EXPECTATIONS

RUBRIC LETTER/NUMBER SYSTEM

ACADEMIC

 

Students will:

A.                 Access, analyze, and utilize information effectively about themselves, others, and the world

Aa        Read, listen, and view critically for a variety of purposes

            Aa.1     Read critically for a variety of purposes

            Aa.2     Listen critically for a variety of purposes

            Aa.3     View critically for a variety of purposes

Ab       Use a problem solving process

Ac        Apply research skills

Ad       Use appropriate technology effectively and ethically according to established guidelines

AA.           Communicate effectively through various means

AAa.    Write and speak for a variety of purposes and audiences with a clear focus, logically related ideas, and adequate supporting details

AAa.1  Write for a variety of purposes and audiences with a clear focus logically related ideas, and adequate supporting details

AAa.2  Speak for a variety of purposes and audiences with a clear focus, logically related ideas, and adequate supporting details

AAb.    Express themselves using standard English and appropriate vocabulary for a variety of purposes and audiences

AAc.    Utilize appropriate means, including technology, media, and the arts, to communicate ideas and information

AAd.    Express themselves in a second language

 

CIVIC

Students will:

C.        Demonstrate respect

            Ca.       Respect themselves, others, and property

                        Ca.1     Respect themselves

                        Ca.2     Respect others

                        Ca.3     Respect property

CC.      Demonstrate responsible membership in society

            CCa.    Obey rules

            CCb.    Work cooperatively in a variety of situations

 

SOCIAL

Students will:

S.                  Express emotions appropriately

Sa.       Use proper verbal and nonverbal communication

Sb.       Exercise control over actions

SS.             Practice intelligent decision-making

SSa.     Establish career goals that are in alignment with personal skills, values and interests

SSb.     Make appropriate choices

SSc.     Accept consequences for their actions

ACADEMIC

 

A.  STUDENTS WILL ACCESS, ANALYZE, AND UTILIZE INFORMATION EFFECTIVELY ABOUT THEMSELVES, OTHERS, AND THE WORLD

 

 

Aa. Read, listen, and view critically for a variety of purposes

 

  Aa.1   Read critically for a variety of purposes

 

5        Reader consistently and effectively demonstrates an insightful understanding of the central and supporting ideas being conveyed in the written work, with well-drawn citations from the text.

3    Reader effectively conveys the literal meaning of the text and adequately states the implied meaning with supporting evidence from the text.

1        Reader shows little understanding of ideas in the work; provides little or inappropriate supporting evidence.

 

 Aa.2   Listen critically for a variety of purposes

 

5        Listener consistently and effectively summarizes the main idea and supporting arguments, distinguishes relevant from irrelevant information, identifies the speaker’s purpose and point of view, and evaluates the presentation for validity and clarity.  Listener responds consistently and appropriately to differing or challenging viewpoints.

 

3    Listener identifies main ideas and supporting arguments, distinguishes between fact and opinion, and draws and supports some conclusions from the presentation.  Listener sometimes responds to differing or challenging viewpoints.

 

1        Listener cannot identify main ideas and supporting arguments, distinguish fact from opinion, or draw conclusions about the presentation.  Listener cannot respond to differing and challenging viewpoints.

 

Aa.3    View critically for a variety of purposes

 

5         Viewer can identify the main idea of a visual work/presentation and demonstrate 

       his/her understanding in a relevant manner.

3    Viewer can identify the main idea of a visual work/presentation.

 

1        Viewer cannot identify the main idea of a visual work/presentation.

 

Ab.   Use a problem solving process

 

5        Student identifies and analyzes a problem, develops ideas for solutions and creates a plan of action for implementation of solutions.  The plan of action includes inquiry, research, formulating hypotheses, making connections and establishing relationships.

 

3    Student identifies and analyzes a problem, tests ideas and solutions, and makes decisions on the basis of experience and supporting evidence.

 

1    Student has difficulty identifying a problem and suggesting a solution.

 

Ac.   Apply research skills

 

5        Student effectively locates information from a variety of sources, analyzes the relevant ideas, evaluates the usefulness and accuracy of the source, and uses the information to support a thesis or solve a problem.  The student prepares a list of works cited in appropriate form.

 

3    Student locates information from a variety of sources, discovers some relevant ideas, evaluates the usefulness and accuracy of the source, and uses the information to support a thesis or solve a problem.  The student prepares a list of works cited in appropriate form.

 

1        Student needs assistance locating information in relevant resources and using the information to support a thesis or to solve a problem.  The student prepares a list of works cited.

 

Ad.   Use appropriate technology effectively and ethically    

         according to established guidelines

 

5    Student uses technology to identify, locate, gather, store, retrieve, and process information according to established guidelines.

 

3    Student is able to select the appropriate technology to gather and process information according to established guidelines.

 

1    Student has difficulty using technology to gather information according to established guidelines.

 

 

AA. STUDENTS WILL COMMUNICATE EFFECTIVELY THROUGH VARIOUS MEANS

 

AAa.  Write and speak for a variety of purposes and audiences 

            with a clear focus, logically related ideas, and adequate

            supporting details

 

AAa.1  Write for a variety of purposes and audiences with a clear focus, logically

             related ideas, and adequate supporting details

 

5    Writing conveys the purpose and point of view for a variety of audiences and demonstrates effective selection, organization, and development of ideas.  The writing is clear, concise, and interesting and demonstrates an effective use of detail.

 

3    Writing conveys the purpose and point of view for a variety of audiences and shows basic ability to select, organize, and develop ideas clearly.  The writing demonstrates sufficient use of detail.

 

1    Writing lacks purpose, the intended audience is unclear, and the writing demonstrates limited ability to adequately select, organize, and develop ideas and inadequate use of detail.

 

AAa.2 Speak for a variety of purposes and audiences with a clear focus, with

            logically related ideas, and adequate supporting details

5     The speaker conveys the purpose for a variety of audiences, consistently maintains a clear focus, and demonstrates effective selection, organization, and development of relevant supporting details.  The speaker engages the audience through distinctive voice, expressive tone, and appropriate gestures.

 

3     The speaker conveys the purpose, maintains a focus, and demonstrates adequate selection, organization and development of supporting details.  The speaker occasionally engages the audience.

1     The speaker does not convey the purpose, is not able to establish a clear focus, and demonstrates poor organization and limited use of details.  The speaker does not engage the audience.

 

AAb. Express themselves using standard English and appropriate vocabulary for a variety of purposes and audiences

     5     Student consistently uses correct grammar, mechanics, sentence structure, and rich,

varied vocabulary in speaking and writing for a variety of purposes and audiences.

 

3     Student generally uses correct grammar, mechanics, sentence structure, and effective vocabulary in speaking and writing for a variety of purposes and audiences.

 

1     Student seldom uses correct grammar and mechanics, uses sentence structure with simplistic vocabulary in speaking and writing, and shows an inadequate understanding of purpose or audience.

           

AAc. Utilize appropriate means, including technology, media,

         and the arts, to communicate ideas and information

5     Student is proficient at using a variety of means effectively to communicate ideas and information.

     3     Student uses appropriate means to communicate ideas and information.

     1     Student choice of means to communicate ideas and information is not effective.

 

AAd. Express themselves in a second language

5     Student understands and converses clearly and demonstrates appropriate cultural and social aspects of the language in most situations.

3     Student understands and converses with moderate skill and demonstrates some understanding of cultural and social aspects of the language. 

1     Student understands and converses in a limited manner and demonstrates insufficient understanding of cultural and social aspects of the language.

 

CIVIC

C. STUDENTS WILL DEMONSTRATE RESPECT

Ca.   Respect themselves, others, and property

Ca.1    Respect themselves

5          Student consistently treats self with care and concern, displays positive character, and accepts and appreciates own success.

3          Student generally treats self with care and concern, displays positive character, and accepts and appreciates own success.

1          Student seldom treats self with care and concern, and seldom displays positive character or accepts and appreciates own success.

           

            Ca.2    Respect others

5          Student consistently treats others and authority with consideration and courtesy.

3          Student generally treats others and authority with consideration and courtesy.

1          Student seldom treats others and authority with consideration and courtesy.

           

Ca.3    Respect property

            5          Student consistently treats property with care.  

3          Student generally treats property with care.

1          Student seldom treats property with care.

CC. STUDENTS WILL DEMONSTRATE RESPONSIBLE MEMBERSHIP IN SOCIETY

CCa.  Obey Rules

            5          Student consistently obeys rules.

            3          Student generally obeys rules.

            1          Student seldom obeys rules.

 

CCb.  Work cooperatively in a variety of situations

5          Student willingly and effectively participates in group tasks, assumes various roles including a leadership role, contributes useful ideas, listens actively, and is helpful in improving group efforts and task completion.

3          Student takes part in group tasks, assumes various roles, contributes useful ideas, listens actively, and shares responsibility for group effort and task completion. 

1          Student inconsistently and inadequately participates in group tasks and sometimes resists assuming assigned roles, listening to others, and/or contributing ideas.

 

SOCIAL

 

S. STUDENTS WILL EXPRESS EMOTIONS APPROPRIATELY

Sa.     Use proper verbal and nonverbal communication

           5           Student consistently selects appropriate words and uses acceptable volume, tone, and gestures to convey emotions.

           3           Student generally selects appropriate words and uses acceptable volume, tone, and gestures to convey emotions.

           1           Student seldom selects appropriate words and seldom uses acceptable volume, tone, and gestures to convey emotions.

Sb.    Exercise control over actions

5            Student consistently demonstrates control in emotional situations by utilizing                          appropriate coping strategies successfully.

          3            Student generally demonstrates control in emotional situations by utilizing appropriate coping strategies successfully.

          1            Student seldom demonstrates control in emotional situations by utilizing appropriate coping strategies successfully.

 

SS. STUDENTS WILL PRACTICE INTELLIGENT DECISION MAKING

SSa.    Establish career goals that are in alignment with personal skills, values, and         

            interests

5          Student selects a realistic career goal based on personal skills, values, and interests; pursues the training, education, and mentorship needed for the chosen goal; and can assess that experience in relation to the chosen goal.

3          Student selects a realistic career goal and relates it to personal skills, values, and interests; needs guidance in pursuing the training, education, and mentorship needed for the chosen goal; and needs assistance in assessing progress toward that goal.

1          Student is unable to select a realistic career goal aligned with personal skills, values, and interests.

 

SSb.    Make appropriate choices

 

5          Student understands relationship between personal interest and learning and consistently makes appropriate behavioral decisions.

3          Student understands relationship between personal interest and learning and generally makes appropriate behavioral decisions.

1          Student does not understand relationship between personal interest and learning and is unable to make appropriate behavioral decisions.                   

 

SSc.    Accept consequences for their actions

 

5          Student consistently demonstrates knowledge of expectations and responsibilities; effectively adapts behavior to meet these expectations and responsibilities; acknowledges mistakes, failures, and inappropriate behavior; and accepts consequences for actions in a positive manner.

3          Student generally demonstrates knowledge of expectations and responsibilities; adapts behavior to meet these expectations and responsibilities; acknowledges mistakes, failures, and inappropriate behavior; and accepts consequences for actions in a positive manner. 

1          Student seldom demonstrates knowledge of expectations and responsibilities and rarely acknowledges mistakes, failures, and inappropriate behavior or accepts consequences for actions in a positive manner.

 

 

 

 

The School Improvement Plan for 2006-2007 will focus on the following areas: 1) MCAS results in the middle school, 2) special education and achievement, 3) parent involvement, and 4) counseling for students.

 

1)         MCAS results in the middle school have not shown an increase.  The measure of the extent to which students are advancing toward proficiency has not shown sufficient incremental progress.  The mathematics scores are lower than the English language arts scores.  Based on “The MCAS Test Item Analysis Report” and “The Massachusetts Comprehensive Assessment System Release of Spring 2004 Test Items”, a detailed picture of student performance on the tests was studied and analyzed.  This analysis, in combination with classroom performance, vertical team studies, teacher observations, and discussions with personnel involved, is the basis for the following recommendations that were made to raise MCAS scores and achievement at the middle school level:

 

·        Establish communication with the elementary schools focusing on curriculum articulation and assessment

·        Use data to inform instruction, grouping practices, intervention programs

·        Schedule thirty minutes of Accelerated Math each day

·        Continue services of Title I math academic aides in the classroom

·        Provide professional development follow-up in Accelerated Math that will focus on answering extended response

         questions

·        Provide professional development on reading, thinking, and writing strategies in all content areas

·        Continue to provide Title I Language Arts services

·        Direct vertical team work to focus on curriculum alignment with state frameworks, curriculum mapping, and

         collegial sharing

·        Provide time for teachers to share and discuss student work and successful practices

·        Increase opportunities for communication across each grade level and between grade levels including an enhanced

         role for use of school e-mail

·        Incorporate instructional methods and use instructional materials that are evidence-based

·        Embed in practice the wide-use of exemplars and rubrics to serve as models and measures to increase

         students’ understanding of the state’s academic expectations

·        Strengthen students’ understanding and use of specific vocabulary related to content areas

·        Develop and implement content area common quarterly tests modeled on the MCAS to monitor student

         progress on curriculum standards

·        Promote parent use of the homework help line

·        Create enhanced opportunities for parents to become aware of grade level learning expectations and standard-

         based learning and grade reporting

 

 

2)         MCAS test results in ELA and math do not show the same growth in the special education sub group as shown in the aggregate.  Steps must be taken to close the achievement gap and to provide students with disabilities access to and the means to progress in the general curriculum.  Recognizing that IDEA focuses on the individual goals and learning plans for students and that NCLB stresses group – systems’ accountability and uniformity, the IEP must be aligned with the state standards.  Collaboration and planning time will be essential to build strong partnerships between general and special education teachers and among other specialists and support providers.

 

·     Develop a means to ensure that all providers understand the student’s IEP, the measurable goals, the modifications and accommodations that are necessary

·     Provide professional development to ensure subject matter proficiency for special educators

·     Provide professional development in the area of differentiated instruction to help a diverse population meet the same standards expected of all

·     Provide professional development in the use of cooperative learning and flexible grouping

·     Provide training for paraprofessionals who are involved in a variety of student support programs and for the teachers who support and supervise the paraprofessionals

·     Establish a system for collaboration among providers – e.g., teachers in the inclusive classroom and special educator – to ensure planning for instruction and curriculum modifications and for the use of the appropriate materials and activities to effectively meet the diverse needs of the students

·     Provide for additional instructional and practice time for the students

·     Provide time for teacher and parent conferences to discuss students’ progress and plans for action based on classroom assessment and monitoring

·     Develop and implement a service delivery model that will be effective in providing instructional and behavioral support for the student

 

3)         NCLB has placed an emphasis on school and family involvement in the education of children.  The goal of the involvement is to increase student achievement.  We need to define this shared involvement, and plan and implement effective activities to build parental capacity.

           

·     Create a school-parent document/compact that outlines how the school, parents, and students will share responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s higher standards

·     Build capacity for involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement.

·     Establish an agenda for parent involvement that is generated by school and parent input

 

 

4)         The students could benefit from increased counseling services.  The needs range from intensive, weekly therapeutic sessions to situational needs – crisis, behavioral management.  The emotional well-being and mental health of the students are of critical importance. 

·        Employ an additional full time guidance counselor to increase counseling contact hours

·        Establish schedule to accommodate crisis counseling

·        Allot time for behavior management counseling, e.g., development, implementation, and monitoring of

         behavior intervention plans      (Re-establish SDC for middle school and high school)

 

 

 

 

1) Improve student achievement by continuing to assess and modify curriculum and instruction based on the Massachusetts

    Curriculum Frameworks, district initiatives, and performance data.

 

2) Incorporate a consistent instructional approach for teachers to prepare students to read, write, and think more efficiently and

    effectively so they are able to achieve proficiency on competency testing.

 

3) Create strong links among the family, school, and community by fostering educational partnerships that support learning

     through business, community, and educational services.

 

4) Provide professional development to enable the staff to employ a repertoire of skills to promote and support significant

    improvement in student engagement, achievement, and behavior.

 

5) Provide staff sustained professional development that strengthens their knowledge and skills in order to meet the state’s

    recertification requirement and achieve highly qualified status.

 

6) Provide training to allow all staff to become proficient in the use of hardware and software so they are able to effectively

    integrate technology into lessons and activities.

 

 

 

 

A Vision to Build A Better Mahar 2006- 2009

Voted By the School Committee on June 9, 2006

 

Mission Statement
The Ralph C. Mahar Regional School District prepares all students to be responsible participants in a changing society. In a safe and supportive learning environment, we provide all students with the challenging experiences necessary to reach their potential.

Guiding Principles
We believe:

• all students do best when actively engaged in the learning process.

• all students should learn in a safe, secure, and healthy environment that respects diversity and   

  values life-long learning.

• the education of a child is the shared responsibility of school, community, and the family.

• student assessment and program evaluation are essential for continuous improvement.

• all decisions should be made in the best interest of the students.

• high quality and relevant professional development is essential for the growth and the success

  of the education process.

• in setting high academic standards and being committed to proficiency for all students.

• in providing an opportunity for students to reach their full potentials.

• in fostering personal responsibility in students.

• in maintaining a high level of technological education for students and staff.
• in a culture of shared decision making.
• in promoting business, school, and community partnerships.
 

Vision Statement
The Ralph C. Mahar Regional School District, in partnership with the community, offers a nurturing atmosphere in a modern facility. This environment fosters creativity and critical thinking in its students, staff, and administration – the Mahar Community.

All members of the Mahar Community are continually encouraged to reach their optimal development and to be committed to social good.

 

Our success is demonstrated by the achievement of our students and their ability to face the challenges of the future.
 

Goals and Objectives

 

Teaching and Learning
To engage all students in challenging programs that will meet their individual needs.
• Develop and implement, by June 2007, an induction and mentoring program for all teachers in

  their first three years of employment.
• Design and implement a professional development program that builds on teachers’

  recommendations to develop relevant and useful programs and affiliations.
• Implement, by February 2007, a student-centered course selection system that incorporates

  teacher and parent recommendations.
• Develop and implement a long-range budget plan for providing adequate educational resources    

  equitably divided among all subject areas.

• Design and implement a plan to recruit and hire top quality candidates in a timely manner.
• Allocate adequate funds to form a teacher-based team to meet in the summer of 2007 to

  investigate, plan and report to the regional school committee on alternative student-based

  learning programs for all levels of students, especially at-risk and advanced students.

 

District Climate and Culture
To create and sustain an atmosphere of mutual respect and cooperation within the entire school community.

• Provide a safe and respectful environment that welcomes diversity.
• Encourage student input in developing and implementing programs that teach relevant and

  effective ways of dealing with peer relations.
• Enable staff to be responsive to the evolving needs of students through appropriate professional

  development.
• Establish and support a professional community where ideas are exchanged and decisions are

  made in a collegial and collaborative manner.

 

Community Partnerships
To develop and nurture dynamic partnerships with the greater community.

• Identify and establish mutually – beneficial community partnerships on an annual basis.

• Establish, by June 2007, partnerships with community groups interested in promoting the civic

   involvement of our students.

• Create, by January 2007, a school district capital planning committee to project future financial

  needs and to engage in an open and ongoing dialogue with member towns.
 

School and District Organization
To build organizational structures which support effective teaching and learning at all developmental levels while maintaining fiscal responsibility.

• Submit to the Mahar Regional School District Committee, by February 2007, an organizational

  structure for administrative supervision at grades 7-12 which defines and delineates clear lines

  of responsibility and authority for staffing and programs.

• Produce by June 2007, a recognizable and distinct identity for middle school governance by

  making changes in the current school district organizational structure.

• Establish a study committee to investigate and issue, by September 2007, a final report with

  recommendations to the Mahar Regional School District Committee on alternative scheduling

  methods to accommodate the needs of student at all developmental levels.

• Develop and implement a structure of ongoing communication with K-6 feeder schools which

  allows our district to focus on articulation and coordination of curriculum, transition issues and

  programming needs.

 

 

 

 

 

VISION

 

Our vision is to support the staff in curriculum, instruction, and assessment while addressing the district’s goals.

 

MISSION STATEMENT AND GOALS

 

The purpose of the PDT is to enable staff to take active responsibility for their own learning in order to prepare students to succeed in our society. This professional development must be ongoing and of high quality.

 

The PDT will identify existing and potential new resources, including higher education, private service providers, and other resources, and prepare a budget to provide for professional development to implement educational reform.

 

The PDT will link professional development and recertification according to state professional development requirements.

 

The PDT will assist staff in development of individual plans for recertification within the state mandated time frame.

 

The PDT will develop long range (3-5 years) professional development goals and objectives, program initiatives, and resource options to advance the educational reform agenda, including implementation of the State Board’s Common Core of Learning, curriculum frameworks, student performance assessment, professional performance standards, and certification requirements, as well as the Ralph C. Mahar Regional School’s annual Professional Development Plan.

 

 

The PDT through appropriate professional development opportunities plans to increase communication and build upon a professional culture based on high expectations leading to enhanced educational growth for the entire school.

 

 

 

 

Guidelines for the Ralph C. Mahar Plan:

 

1.      Be a high quality, knowledge based program.

 

2.      Be relevant to the individual needs of staff members. 

 

3.      Offer opportunities for staff collaboration with regard to classroom activities, new methodologies, and curriculum issues.

 

4.      Be updated annually.  The evaluation of this plan will involve a review of activities and programs as well as the overall

         effectiveness of the plan itself.

 

5.      Make available to staff a variety of options in order to meet individual needs as they strive for growth and self-improvement.

 

6.      Offer specific programs and activities, which will assist teachers as they complete licensure and recertification requirements

         as outlined by the State Department of Education.

 

7.      Provide strategies for teachers to promote parent and community involvement in the school through a variety of events,

         activities, committees, and programs.

 

8.      Provide opportunities for instructional support staff to participate in professional development activities.

 

9.      Provide induction/mentor program for staff.

 

 

 

High expectations will be realized when the professional development plan includes:

 

• recognized standards of the profession;
• the Massachusetts Common Core of Learning and Curriculum Frameworks;
• appropriate opportunities which recognize and address the diversified needs of individuals, school and district;
• enhancement of knowledge, skills and performance to promote student learning;
• encouragement and support of the administration;
• programs and strategies that stimulate personal and professional growth and meet recertification requirements.

 

 

 

 

1.  Develop individual professional development plan for Massachusetts educators according to guidelines set forth in this

     document.

 

2.  Align individual Professional Development Plan with District goals.

 

3.  Improve parent and community involvement.

 

4.  Utilize MCAS results to strengthen and improve curriculum and instruction.

 

5.  Develop common assessment tools.

 

6.  Improve student engagement, achievement and behavior.

 

7.  Improve the achievement of students at-risk of failing to attain State standards.

 

8.  Integrate technology schoolwide.

 

 

The annual goals for system-wide professional development are listed below.  These goals will inform our long-term plan as it is developed over the course of the school year.  The goals are listed below with specific objectives.

 

1.  Articulate and align local curricula with State Frameworks.

• Provide opportunities for teachers and others to use relevant research and best practices to inform their practice.
• Articulate grade level expectations and benchmarks using state frameworks and recently developed curriculum materials.
• Use students work to inform instructional practices.
• Analyze MCAS data and other assessments to align and articulate local curricula with state frameworks.

 

2.  Align teaching with updated local curriculum, extend curriculum writing effort into new areas

     and expand range of assessment and teaching strategies.

• Revise curriculum and related support materials based on student performance information and teacher collaboration.
• Develop instructional strategies for teaching diverse learners in the standards-based classroom.
• Use diversified measures to assess student progress based on grade level expectations.
• Explore ways to effectively integrate technology.

 

3.  Provide on-going professional development (e.g. Vertical Team) that leads to an inclusive and powerful learning community

     that results in significant improvement in student engagement, achievement and behavior.

 

• Increase opportunities for communication across each grade level including an enhanced role for use of school e-mail.
• Provide time for teachers to share and discuss student work and successful practices.
• Assure that professional development resources reach all groups.
• Anticipate new demands for administrative training that emphasizes student learning in the supervision and evaluation process.
• Create enhanced opportunities for parents to become aware of grade level learning expectations, standards-based learning and grade reporting.
• Invite faculty to participate in decision-making and leadership roles.

 

4.  Provide support and training for effective integration of technology and library/media skills into the classroom learning

     environment to support learning standards of the curriculum frameworks.

 

• Teachers will implement technology into the classroom curriculum to support the frameworks.
• Teachers will effectively use information-seeking skills to access information on the Internet to improve research, units of instruction, and home/school connections.
• New teachers will have at least a beginning knowledge of how to integrate technology into the classroom.

 

5.  Provide support for the recruitment, selection and retention of highly qualified staff.

 

• Continue to refine the induction and mentor programs for new staff.
• Take a pro-active role in recruiting new staff.
• Recognize exemplary programs and staff.
• Provide support whenever feasible for staff to attend conferences and to grow professionally.

 

6.  Provide no-cost recertification professional development opportunities for meeting the goal of highly qualified.

 

• Allow time and designate other resources, whenever feasible, to meet teacher’s individual interests that are tied to school-based improvement plans and system-wide goals.
• Circulate relevant conference materials for coordinators to disseminate.

 

7.   Provide Induction/Mentor Program

• To promote a system of support for beginning teachers in the form of an induction program that will provide assistance and guidance as well as relevant information on vital topics pertaining to teachers in the first year in the classroom.
•  Assign mentor as part of licensure regulations.
• Must provide training for mentors in the skills of effective mentoring and strategies for new teachers to be successful in a standards-based classroom.
• Train mentors to acquire knowledge and skills they need to effectively promote and accelerate the professional growth and instructional effectiveness of beginning teachers in a positive, supporting, trusting relationship.

8.  Parent Involvement

• Build the capacity for parents to become partners in the students’ education and promote their active participation in all school programs and parent support groups.
• To involve parents in conferences and regularly contact them regarding the learning needs and progress of their children.
• Provide speakers or programs on parenting or other family issues.
• Inform parents of events and encourage attendance at events.
• Form parent support groups to encourage good parenting skills, to provide support  around issues of drugs, alcohol, and family issues.
• Include parents as members of committees.

 

9.  Improve public relations to increase community support.

• Disseminate information about the school, its students, their accomplishments and their achievements.
• Submit photographs and articles to the newspaper.

• Establish a Superintendent’s column to inform and update the community on educational issues and the building project.
• Expand the Mahar web page and install message boards.
• Create a schoolwide PowerPoint presentation that showcases activities, projects, sports, and daily routines to share and to acquaint people with the school.  Use student groups for outreach when appropriate.
• Expand the distribution of the one page school newsletter to include the community at large.

 

 

 

 

 

1.  Aligns with district/school improvement goals.
 

2.  Encourages groups of educators working together.

 

3.  Focuses on content knowledge.

 

4.  Provides on-the-job ongoing support throughout the school year.

 

5.  Includes follow-up activities in the educator’s own classroom.

 

6.  Connects professional development to the workplace and encourages educators to develop curriculum and lesson plans that

     show students real world applications of their learning.

 

7.  Utilizes in-class observation of educator by mentors or peers.

 

8.  Includes pre- and post-assessments.

 

9.  Requires product from participants.

 

10. Identifies party responsible for quality of offering.

 

 

 

 

 

I.   Are intense and sustained activities that focus on increasing teacher’s content knowledge in the subjects which they teach and

     which address state standards.

 

II.  Increase effective pedagogical strategies to enable teachers to address the full range of student abilities (e.g., English

     language learners, students with learning disabilities, academically gifted students, etc.) in the classroom.

 

III. Are part of a deliberate plan to evaluate the impact on student learning (e.g., pre- and post- testing of students, examination

     of student work, classroom assessment data, etc.).

 

IV. Are designed with extensive participation by teachers and administrators to address the needs identified by a variety of student

     performance data.

 

V.  Are guided by scientifically based research to the extent possible.

 

VI. Provide training on the appropriate use of technology and applications for use in the classroom.

 

 

 

 

 

The following options outline professional development activities that count toward recertification.  In an effort to ensure that all activities are professionally relevant and academically meaningful, certain activities that in the past were eligible for PDPs are no longer eligible.  For example, PDPs will not be awarded for attendance at a professional conference or participation in a self-directed study group.  The options for this round or recertification will assist educators in developing an ongoing individual professional development plan consistent  with the educational needs of the school and/or district while providing flexibility in the kinds of activities that are eligible for professional development points for recertification.  A graduate-level course of study or its approved equivalent in the content area (addressing topics listed under subject matter knowledge for the certification), or an upper-level undergraduate course or its approved equivalent when the content is substantially new to the educator, will be considered Advanced Academic Study and will be awarded more PDPs.

 

The options below are intended to serve as a partial list of possible activities for professional development.  Staff members may utilize the ideas on this page or are free to develop their own unique plans in consultation with their coordinator and the professional development team.

 

1.      Undergraduate and Graduate Courses, Seminars or Institutes, Online courses

2.      Audited Courses

3.      Instructor of a Graduate-level or Approved Equivalent for Educators

4.      Department-Sponsored Initiatives

5.      Performance Assessment

6.      Content Tests

7.      Initiatives sponsored by Districts, Collaboratives or Registered Providers

8.      Team for Accreditation or Inspection

9.      Educator Designed Activities

10.    Professional Conference with Time Designing an Observable Demonstration of Learning

11.    School-Based Activity

12.    Presenters/Trainers

13.    Curriculum Development

14.    Continuing Education Units

15.    Recording Keeping and Documentation