The school/district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning.
Performance Expectations:
The school provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning.
Indicators for this Standard:
6.1a - Long term professional growth plans
There is evidence of support for the long-term professional growth needs of the individual staff members. This includes both instructional and leadership growth.
6.1b - Building capacity with on-going PD
The school has an intentional plan for building instructional capacity through on-going professional development.
6.1c - Staff development aligned with student performance goals
Staff development priorities are set in alignment with goals for student performance and the individual growth plans of staff.
6.1d - School improvement goals connected to student learning goals
Plans for school improvement directly connect goals for student learning and the priorities set for the school and district staff development activities.
6.1e - PD on-going and job-embedded
Professional development is on-going and job-embedded.
6.1f - PD aligned to analysis of test data
Professional development planning shows a direct connection to an analysis of student achievement data.
6.2a - School has clearly defined evaluation process
The school/district provides a clearly defined evaluation process.
6.2b - Leadership provides sufficient PD resources
Leadership provides the fiscal resources for the appropriate professional growth plan to improve staff proficiency.
6.2c - Evaluations and growth plans effectively used
The school/district effectively uses the employee evaluation and the individual professional growth plan to improve staff proficiency.
6.2d - Evaluation process meets or exceeds statutes
Leadership provides and implements a process of personnel evaluations, which meets or exceeds standards set in statute and regulation.
6.2e - Instructional leadership needs addressed
The school/district improvement plan identifies specific instructional leadership needs, has strategies to address them, and uses the effective instructional leadership act requirements as a resource to accomplish these goals.
6.2f - Leadership provides evaluation follow-up and support
Leadership uses the evaluation process to provide teachers with the follow-up and support to change behavior and instructional practices.
Key Relationships with Other State and National Standards:
Kentucky's Standards and Indicators for School Improvement
Standard 7: Leadership - School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity.
Standard 9: Comprehensive and Effective Planning - The school/district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.
Interstate School Leaders Licensure Consortium (ISLLC):
ISLLC Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff growth.
ISLLC Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning community.
ISLLC Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
District Level Performance Descriptors and Glossary for Kentucky's Standards and Indicators for School Improvement (District Level SISI)
North Central Regional Technology in Education Consortium
National Technology Standards for School Administrators:
Standard III: Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.
Resources and Activities for this Standard:
Although there are many resources available for the individual school leader, the partners of this leadership initiative recommend that the following resources be explored:
Books:
Achieving Your Vision of Professional Development, by D. Collins
Action Research Facilitator's Handbook, by Cathy Caro-Bruce
Building Community in Schools, by Thomas J. Sergiovanni
Coming Clean About Organizational Change, by Jerry Patterson
Designing Successful Professional Meetings and Conferences in Education,
by Susan Mundry, Ted Britton, Sentra A. Raizen, and Susan Loucks-Horsley
Developing the Leaders Around You, by John Maxwell
Evaluating Professional Development, by Thomas R. Guskey
Evaluating Teachers for Professional, by Daniel R. Beerens
Empowerment Takes More Than a Minute, by Ken Blanchard
Improving Schools from Within, by Roland S. Barth
Masterful Coaching, by Robert Hargrove
On Becoming a Leader, by Warren Bennis
Primal Leadership, by Daniel Golemant
Principal-Centered Leadership, by Stephen R. Covey
Prisoners of Time "Creating Time for Professional Development"
Revisioning Professional Development, by Michael Fullan
Side by Side Leadership, by Dennis Romig
Articles:
Help at Last: It's About Time -- RMC Research Corporation
The Journal of Staff Development, by the National Staff Development Council
Kappan, by Phi Delta Kappa
A New Vision for Staff Development, by D. Sparks and S. Hirsch
KDE Resources:
KDE Professional Growth and Evaluation of Certified Personnel
KRS. 156.557 requires all school district administrators having the responsibility of evaluating certified personnel to be trained, tested, and approved in the proper techniques for effectively evaluating certified school employees.
KDE Professional Development Statutes and Regulations
Statutes and regulations as related to professional development issues.
Kentucky Teacher Internship Program (KTIP)
Guidelines and regulations as related to the Kentucky Teacher Internship Program.
The Standards and Indicators for School Improvement (SISI)
The Standards and Indicators for School Improvement define the elements of whole school improvement that schools can put into effect at the elementary, middle and high school levels in order to produce desired learning results.
Student Performance Standards
In June, 2001, the Kentucky Board of Education accepted new performance standards that resulted from a comprehensive process involving more than 1,600 Kentucky teachers, various advisory groups, and which provided for public input. These new standards set the stage for the work that lies ahead of Kentucky's educators: To improve the academic achievement of all our students.
Technology Standards for Personnel
Technology standards for Kentucky's students, teachers and administrators are in various states of development. Teacher Technology Standards are in place. Administrator Technology Standards are in the process of being approved, and Student Technology Standards are in the proposal stage.
KDE eSource
Examples of topics in this collection include: African American, Asian, Native American, and Latino History & Culture; Civil and Human Rights Materials; Gender and Cultural Sensitivity Information; Violence Prevention Information; Lesson Planning and Curriculum Tools, Implementation Strategies, and Techniques and Disability Information.
Contacts:
Association for Supervision and Curriculum Development (ASCD)
ASCD Home Page
Education Professional Standards Board
Standards for Experienced Teachers, New Teachers, and Administrators
National Staff Development Council (NSDC)
NSDC Home Page