instructional approaches they use to teach content to an increasingly diverse student population. Uses strategies that are research- based effective teaching practices. Linked to state initiatives and the HCPS. Improves and increases teachers knowledge of the academic subjects the teachers teach, and enables teachers to become highly qualified.
7. Professional development activities match adult learning processes with the intended learning outcomes for students and the desired instructional practices of teachers. 8. Professional development activities have participants producing a Learning Results Portfolio to reflect on the impact of the participant s use of the learning activity in the classroom with students. Provides extensive classroom support to teachers in the form of coaching, mentoring, and/or demonstration lessons. Offers programs that support beginning teachers and principals and provide intensive assistance to veteran educators who are experiencing difficulty or need to be retrained for another teaching assignment. Uses information related to student learning to determine staff development goals, promote teacher learning, and evaluate the effectiveness of staff development efforts. The learning results portfolio incorporates the Essential Features of a Learning Results Portfolio. Procedures for Institutions of Higher Education and Private Providers Requesting to Offer Professional Development Courses for DOE Professional Development Credit Leading to Teacher Reclassification Institutions of Higher Education and private providers may request approval from the Department of Education to offer courses for DOE Professional Development Credits. Institutions of Higher Education and private providers will be required to obtain prior approval in order to be listed on the Approved List of Courses. The organization must provide the following in their application: 1. Purpose of the course, its relation to the Hawaii Content and Performance Standards, and an explanation of how the course is research based (cite the research). 2. Desired Outcomes Goals and Objectives. 3. Evaluation process for course effectiveness. 4. Syllabus that includes timelines and description of activities, handouts/text, and media/instructional materials. 5. Cost of the course. The Department of Education will bi-annually advertise through the newspapers the request for course applications from Institutions of Higher Education and private providers. Once listed on the Approved List of Courses, interested DOE sponsors will contact the organization to work collaboratively on the DOE Professional Development Application (Form 701). Approval is for the duration of the course and subject to a course evaluation process. Application submittal dates are as listed:
For Professional Development Course Offered: Application Submittal Deadline Semester 1 (September, October, November, December) June 30 Semester 2 (January, February, March, April, May) October 30 Summer February 28 Interested parties who wish to submit an application for a Professional Development course approval should submit an Application for In-Service PD Credit Activity (Form 701) on or before the application submittal dates listed in the schedule above. Application should be sent to: Ms. Phyllis Unebasami, Administrator Mr. Tom Pangilinan, Educational Specialist Professional Development and Educational Research Institute 345 Puuhale Road Honolulu, Hawaii 96819 Telephone: (808) 832-3201 FAX: (808) 832-32
Credit Options (Academic and DOE Professional Development) CREDIT OPTIONS DESCRIPTION EXAMPLES DOE APPROVAL PD CREDIT REQUIREMENTS External Academic Credit Academic courses from an Institution of Higher Education (IHE) A course offered by an accredited institution of higher education for academic credit. The course is one term and is part of a program of study resulting in a degree from an accredited IHE. Graduate level courses DOE approval required via OHR Course is approved by the school principal (Form 201a). Not applicable CREDIT APPLICABLE TO: Teacher re-classification X Approval of the school principal Teacher Renewal of Licenses X Approval of Teacher Standards Board Add a Field X Approval of Teacher Standards Board DOE Professional Development Credit Professional Development Courses generated by Department of Education schools, complex areas, state offices Course designed with specific learning goals by a school, complex, or state office to provide participants with successful learning experiences that lead to improvements in student learning. Courses designed to focus attention, efforts, and resources on promoting student learning through the attainment of the Hawaii Content and Performance Standards. Submittal of documents as listed in the DOE Quality Professional Development Credit Program Guidelines and Procedures.(Form 701) Professional Development and Educational Research Institute (PDERI) is responsible for the approval of the PD Course Successful completion of the special learning goals as written in the course syllabus. Completion and submittal of a Learning Results Portfolio to the Professional Development and Educational Research Institute (PDERI) DOE Professional Development Credit Institutions of Higher University of Hawaii The IHE or Private Provider DOE Sponsor required X Form 701b, PD Credit Certificate is issued to the participant. Sponsor to sign 701b PD certificates X Approval of Teacher Standards Board
CREDIT OPTIONS DESCRIPTION EXAMPLES DOE APPROVAL PD CREDIT REQUIREMENTS Education (IHE) or 500 level courses that develops the PD syllabus for Professional Private Providers offer DOE Professional the course and submits the Course to be conducted based Development Course present DOE Development Credit course syllabus for review on the approval agreements Generated by personnel with and approval to the and as presented in the course Institutions of Higher learning opportunities Association of Professional Development syllabus. Education and Private to earn professional Curriculum and and Educational Research Providers development credits. Supervision on-line Institute (PDERI) Effective completion of all Courses are designed courses requirements and the to promote DOE completion and submittal of a educational On Line Courses Learning Results Portfolio. initiatives. This includes courses initiated by the DOE that are generated and contracted to the IHE or Private Providers. Certification courses for a specialty certification. Organizational/Process design in collaboration with the DOE. (tuition, administrative fees, enrollment). The approval are agreements reached by the DOE/IHE/PP. Upon approval, the course is listed on the PDERI Website for school/districts/state personnel to access for implementation. Forms: Form 501: Application for Professional Development Form 501a: Listing of Participants Completing PD requirements Form 501b: Professional Development Credit Certificate CREDIT APPLICABLE TO: X X Approval of Teacher Standards Board Professional Development Course Institutions of Higher Education (IHE) or Individual Course generated by private Provider submits course syllabus for review and DOE sponsor required x
CREDIT OPTIONS DESCRIPTION EXAMPLES DOE APPROVAL PD CREDIT REQUIREMENTS Generated by providers/ihe approval to Professional Provider provides the contact Institutions of Higher Development and time. Education and Private Educational Research Providers Institute. Private Providers present DOE personnel with learning opportunities to earn professional development credits. Courses are designed to promote DOE educational initiatives Upon approval, the course is listed on the PDERI Website. Schools, complexes, state offices may select to offer course(s). Participants to work with sponsor on the application of the acquired professional development skills. Participants complete and submit a Learning Results Portfolio. CREDIT APPLICABLE TO:
NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PROFESSIONAL DEVELOPMENT The Hawaii State Department of Education, under the federal NO CHILD LEFT BEHIND (NCLB) Act, requires a system that promotes high quality professional development. This requirement will ensure all teachers of core academic subjects in the state are highly qualified by the end of the 2005-2006 school year. Core academic subjects include English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography. To ensure that every classroom has a highly qualified teacher, the Hawaii State Department of Education will incorporate the requirements and goals of the NCLB act which promote the implementation of innovative programs, including alternative recruitment strategies, new approaches to professional development, financial incentive programs, partnerships with local universities and much more. NO CHILD LEFT BEHIND GOALS 1. By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 2. All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 3. By 2005-2006, all students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug free, and conducive to learning. 5. All students will graduate from high school. NO CHILD LEFT BEHIND (NCLB) REQUIREMENTS FOR PROFESSIONAL DEVELOPMENT Includes activities that: Improve and increase teachers knowledge of the academic subjects the teachers teach and enable teachers to become highly qualified. A highly qualified teacher is one who has been fully licensed or certified by the state and competent in the subjects he or she is teaching. Are an integral part of broad school-wide and district-wide educational improvement plans. Give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state academic content standards and student academic achievement standards. Improve classroom management skills that are high quality, sustained, intensive, and classroom focused in order to have a positive and lasting impact on classroom instruction and teacher s performance in the classroom. Are not one (1) day or short-term workshops or conferences.
Support the recruiting, hiring, and training of highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification. Are aligned with and directly related to state academic content standards, student academic achievement standards, and assessments, and the curricula and programs tied to the standards. Are developed with extensive participation of teachers, principals, parents, and administrators of schools to be served under this Act. Are designed to give teachers of limited English proficient children and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments. To the extent appropriate, provide training for teachers and principals in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and core academic subjects in which the teacher teach. As a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluation used to improve the quality of professional development. Provide instruction in methods of teaching children with special needs. Include instruction in the use of data and assessment to inform and instruct classroom practices. Include instruction in ways that teachers, principals, pupil services personnel, and school administrators may work effectively with parents. May include activities that: Involve the forming of partnerships with institutions of higher education to establish school-based teacher training programs that provide prospective teachers and beginning teachers with an opportunity to work under the guidance of experienced teachers and college faculty. Create programs to enable paraprofessionals to obtain the education necessary to those paraprofessionals to become certified and licensed teachers. Provide follow-up training to teachers who have participated in activities that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom.
NATIONAL STAFF DEVELOPMENT COUNCIL NATIONAL STANDARDS FOR STAFF DEVELOPMENT CONTEXT STANDARDS Staff development that improves the learning of all students: Organizes adults into learning communities whose goals are aligned with those of the school district. (Learning Communities) Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership) Requires resources to support adult learning and collaboration. (Resources) PROCESS STANDARDS Staff development that improves the learning of all students: Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data Driven) Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation) Prepares educators to apply research to decision making. (Research-Based) Use learning strategies appropriate to the intended goal. (Design) Applies knowledge about human learning and change. (Learning) Provides educators with the knowledge and skills to collaborate. (Collaboration) CONTENT Staff development that improves the learning of all students: Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity) Deepens educators content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching) Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)
STATE OF HAWAII TEACHER PERFORMANCE AND LICENSING STANDARDS* Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: Standard 6: Standard 7: Standard 8: Standard 9: Focuses on the Learner The effective teacher consistently engages students in appropriate experiences that support their development as independent learners. Creates and Maintains a Safe and Positive Learning Environment The effective teacher consistently creates a safe and positive learning environment that encourages social interaction, civic responsibility, active engagement in learning and self motivation. Adapts To Learner Diversity The effective teacher consistently provides opportunities that are inclusive and adapted to diverse learners. Fosters Effective Communication in the Learning Environment The effective teacher consistently enriches communication in the learning environment. Demonstrates Knowledge of Content The effective teacher consistently demonstrates competency in content area(s) to develop student knowledge and performance. Designs and Provides Meaningful Learning Experiences The effective teacher consistently plans and implements meaningful learning experiences for students. Uses Active Student Learning Strategies The effective teacher consistently uses a variety of active learning strategies to develop students thinking, problem-solving and learning skills. Uses Assessment Strategies The effective teacher consistently applies appropriate assessment strategies to evaluate & ensure continuous intellectual, social, physical and emotional development of the learner. Demonstrates Professionalism The effective teacher continually evaluates the effects of his or her choices and actions and actively seeks opportunities to grow professionally. Standard 10: Fosters Parent and School Community Relations The effective teacher establishes and maintains strong working relationships with parents and members of the school community to support learning. *Performance criteria for Standards 1-10 are described in detail in the Publication of the Hawaii Teacher Standards Board, September, 1998, State of Hawaii, Teacher Performance and Licensing Standards.
Rev. 2003 GUIDELINES AND PROCEDURES QUALITY PROFESSIONAL DEVELOPMENT CREDIT PROGRAM (PD CREDIT) INTRODUCTION Systemic Change The Hawaii State Department of Education (DOE), in accordance with the federal No Child Left Behind (NCLB) Act, requires a system that promotes professional development to increase teachers knowledge of the academic subjects taught, and enable all educators to become highly qualified so that all students meet the Hawaii Content and Performance Standards (HCPS). The DOE will sponsor and support professional development activities that are an integral part of the school level Standards Implementation Design (SID) Action Plan, and state or complex area improvement initiatives that facilitate the implementation of standards-based education and quality student support. Professional development must focus on the provision of long-term, sustained improvement of educational practice and result in improved student achievement. Systemic change demands the breaking away from professional development that is simply based on seat-time and clock hours. Therefore, the Hawaii State Department of Education s expanded concept of quality professional development emphasizes the application of new knowledge and skills in the classroom, evidence of impact on student learning, and professional reflection leading to instructional improvement. A Model of Teacher Change PROFESSIONAL DEVELOPMENT CHANGES IN THE CLASSROOM CHANGES IN STUDENT LEARNING CHANGES IN TEACHER ATTITUDE AND BELIEFS Source: Guskey, Thomas, R., Evaluating Professional Development, Corwin Press, Inc. (2000) To ensure that the DOE-sponsored credit activities meet the standards of quality, all professional development credit activities will incorporate the professional development requirements of the NCLB Act and the concepts presented in Elements of Quality Professional Development. Elements of Quality Professional Development reflects the best practices in the field of staff development and is aligned with the revised 2001 National Staff Development Council (NSDC) Standards for Staff Development. Participants in professional development activities will document evidence of new leanings and results with students through Learning Results Portfolios.
PURPOSE The Professional Development Credit Program, sponsored by the Hawaii State Department of Education (DOE), will: Enable teachers to become highly qualified to better increase student learning. Improve and increase the knowledge of the academic subjects that are taught in accordance with standards and curriculum. Enable teachers to apply professional learning in the classroom and to reflect on their application efforts with students. Support the schools in implementing the Standards Implementation Design Action Plan and state and complex area improvement initiatives. Provide the mechanism for collecting data on quality professional development. Provide opportunities for teachers to earn professional development credits for use in teacher reclassification. CREDIT POLICY INFORMATION Information on the Professional Development Credit Program is referenced in the Hawaii State Department of Education School Code, Certificated Personnel (5000 series) under Policy #5600 and Regulation #5600. On August 1, 1999, the Professional Development Credit Program replaced the Hawaii State Department of Education B Credit Program. NOTE: B credits must be submitted or used for teacher reclassification by June 30, 2003. ELIGIBILITY The following Department of Education personnel are eligible for Professional Development credits: In-service teachers and other members of Bargaining Unit 05 Educational assistants COURSE SPONSOR development course must have a course sponsor. The course sponsor: Attends and participates in a training session to learn about the role of a sponsor and how to assist participants in the development of the Learning Results Portfolio. Must be a Hawaii State Department of Education Educational Officer. Is responsible for: o Developing and submitting the Professional Development (PD) application as described under Preparing the Professional Development Application. o Selecting an instructor who prepares the course syllabus and conducts the training. o Monitoring the progress of the PD course and maintaining and submitting records and other requirements related to the administration of the PD course. Receives a Learning Results Portfolio from each participant and reviews content for: o Reflections that examine professional practice, growth and change.
o Documents that provide evidence of application of new learning skills, (e.g., reflections of the impact on student learning), including captions that describe why they are considered to be evidence. Provides feedback to participants. Submits at least three Learning Results Portfolio to the Professional Development and Educational Research Institute (PDERI) for review. This is a requirement for the completion of the PD activity. PDERI will inform the sponsor as to which participants portfolios to submit. Prepares, signs, and issues Professional Development Credit Certificates (Form 701b) to the participants. COURSE INSTRUCTOR The course instructor: Implements the approved professional development training design. Understands and incorporates adult learning theories into the presentations. Serves as a resource to support school professional development activities and to assist the school in developing the capacity to implement their own professional development programs. Provides access to resources and materials. Conducts training to assist individual or groups of teachers to develop and apply new teaching knowledge in the classroom to impact student learning. Assists teachers in evaluating professional development by: o Gathering and analyzing reflections of participants learning. o Gathering and analyzing evidence of participants use of lesson/unit plans and skills. o Gathering and analyzing evidence of student learning outcomes. DESIGNING PROFESSIONAL DEVELOPMENT COURSES Professional Development Courses: Address the Hawaii Content and Performance Standards (HCPS) appropriate to grade level and content area. Embody the Elements of Quality Professional Development. Promote the implementation of the school s Standards Implementation Design (SID) Action Plan or Department of Education s Strategic Plan. Promote the state and complex area mandates and initiatives. Although the complex areas and the state will continue to play important roles in enabling and supporting restructuring and related professional development efforts, the primary focus for change will continue to be at the school and classroom level which is where the essential process of teaching and learning takes place. Accordingly, it is within the context of the individual school s vision and priorities for change that professional development needs to be identified and addressed.
To justify the time, energy, and money invested, professional development should be researchbased and/or proven in practice, be relevant to the school, make sense to the intended user, and be compatible with other practices that are currently or will be in use. New views of professional development have led to redefined professional development models and designs. The major models of professional development are described in the research of Dennis Sparks and Susan Loucks-Horsley (1989) and Drago-Severson (1994). They include the following training: observation/assessment, involvement in a development/improvement process, inquiry/action research, individually guided activities, and mentoring. While many of these models are not new, they have become more widely accepted as valid and effective means of professional growth. Professional Development Credits and Hours The quality of professional development is influenced by a variety of factors. One such factor deals with the amount of time designated for the professional. Course designers must consider the amount of time spent on: Learning the new knowledge or skill (contact time); Applying the new learning in the classroom (application time); and Gathering and analyzing the effects of the professional development learning to the increasing student learning (Learning Results Portfolio). In completing the applications, sponsors must justify the credit hours that will be needed for the professional, using the following guidelines. The minimum number of credits that may be issued is two (2) professional development credits per activity. The number of credits may be increased in increments of one credit (i.e., 3, 4, 5 and so forth). Requests for one professional development credit, half-credit (.5), or multiples of half credits will not be approved. Time for lunch, breaks, and homework are not to be included in the total credited time. The activities conducted and the number of hours that will be needed to conduct the activities (contact, application, and portfolio development time) must be described in the application. Guidelines for Determining the Number of Credits to Award for Professional Development Activities Application will assist the sponsor in the decision as to the number of P.D. credits to award for the activity. Quality not quantity should determine the hours and credits needed to sponsor the professional. Professional Development Credits will not be granted in the following instances: The training activity is mandatory and required of teachers, such as blood-borne pathogens. Participation for PD credits should be voluntary, with teachers choosing, not being required or directed, to attend. The participant has not met all the requirements of the training activity. There is no partial credit for completing a portion of the activity requirements. College credit OR stipend is received for the training activity. If a participant receives both college credit and Professional Development Credit for the same activity, only the
college credit will be accepted for salary reclassification. The Professional Development Credit will not be accepted. Teachers participating in activities other than in-service training should not receive Professional Development Credits. Ineligible activities include awareness or informational workshops; faculty, staff, council, and SCBM meetings; student activities; athletic events; and chaperoning. The training activity duplicates a previously credited activity. The activity is part of an approved program for a professional improvement leave. APPROVAL CRITERIA All schools are encouraged to sponsor professional development credit activities that are of high quality, sustained, intensive, and classroom-focused in order to have a lasting impact on classroom instruction and the teacher s performance in the classroom. Approval for all professional development courses will be based on the following criteria: CRITERIA FOR APPROVAL 1. Forms as described in the Guidelines and Procedures for Quality Professional Development Credit Program (PD Credit) have been submitted thirty (30) calendar days prior to the beginning of the activity. 2. The Hawaii Content and Performance Standards (HCPS) is a focus. DESCRIPTION DOE Course Sponsor identified. PD Credit proposal embodies Elements of Quality Professional Development. Sponsor submits forms and fulfills the requirements of the Guidelines and Procedures- Quality Professional Development Credit Program (PD Credit. Content or Performance Standards are Identified and aligned to the activities of the professional development course. Gives teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state content and performance standards. Broadens/expands teachers knowledge of the content they teach. 3. The PD credit course promotes the implementation of the school s Standard Implementation Design (SID) plan. SID plan supports the need for the professional development course/activity. Is an integral part of broad school-wide and complex area education improvement plan. 4. Professional development activities have all students and their learning as a core focus. 5. Professional development activities are Standards-based. High achievement for all students. Focused on rigorous content and the best way to reach all students. Engages teachers in regular study of student work. Change linked to statewide or complex area educational initiatives or with the school s SID.
aligned to support system-based changes that promote student learning. 6. Professional development promotes specialized and unique knowledge to deepen teachers knowledge of the content they teach. 7. Professional development activities match adult learning processes with the intended learning outcomes for students and the desired instructional practices of teachers. 8. Professional development activities have participants producing a Learning Results Portfolio to reflect on the impact of the participant s use of the learning activity in the classroom with students. Research-based. Engages teachers in the continuous improvement of their teaching and expands the repertoire of instructional approaches they use to teach content to an increasingly diverse student population. Use strategies that are research- based effective teaching practices. Linked to state initiatives and the HCPS. Improve and increase teachers knowledge of the academic subjects the teacher teach, and enable teachers to become highly qualified. Provides extensive classroom support to teachers in the form of coaching, mentoring, and/or demonstration lessons. Offers programs that support beginning teachers and principals and provide intensive assistance to veteran educators who are experiencing difficulty or need to be retrained for another teaching assignment. Uses information related to student learning to determine staff development goals, promote teacher learning, and evaluate the effectiveness of staff development efforts. The results learning portfolio incorporates the Essential Features of a Learning Results Portfolio. APPLICATION PROCEDURES Preparing the Professional Development Application Complete Form 701, Application for Professional Development Credit Activity, providing the information requested. Professional Development Applications are reviewed by a team of teachers and educational officers. Applications (Form 701) are reviewed on the following months: For Professional Development Course Offered: Application Submittal Deadline Review Date and Notification of Approval Semester 1 (September, October, June 30 July November, December Semester 2 (January, February, March, October 30 November April, May Summer February 28 March Written approval must be given to the sponsor before advertising, registering participants, or starting the PD activity. Identify a DOE course sponsor who should be an Educational Officer. Attach the course syllabus to the application. The syllabus should provide the following information:
o Description of the professional development course o Specific objectives o Activities to achieve objectives (content knowledge and application activities to apply new learning or knowledge) o Assessments to evaluate the attainment of objectives and the impact on student learning. o Budget/expenditure plan listing the cost to the Department of Education; the cost to the participants. o Qualifications of instructor o Description of content and evidences for the Learning Results Portfolio Complete the Elements of Quality Professional Development Checklist Submitting the Application All schools and other professional development service providers are invited to submit applications to offer professional development credit opportunities for Hawaii State Department of Education personnel. All applications are to be sent to Phyllis Unebasami, Administrator Tom Pangilinan, Educational Specialist Professional Development and Educational Research Institute 345 Puuhale Road Honolulu, Hawaii 96819 Phone: (808) 832-3201 FAX: (808) 832-3207 For Courses Offered: Application Deadline 1 st Semester (September, October, November, December) June 30 2 nd Semester (January, February, March, April, May) October 30 Summer February 28
ELEMENTS OF QUALITY PROFESSIONAL DEVELOPMENT Focuses on the Hawaii Content and Performance Standards (HCPS) The Hawaii Content and Performance Standards are the foundation for what students should learn and be able to demonstrate. The standards are intended to be used by schools to improve the quality of their professional development efforts so that student learning will be increased. The standards can be used to stimulate a discussion and analysis that will lead to greater professional development opportunities to improve the teacher s as well as the school s effectiveness. Incorporates Actions from the Standards Implementation Design (SID) The Standards Implementation Design (SID) system is a framework for analyzing school performance, planning for improvement based on the analysis or performance, implementing the improvements, and assessing and evaluating results. Focuses on Student Learning, Results-Oriented The quality of professional development experiences should be evaluated in terms of the demonstrated impact on learners, on the results which are ultimately reflected in student action and on student accomplishments. The quality of a professional is to improve our practices as evidenced in the development of independent learners who are able to be self-responsible, work well with others, do complex thinking and problem-solving and generate quality performance and products. Appropriate Content Professional development should incorporate content knowledge and specific research validated practices that support demanding content standards such as cooperative learning techniques for math within the heterogeneous classroom. Professional development should link this new knowledge to the prior knowledge of the participants. Professional development should deliver content appropriate to the needs of the participants. Where these include process or management skills, links should be made to the teaching or establishing an effective learning environment for teaching the rigorous content. On-going and Sustained Professional development should be long range in nature, recognizing that learning is incremental, meaningful and needs to be supported over time. This allows participants to experiment with and reflect on their practice in a supportive setting. Professional development should be sustained as a coherent effort for a minimum of two or three years; not consisting of single events, weekend conferences, or activities that recur over a year with different people. Such activities can be useful as initiating events (e.g., to introduce ideas) but they are not strategies through which deep growth and change are accomplished. Active Engagement Participants should experience, through first-hand and active engagement, the curriculum/pedagogy/assessment activities as a model of what needs to occur in the classroom. Activities should be inquiry-based and be as varied and engaging for the participants as they are for the students. The facilitator of the activity should model the practices that they advocate.
Collegial Teams of professionals should work together on real work which might include: development of curriculum, problem-solving concerning classroom practices, reflection about pedagogy, development of common language, and engagement in reciprocal observation and feedback. This element also requires that the participants be actively involved in the design and implementation of activities that have direct application to their work. Job-Embedded Professional development activities occur as a natural and normal aspect of a educator s life. It is embedded in the routine organization of the school day and year and viewed as an integral part of the life of the school. It represents a mutual obligation: on the part of the system to provide opportunities for professional development, and on the part of the individual to engage in lifelong learning. Professional development should require participants to plan and reflect upon their professional activities and practices. Systemic Perspective Professional development should incorporate all groups involved in the education of children. All parts of the system have a role and responsibility in the change process, and parts of the system must shift its practices in concert with each other. Client-Focused and Adaptive Professional development should be based on the interest and needs of the participants and the schools in which they serve. Professional development activities, just as people, should grow and change over time, adapting appropriately to changing needs and changing people. Professional development should be based on formal analyses of needs. There should also be a balance between the support for institutional initiatives and the support for those initiated by participants, individually and collectively. Incorporates Reflection Participants must have time to analyze and reflect, with opportunities for the infusion of new information and perspectives, as well as criticism and guidance from external sources. Professional development should not attempt to deliver practices simply to be uncritically replicated in the classroom and school. They should challenge, enhance, and make connections to their current practice. This creates a cycle of experience and reflection that promotes continuous improvement. Adapted from Dr. Paul G. LeMahieu; P. Roy: H. Foss: Elements of Quality Professional Development, University of Delaware and Delaware Department of Public Instruction
LEARNING RESULTS PORTFOLIO The Department s focus to improve student learning through standards-based reform emphasizes that all students meet and exceed the Hawaii Content and Performance Standards. It redirects professional development to focus on what is happening in the classroom in terms of student action and accomplishment. Professional development activities are not simply based on seattime and hours attending a workshop, but are efforts through which growth and change is accomplished. Professional Development Credit activities must be evaluated according to the impact of the participant s use of the learning activity in the classroom with students. To measure this, and as a requirement for every Professional Development Credit activity, each participant must develop a Learning Results Portfolio. The objective of the Learning Results Portfolio is to focus teachers and other participants on: The application of their professional learning with students. The results of their application efforts with students. The usefulness and effectiveness of the strategy, process, program, approach, technique or material to improve student learning for the future. A Learning Results Portfolio is a structured collection of teacher and student work created across diverse contexts of time, framed by reflection and enriched through collaboration that has as its ultimate aim the advancement of teacher and student learning. It is a process for examining teaching and learning in a focused and structured fashion, for sharing these insights with others, and for improving what we do in schools. The process of constructing a portfolio should improve a teacher s practice and, as a result, student learning/achievement. A Learning Results Portfolio: Provides opportunities to explore, extend, showcase, and reflect on learning. Promotes collegial sharing, coaching, mentoring, and collaboration. Facilitates the integration of theory and practice. Gives participants a forum to explore ideas in a supportive environment. Illustrates progress and leads to a strong sense of personal accomplishment. Is owned and authored by the participants. Shifts the ownership of learning onto the participants. Extends over time so that changes in teaching and learning are evident. Each participant must develop a Learning Results Portfolio for every Professional Development Credit activity. The sponsor determines the content of the portfolio and explains the requirements to the workshop participants. To determine the content, the sponsor must link the purpose of the portfolio to the purpose of the activity and have the participants use reflection and captions to present evidence that demonstrates that the intended purpose has been met. The essential features that a participant s Learning Results Portfolio must contain:
ESSENTIAL FEATURES OF A LEARNING RESULTS PORTFOLIO FOR PROFESSIONAL DEVELOPMENT CREDIT ACTIVITY PURPOSE The primary purpose for a Professional Development Credit portfolio is to measure the effectiveness of the training activity in advancing teacher and student learning. Content and construction may vary, but the portfolio is shaped by the purpose of the activity. The purpose gives the portfolio its focus and is instrumental in shaping the form, content, and process of the portfolio. Once the purpose has been established, participants seek to find and create practices that meet this need. There must be a connection between theory and practice, and between the purpose and the contents of the portfolio. This requires the sponsor to clearly communicate to the participants the purpose of the PD-Credit activity and its connection with the contents of the portfolio. Each participant must understand the expectations before portfolio development can begin. SPONSOR NEEDS TO ASK The portfolio must be created and organized in a compelling manner to demonstrate proficiency in or progress towards the purpose. The sponsor needs to ask the following: What is the purpose of this PD-Credit activity? What should the participants have learned? What are the ways each participant can demonstrate the accomplishments of the purpose? In other words, what should the contents of the portfolio be? The basic decision of what should be included in a portfolio is what particular documentation provides necessary and sufficient evidence to demonstrate that the participant has met the intended purpose of the training activity. CONTENTS CAPTIONS The learning results portfolio contains a variety of works and documents selected by the participant to illustrate accomplishments and progress towards the training purpose. Learning portfolios vary in content from teacher to teacher, and reflect the personal style of the participant. The portfolio reflects: How successfully the participant has met the purpose of the PD- Credit activity. Growth and change in the participant over time. A varied selection of work, not just a sampling of only the best work Each participant s learning portfolio may contain a variety of documents, but each MUST have Captions and Reflections. Captions transform documents into evidence and assist teachers in articulating their thoughts.