PDC Plan - Mountain Grove Schools

PROFESSIONAL DEVELOPMENT
PLAN
MOUNTAIN GROVE R-III SCHOOLS
2014-2015
Revised June, 2014
The Mountain Grove R-III School District has a commitment to
excellence in preparing students to be successful, life-long learners in an
ever-changing global society.
PROFESSIONAL DEVELOPMENT PLAN
Mountain Grove R-III
INTRODUCTION
In 1993, the Missouri Legislature passed Senate Bill 380, the Outstanding Schools Act. This bill
requires each school district to expend one percent of its revenue from the Foundation Program
on professional development activities. The bill mandates that a committee be chosen from
teaching staff, by the teaching staff. The committee representatives will be voted on in the
spring of the year for the following year. Committee representatives are elected to a three year
term.
STATEMENT OF PURPOSE
The purpose of the Professional Development Committee (PDC) is to ensure that the Mountain
Grove School District plans, develops, and implements professional development activities. The
emphasis is on individual growth, systemic improvement, and increased student performance.
MISSION OF PROFESSIONAL DEVELOPMENT
Planned professional development should stimulate and encourage the professional growth of
both new and experienced teachers. Professional growth should be viewed as a continuous
process of refining skills and keeping abreast of new developments in the field of education.
Responsibility for an individual’s professional growth efforts lays both with the district and
individual initiative. It is also recognized that professional growth opportunities should be both
flexible and available to meet individual needs and interests.
LOCAL BOARD POLICY
The board will support the Professional Development Committee, will provide a professional
development plan for beginning teachers and will provide in-service opportunities for all
practicing teachers. Adequate time and funds will be included in the district’s yearly calendar
and budget to support the programs.
RESPONSIBILITIES
The following are responsibilities of the PDC:
1. The PDC will plan and provide data-driven, high quality activities which support the
district’s current comprehensive school improvement plan. These activities shall be
designed to improve teaching practices and address student learning needs. Each
activity/in-service shall be evaluated by participants and those evaluations will be reviewed
by the PDC.
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2. The PDC shall identify instructional concerns and propose possible remedies. This shall be
accomplished through an annual needs assessment. The needs assessment can take the form
of questionnaires, recommendations, evaluations, consideration of student performance,
changing legal mandates, or other methods as decided by the PDC.
3. The PDC shall serve as a confidential consultant to any teacher who requests advice or
assistance from the committee. Record of these requests shall be kept by topic and will not
include individual names.
4. The PDC shall provide information to teachers concerning off-campus professional
opportunities and encourage participation.
5. In the event instructional needs or concerns cannot be addressed through in-service or action
of the PDC, the Committee shall formulate and present recommendations to the proper
authorities.
6. Implement beginning teacher assistance program.
7. Work collaboratively with administrators to develop a district professional development
plan that will be presented to the board of education for approval.
8. Align the plan with the professional development budget.
9. Determine instructional needs.
10. Communicate the results of instructional needs assessment to total staff.
11. Read, study, and discuss research on instructional practices and quality professional
development.
12. The Professional Development Committee shall work with beginning teachers and
experienced teachers in identifying instructional concerns and remedies. They shall assist
beginning teachers with implementation of their professional development plan. They shall
serve as a confidential consultant upon a teacher’s request. They shall arrange training
opportunities for school staff, and they shall present the coordinator of professional
development activities with faculty suggestions, ideas and recommendations pertinent to
classroom instruction within the school district.
Responsibilities of the Administration:
1. The superintendent or his/her designees will notify the appropriate college or university
when graduates of their institution are hired.
2. A coordinated plan for seminars and visitations for first and second year teachers will be
developed by the building administration.
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PROFESSIONAL DEVELOPMENT COMMITTEE
1. Structure:
a) The PDC shall be certificated staff members with three (3) years teaching experience and
two (2) years in the local district.
b) The committee shall be two (2) members from the elementary, two (2) members from the
middle school, two (2) members from the high school, two (2) members from OMTC, not
to exceed nine (9) members district wide.
c) The PDC shall be divided into sub-committees according to attendance centers, as
needed.
d) Officers shall be elected at an organizational meeting each year. Officers are
Chairperson/Co-Chairs, Vice-Chairperson, and two (2) Record Keepers.
2. Membership:
Law: Committee members must be selected by teachers.
a) New committee members must be selected by teachers no later than May 15 annually.
b) Committee members shall be certificated staff members, three years teaching experience
with two years in the local district.
c) Current committee shall provide orientation training for new members. All committee
members shall attend workshops or training as available.
d) PDC members shall be elected for a three-year term. Terms shall be staggered so that
approximately one- third of the committee could be new each year. There are no term
limits.
e) Building administrators may serve as ex-officio members.
ASSISTANCE FOR NEW TEACHERS
In order to help beginning teachers refine their skills, improve their chances for success, and
encourage them to stay in the profession the Mountain Grove R-III School District will help
provide a professional development plan for each faculty member who has no teaching
experience. The plan will address the teacher’s first two years in the classroom and the goals
identified in the plan will relate to the evaluation criteria used by the district. Teachers with two
years of experience or less will be assigned a mentor who will initiate preparation of the
beginning teacher’s professional development plan, along with the building principal, and will
help the teacher tailor the plan to his or her needs as soon as appropriate.
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MENTOR TEACHER SELECTION PROCESS
Mentor teachers must have five years teaching experience and be willing to be trained as a
mentor. The mentor should be in the same teaching discipline or grade level as the beginning
teacher. If the mentor teacher cannot be in the same discipline or grade level, a teacher in a
related discipline or grade level will be selected. The building administrator will be responsible
for selecting and placing mentors with new teachers. In vocational education, mentors shall be
appointed by the director according to the similarity of their field.
MENTOR TRAINING
A district’s professional development committee shall arrange training programs for mentors if
needed. The training of a mentor teacher shall include but not be limited to these topics:
1. The role and responsibilities of all members of the new teacher’s professional
development team, including the new teacher, the mentor teacher, the supervisor
(typically the building principal), and the higher education representative.
2. The role and responsibilities of the professional development committee.
3. Techniques of coaching and counseling.
4. The format and content of the professional development plan.
5. How to use teacher evaluation (including the fourth-year college assessment) to help the
beginning teacher draw on areas of strengths.
6. Resources (people and publications) available to beginning teachers at the district,
higher education, regional and state levels.
7. Techniques of classroom observation.
8. Current theory and models of instruction and classroom management.
RESPONSIBLITIES OF THE NEW TEACHER
The new teacher will be responsible for developing a Professional Plan with the assistance of the
new mentor teacher and administration. The new teacher will be required to attend a seminar for
beginning teachers (6 hours), keep records of their progress as developed by themselves and the
administration, and will meet with their mentor teachers and administration. New teachers will
also be asked to observe their mentors in the classroom at least one time in the first quarter of
school followed by a post conference observation review.
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RESPONSIBILITIES OF A MENTOR TEACHER
The mentor teacher shall initiate preparation of the beginning teacher’s professional development
plan and, along with others, help the teacher elaborate upon that original plan as appropriate.
The mentor shall help the beginning teacher accomplish the goals identified in the professional
development plan and acquire needed professional skills during the first two years.
Mentors are responsible for keeping the beginning teacher informed of upcoming events such as
deficiency reports and conferences. They are to review the Teacher Handbook and discuss the
policies with the beginning teacher after the principal has gone over this in the teacher
orientation. Mentors will observe the beginning teacher in the classroom at least one time in the
first quarter of school followed by a post classroom observation review. The mentor will make
sure the new teacher is keeping current with the Professional Plan.
According to law, the beginning teacher assistance programs “shall include assistance from the
teacher education program which provided the teacher’s training if such training was provided in
a Missouri college
ASSISTANCE FOR PRACTICING TEACHERS
The District’s Professional Development Committee shall assess the in-service needs of
practicing teachers annually. Once identified, faculty concerns and needs should be categorized
by areas such as building, grade level or subject, and the committee should prepare a
recommendation for addressing the identified needs and improving classroom instruction in the
district.
The success of the district’s in-service programs shall be regularly evaluated by the Professional
Development Committee.
NEEDS ASSESSMENT
The professional development committee will assess in-service needs of all practicing teachers,
parents, and students. A needs assessment will be conducted annually and professional
development will be developed around the needs assessment.
EVALUATION CRITERIA
Evaluation of each activity as it relates to goals and objectives will be accomplished through
formal and informal tools. Effectiveness will be assessed by all levels of the educational
community: individual, building, and district. Evaluation criteria will include:
1. Activity evaluation and follow-up in the classroom.
2. Year-end needs assessment.
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3.
4.
5.
6.
Increased utilization of techniques in the classroom.
Increased participation on the part of the individual teachers and buildings in activities
Improvements in student achievement
Verbal and written requests by teachers to provide staff development opportunities within
the district. The building principal needs to go to the professional development
committee for these requests.
7. Improved school climate among all school populations. These improvements are made
with the control of discipline, instructional methods improving, and making
improvements within the learning environment.
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PROFESSIONAL DEVELOPMENT PLAN
Mountain Grove R-III
2013-2014
The purpose of this plan is to carry out the mission, goals, and objectives of the Mountain Grove
School Improvement Plan. Stimulating and encouraging the professional growth of both new
and experienced teachers will achieve these goals in order to impact students' achievement.
Comprehensive School Improvement Plan Goals and Performance Indicators:
GOAL 1: All students will demonstrate proficiency or higher in the core academic areas.
Performance Indicators
 1.1 Improve student performance as measured by MAP (Grade Level and EOC) and
ACT.
GOAL 2: All students will persist in their efforts to complete an educational program.
Performance Indicators
 2.1 Improve Graduation rate as measured by the APR.
 2.2 Increase student participation in Skilled Technical Science (STS) Programs.
 2.3 Increase student participation in Extra/Co-Curricular Programs.
 2.4 Increase regular student attendance at school.
GOAL 3: Ensure effective and efficient use of resources: high quality, fiscally-responsible
services will be provided.
Performance Indicators
 3.1 Recruit, develop, and retain high quality staff.
 3.2 Ensure a safe and nurturing environment for learning.
 3.3 Maximize the use of financial resources for student learning.
 3.4 Provide and maintain facilities that are conducive to learning.
Senate Bill 380 specifies that the professional development activities reflect the areas of need as
determined by the Department of Elementary and Secondary Education. From these areas, the
Mountain Grove Professional Development Committee has chosen these targeted areas:
1.
2.
3.
4.
Instruction
Technology
Curriculum Developments
At-Risk Students
The targeted areas are reflected in the 2013-2014 Professional Development goals which are in
alignment with the Comprehensive School Improvement Plan.
The focus of the Professional Development Committee Long and Short Range Goals:
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To provide the faculty with educational opportunities which will enable them to better identify,
understand, and develop appropriate curriculum for the education of all students.
PD Strategy #1: (Elementary) PD funds will be used to provide MAP training for teachers so
that students will score in the top two levels on the MAP.
CSIP: 1.1, 2.1
PD Strategy #2: (Middle School) PD funds will be used to provide MAP training so that
students will score in the top two levels on the MAP.
CSIP: 1.1, 2.1
PD Strategy #3: (High School) PD funds will be used to provide End-of-Course exams training
for teachers so that students will score in the top two levels on the EOC.
CSIP: 1.1, 2.1
PD Strategy #4: PD funds will be used to pay expenses including a substitute teacher for
attendance at a beginning teacher workshop. Topics include classroom management, curriculum,
assessment, instruction, developing parent relations, and constructing individual professional
development plans. Substitute teachers will also be provided for second year teachers that may
need more observation time.
CSIP: 1.1, 2.1, 2.4, 3.1, 3.3
PD Strategy #5: PD funds will be used for conferences that certified staff, counselors,
librarians, special education personnel, and at-risk faculty need to attend to provide them with
the opportunities to support improved teaching strategies.
CSIP: 1.1, 2.1, 2.4, 3.1, 3.3
PD Strategy #6: PD funds will be used to pay for membership in the consortia group. Various
workshops will be available for teachers to attend.
CSIP: 1.1, 2.1, 2.4, 3.1, 3.3
PD Strategy #7: PD funds will be used to pay faculty for attending FOCUS GROUPS in one of
four areas: Instruction, Curriculum, Technology, and At-Risk.
CSIP: 1.1, 2.1, 2.4, 3.1, 3.2, 3.3
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AMMENDMENTS TO PROFESSIONAL DEVELOPMENT PLAN
2013-2014
The Professional Development Committee consists of eight members, two from each of the
schools. That is the Elementary, Middle, High, and OMTC, each have two representatives.
Each committee member shall serve a three year term and may be re-elected.
Committee Member
Building
Term Ending
Holly McCleary
High School
2015
Sarah Sartor
High School
2016
Shawn Hines
OMTC
2015
Janet Ramsey
OMTC
2016
Sabrina Parrish
Elementary
2015
Sarah Parrish
Elementary
2016
Brenda Freeman
Middle
2015
Dorna Yarger
Middle
2016
Chairperson: Sabrina Parrish
Secretary: Sarah Parrish
Record Keeper: Brenda Freeman
Paper Technician: Dorna Yarger
Administrative Liaison: Susan Edwards
Gasoline mileage will be reimbursed at .35 per mile as is consistent with board policy.
PDC Budget
2014-2015
________________________________________________________________________
Substitutes
$ 5,500
In-Service Activities
$18,852
Mentoring Beginning Teachers
$ 1,300
Workshops/Conferences
$25,000
PDC Discretionary Fund
$ 2,000
Total Budget
$52,652
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