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RALPH C. MAHAR REGIONAL SCHOOL DISTRICT
ORANGE, MASSACHUSETTS 01364
2006-2007 Professional Development Plan
REQUIREMENTS FOR PROFESSIONAL DEVELOPMENT UNDER
EDUCATION REFORM
With the advent of Education
Reform, every school district in the commonwealth
shall adopt and implement a professional
development plan for all principals, teachers and
other professional staff employed by the district,
to include the professional support teams
established pursuant to section thirty-eight G,
and annually shall update such plans and set forth
a budget for professional development within the
confines of the foundation budget.
MGL Chapter 71, Section 38Q
Professional development planning must be
connected to district and school improvement goals
as well as the goals of Education Reform. The
main goals of professional development are to
assist educators to:
1.
Improve student learning through high quality
classroom teaching and school operation.
2.
Access
opportunities for ongoing support, challenge,
feedback, application, and follow-up.
3.
Acquire new knowledge and skills to enhance
performance.
4.
Meet
recertification requirements for professional
currency.
Massachusetts Department of Education
January 2000
Standard for Professional Development
The
district provides professional development that is
designed to promote excellent performance by its
professional and support staff.
1. Indicator:
The plan for professional development is
determined by analysis of personnel and program
evaluations and student results.
2. Indicator:
Professional development opportunities provided by
the district enhance teachers’ knowledge and
understanding of Massachusetts’s student learning
and performance standards.
3. Indicator:
District provides professional development
opportunities designed to eliminate gaps in
teacher knowledge of subject matter and
instructional competence.
4. Indicator:
Professional development needs are considered in
the processes of school and district improvement
planning.
5. Indicator:
District offers professional development at times,
in locations, and under conditions that encourage
participation.
6. Indicator:
District offers professional development using
training models/processes that reflect
research-based approaches to effective adult
learning.
Massachusetts Department of Education
January 2000
No
Child Left Behind Act of 2001
The
advent of the No Child Left Behind (NCLB) Act has
profound implications for state and district
reform in Massachusetts and around the country.
This comprehensive education law has two central
purposes: to raise student achievement and close
achievement gaps. To accomplish these goals
states and school districts must, among other
obligations, assess student progress in reading,
math and science; design improvement and
intervention strategies for under-performing
schools; hire or develop qualified teachers and
paraprofessionals and create or expand public
school choice programs and supplemental
educational services.
Goals
1. All
students will reach high standards,
at
a minimum attaining proficiency or
better
in reading/language arts and
mathematics
by
2013-2014.
2. All limited English proficient (LEP)
students
will
become proficient in
English.
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.
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Titles
Title I: Aid for Disadvantaged Children
Title II: Teacher Quality and Instructional
Technology
Title III: Bilingual and Immigrant Education
Aid
Title IV: Safe Schools and After-School
Learning Opportunities
Title V: Innovative Programs
Title VI: Student Testing and Assessment
Title VII: Rural and Native American Education
Title VIII: Impact Aid
Title IX: General Provisions
Title X: Homeless Students
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Academic
Assessments
States must implement academic assessments,
as follows:
-
Present through 2004-05 School Year:
Mathematics and reading/language arts at
least once each in grades 3-5, 6-9, and
10-12
-
Beginning 2005-06 School Year: Mathematics
and reading/language arts every year in
grades 3-8, and at least once in high
school
-
Beginning 2007-08 School Year: Science at
least once each in grades 3-5, 6-9, and
10-12
-
States must administer assessments to all
students, including:
¨ Students
with disabilities (with reasonable
accommodations)
¨ At
least 95% of each disaggregated student
group
¨ LEP
students (with reasonable accommodations)
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Highly Qualified
Teachers:
. Beginning in the 2002-03 school year,
districts may hire only
highly qualified teachers for Title
I-supported programs.
. District must develop a plan to have
all teachers highly qualified by
the end of the 2005-06 school year.
. Elementary school teachers must:
1) Hold at least a bachelor's degree
2) For initial licensure: [603 CMR 7.0] Must
have demonstrated
relevant subject matter and teaching skills by
passing state
test.
.
Middle/secondary school teachers must:
1)
Hold at least a bachelor's degree and
for initial licensure: [603 CMR 7.0] Have
demonstrated high level of competency in each
of the academic subjects s/he teaches by
passing state test in each subject taught OR
2) successfully completing academic
major, graduate degree, advanced
certification, or credential in each subject
taught
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Accountability
-
Adequate-yearly progress as defined by State
-
accountability
system required by Title IA.
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-
Sanctions each year school is found “in need
of improvement:”
-
- Choice
-
- Supplemental Services
-
- Corrective Action
-
- Restructuring
-
-
Accountability
for all subgroups:
- Race
- Ethnicity
- Limited English Proficiency (LEP)
- Disabled
- Migrant students
- Free and Reduced Lunch
-
Annual district report cards
-
Biennial report of LEP students
-
Annual report on Teacher Quality
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Highly Qualified
Paraprofessionals:
[At present NCLB requires this of only
paraprofessionals in Title I programs.]
1.
As
of January 8, 2002, new paraprofessional
hires must have earned a high school diploma
AND must have:
· Completed
at least two years of study at a higher
education institution; or
· Obtained
at least an associate’s degree; or
· Met
a rigorous standard of quality and can
demonstrate, through formal state or local
academic assessment
√
Knowledge of, and ability to assist in
instruction, reading, writing, and
mathematics, or
√ Knowledge
of, and ability to assist in instruction,
reading readiness, writing readiness, and
mathematics readiness as appropriate
2. Paraprofessionals hired before January 8,
2002 must meet requirements within 4 years of
that time.
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MISSION AND EXPECTATIONS
RALPH C. MAHAR REGIONAL SCHOOL
Orange, Massachusetts 01364
MISSION
Ralph C. Mahar Regional School will prepare all
students to be lifelong learns academically,
civically, and socially.
EXPECTATIONS
ACADEMIC
Students will:
A Access, analyze, and utilize information
effectively about themselves, others, and the
world
AA Communicate effectively
through various means
CIVIC
Students will:
C Demonstrate respect
CC Demonstrate responsible
membership in society
SOCIAL
Students will:
S Express emotions
appropriately
SS Practice intelligent
decision-making
*
Document Indicates Letter/Number System To Be Used
On Curriculum Templates
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
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