Professional Development System
2015-2016
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Redevelopment of District Professional Development System
2015 Guidelines for Review and Approval
Completed by all districts and submitted by October 1, 2015
Send digital files to ProfDevSystemEQ@fldoe.org
Professional learning is the result of the individual’s commitment to improvement. Each district supports that
commitment through a research-based professional development system that meets the intent of statutes and
regulations on professional development. The guidelines below are designed to assist districts with the submission
of their redeveloped professional development systems that, at a minimum, address changes resulting from
commitments. Please contact John Moore at Sangeetha.Wollett@fldoe.org or 850-245-0559 if you need any
assistance during the submission and review process.
Please complete the following and send this form with the documents you submit for review.
District Name: Saint Lucie Public School (SLPS) Date Submitted: October 1, 2015
Contact Person’s Name:
Title/Position:
Phone:
Tybule Saint-Louis
Director of Quality Instruction / Professional Development
772-429-3943
E-mail: Tybule.SAINTLOUIS@stlucieschools.org
Instructions for Completing the Checklist
1.
2.
3.
Submit this form with your district’s redeveloped professional development system to
ProfDevSystemEQ@fldoe.org.
To facilitate the review process, for each element of the listed Scope of Work issues, provide the page number(s)
where that element is addressed in your documentation.
Optional: Under the section “Other,” list any other substantial changes to your professional development system
that are included for review and approval at this time, including a brief description and page number(s).
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Florida Statue 1012.98 states, “The purpose of the professional development system is to
increase student achievement, enhance classroom instructional strategies that promote rigor
and relevance through the curriculum, and prepare students for continuing education and the
workforce.” The Protocol Standards – Third Cycle is an integral component of this system.
Recent state statutes (e.g., F.S. 1012.343) and State Board of Education rules related to
professional development further inform the structures and processes required of districts and
schools when implementing the professional development system. Florida Educators
Accomplished Practices (FEAPS) (SBE 6A-5.0654), and the Florida Principal Leadership
Standards (FPLS) (SBE 6A-5.0805), districts received additional guidance about where to
place emphasis for professional development systems. St. Lucie’s implementation has been
the catalyst for the redesign of our PD System. As described in and state statues professional
development systems must reflect:
 A new vision for K-12 student success focused on college and career readiness
 New and more rigorous content standards (Florida Standards and NGSSS)
 Repurposed and restructured personnel evaluation systems
 Revisions to core practices in the FEAPs and FPLS
 Current research on practices that impact student learning
 Scope of Work (SOW) expectations regarding professional development
 Implementation of other state and initiatives
 An expanding array of student growth measures
Professional development is a pillar of school improvement. Engaging educators in
meaningful and research-based professional learning opportunities can improve student
outcomes; however, any professional learning practice should address an identified need, be
implemented with fidelity to its design principals, and be evaluated for its impact on instruction
and student learning initiatives at multiple levels (e.g., district and state). Determining faculty
and administrator professional learning needs that will support system improvement efforts is
paramount. Selecting effective professional learning practices, implementing them with fidelity
and quality, and knowing how to determine the impact both on teacher practice and student
learning require a solid foundation. The St. Lucie Public Schools Professional Development
System practices result in professional learning aligned to student outcomes, and in turn
prepares our students for college and career readiness upon graduation. The redevelopment
St. Lucie’s District Professional Development system focuses on a system that supports
college and career ready students through:
 Focusing resources on priority issues and needs
 Learning cultures providing support
 Actual implementation of new professional learning
 Evaluation of PD for continuous improvement
The Professional Development System shifts have occurred in three areas:
Shifts in focus of professional development systems: The emphasis for professional
development is squarely on those instructional and leadership practices that make the most
difference for student learning. Similarly, the School Community Professional Development
Act (F.S. 1012.98) states that professional development activities for instructional personnel
must focus on “analysis of student achievement data, ongoing formal and informal
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assessments of student achievement, identification and use of enhanced and differentiated
instructional strategies that emphasize rigor, relevance, and reading in the content areas,
enhancement of subject content expertise, integrated use of classroom technology that
enhances teaching and learning, classroom management, parent involvement, and school
safety.” Although all of these remain important, the primary focus for needs assessment has
shifted to those areas most closely associated with improvements in student learning. As a
result, professional development needs assessment must include data related to teachers’ and
principals’ knowledge and use of the instructional and leadership practices described in the
FEAPs and FPLS and the effects of these practices on student learning.
Shifts in the distribution of roles in professional development: A significant number of the
quality methods of professional learning are events or processes that are under the control or
influence of a school principal and his/her leadership team (e.g. assistant principals,
instructional coaches, collegial teams such as lesson study groups or PLCs, teacher-leaders,
team leaders, peer coaches). The professional development system will focus, coordinate,
and support school-based personnel due to their increasing responsibility to lead and
implement professional development.
Shifts in relationship among districts: In addition to shifts in the focus of professional
development within a district and the range of educators who will assume active roles in the
professional development system, needs assessment capacities must also consider the
statewide system of professional development. St. Lucie works with other districts to establish
a coordinated system of professional development by comparing needs and sharing strengths.
Districts build capacity to make needs known, professional learning practices, and resources.
These shifts are exemplified through a systematic approach to professional learning. Jobembedded, site based professional learning will shift as the norm as schools become the
determiners of the PD needs and schedulers of implementation as the delivery of PD.
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In the redesign of St. Lucie Public Schools Professional Development System we will focus on
the Deliverables. Evaluation will be a major component of the redesign and as such the reader
will see an evaluation component built into each Policy. Evaluation will include data collection:
random sampling methods and using results for connections to future needs assessments.
Policy: 1. A Focus on College and Career Ready
This policy illustrates redirecting the focus of a professional development system to support
student outcomes aligned with the “college and career ready” vision of the state’s public
education system.
The Policy: The professional development system supports continuous improvement in the proficiency
of individuals and schools in fidelity of implementation of priority initiatives and other major district
systems that provide our students with a PreK-12 learning environment that results in college and career
ready students:
 The professional development system is the sum of the behaviors of individuals and collegial groups
that deepen knowledge and skills supporting college and career ready outcomes and the
organizational and resource supports provided by school and district leaders that coordinate and align
professional learning with standards.
 For the district’s professional development system to accomplish its purposes, the deliberate practice
of educators, school and district leaders for continuous professional improvement must be
coordinated and focused as a system of connected and interactive elements that result in actual
improvements in student achievement on course requirements.
 Professional learning supported through the district’s professional development system is to be
aligned with the district’s vision for college and career ready students and support a PreK-12 learning
environment in which instruction and learning is based upon common standards, sound research,
collaboration, problem solving driven by multiple sources of student data, and culminating in
increased student achievement.
Florida Standards Transition Support
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Associated Practice:
1.1 Understanding the Standards Framework
All instructional and administrative personnel engage in individual and collegial efforts to deepen
understanding of the overall framework of student academic standards in the Florida Standards
(FS) and Next Generation Sunshine State Standards (NGSSS).
1.2 Use of Course Requirements
Individual and collegial efforts of classroom teachers, their supervisors and instructional
coaches, deepen understanding of the specific course requirements for courses/subjects
taught. The base line repertoire of effective educator practices includes mastery of the course
requirements embedded in course descriptions on CPALMS and use of those requirements in
instructional design and lesson planning, instructional delivery and facilitation, and assessment.
1.3 Alignment, Connections, and Relationships
To deepen understanding that “it’s all the same work,” design of and engagement in
professional learning includes individual and collegial practices that clarify the alignments,
connections, and relationships of the targets of professional learning to the mission of “college
and career ready students.”
Primary Responsibility:
School Level
 Post-District-Wide Florida Standards (FS) professional development in August 2016,
Schools continue to provide site-based professional development and support to all
teachers relative to the continuous understanding of the “WHAT”, “WHY”, and the “HOW”
of implementing and planning instruction using FS blended with the Next Generation
Florida Standards (NGSSS).
School & District
 Provide training and support to schools in preparation of fully implementing FS starting
the school year of 2015-2016.
 Provide training and continuous support to administrators, other school leaders, and to
all teachers on how to align and make practical connections between FS and other
educational initiatives and practices for the purpose of teachers and administrators
seeing and understanding how such educational initiatives, practices and resources
support the implementation of FS. Some of these other educational initiatives, practices
and resources, other than the FS, are the following:
1. Continuous Analysis of Student Performance Data using formative and summative
assessments,
2. Performance Matters,
3. FS, CPALMS, NGSSS,
4. Thinking Maps,
5. Lesson Study,
6. Professional Learning Communities (PLC),
7. Collaborative Planning Methods and Practices,
8. Deliberate Practice Growth,
9. CHAMPs, and the
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10. St. Lucie Public Schools’ Framework for Quality Instruction based on contemporary
research-based educational work of Dr. Marzano’s Four Domains of Instructional
Practices which are listed below:
o Domain 1: Classroom Strategies and Behaviors,
o Domain 2: Planning and Preparing,
o Domain 3: Reflecting on Teaching, and
o Domain 4: Collegiality and Professionalism.

Provide continuous training and support to administrators and teachers on how such
aforementioned educational initiatives and practices support one another in increasing
the probability of improved instruction yielding to a higher probability of increased student
achievement contingent upon how to effectively implement such educational initiatives
and practices listed above.

Through Hattie’s (2001) work of 900+ meta-analyses of influences on achievement, the
school district of St. Lucie Public Schools will provide training and support to
administrators and teachers on how to effectively use high effect size strategies such as
“Feedback” which has been researched and evidenced to raise the probability of
improved instruction and increase student achievement when implemented adequately
by teachers with students and by administrators with teachers.

Provide training and continuous support to administrators and teachers on how to
develop a Deliberate Practice Plan (DPP) for the purpose of growth through reflections
that help improve the delivery of instruction thus showing actual improvements in student
achievements that help students be more ready and capable completing of college level
courses and being successful in the workforce.
Current Status:
Educator
 Prior to this current 2015-2016 school year, FS training was provided to teachers of PreK, Kindergarten, First, and Second Grade as based on Florida’s Florida Standards
Implementation Timeline.
 Therefore, during this current school year of 2015-2016, differentiated Professional
Development continues to be provided to Pre-K, Kindergarten, First, and Second Grade
teachers as such teachers have been implementing the FS with fidelity and with Mutual
Accountability as observed by district and school-based administrators, and by district
professional development, curriculum, and assessment personnel.
 Differentiated Professional Development was provided to teachers of Grades 3-12 as
they have begun to fully implement FS blended with NGSSS during this school year of
2015-2016.
School
 School-based administrators, instructional and non-instructional staff, and teacher
leaders, reading coaches, and math coaches have been provided FS Professional
Development by the district for the sole purpose of building school-based capacity where
teachers continue to support each other with developing their instructional skills through
Lesson Study, Professional Learning Communities (PLC), and implementing the
practices of Feedback.
District
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
Grades Kindergarten through Second grade teachers and coaches (Math & Literacy) will
receive in-depth FS training during the entire school year of 2015-2016, and have been
fully implementing FS.

Third grade teachers through 12th grade teachers have begun receiving in-depth FS
training effective during the school year of 2015-2016.

Instructional coaches, teachers, and administrators will receive training on using
CPALMS within which course descriptions aligned with FS are embedded.
Future: (timeline and who)
 During the entire 2015-2016 school year, the school district of St. Lucie Public Schools
(SLPS) will engage school-based administrators and teacher leaders in the practice of
collaborative planning to support instructional staff with implementing:
o Domain 2: Planning and Preparing,
o Domain 3: Reflecting on Teaching, and
o Domain 4:Collegiality and Professionalism
in order to successfully implement Domain 1: Classroom Strategies and Behaviors, as
well as assist said participants with aligning and making the connections between the
complete SLPS Framework for Quality Instruction and the FS relative to planning
rigorous and meaningful lessons and instructions that will help prepare students for
College and Career Readiness.

The district will coordinate extended Follow-Up Professional Development that will focus
on coaching and providing feedback to teachers to ensure satisfactory to mastery
implementation of blended standards; and thus prepare teachers to FULLY implement
the FS in 2015-2016 school year and beyond. Refer to Appendix A at the end of
Policy 1.
Quality, Fidelity, Monitoring and Adjusting:
 Ensure Mutual Accountability through meaningful and timely feedback of the
implementation of FS and NGSSS.
 Adjustments of the delivery of FS PD based on the feedback of instructional, noninstructional, and administrative personnel that participated.
Evaluation
Adult
Student
Deliberate Practice Plan
Formative and Summative Assessments. Progress Monitoring
(DPP), Lesson Plans,
through EOCs and FCAT.
Classroom Observations,
Professional Development,
Learning Communities,
Performance Matters –
Data House (PM)
FS Literacy and Other Content Support for 2015-2016 School Year
Appendix A shows the continuous support that our teachers continue to receive from school-based
administrators in conjunction with support from district level personnel.
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Policy: 4. The Capacities Employed in the Professional Development System
This policy illustrates a way to define the nature, management, and development of the
capacities required to accomplish the purposes of the system.
The Policy: The primary capacities applied to implement the professional development
system are:

Knowledge, skills, and expertise of the district’s human resources;

Effort expended by individuals, collegial teams, and school and district leaders on:
o Personal mastery of essential instructional and leadership practices;
o examining paradigm shifts and mental models that support understanding a
shared vision of one educational system supporting all students;
o Workforce relationships that coordinate learning experiences of the PreK-12
students; and
o Understanding systemic connections of initiatives and standards.

Leadership’s decision-making processes on:
o Resources available for professional development (e.g., fiscal, technical, material);
o Uses of time, ideas, organizational structures and collegial processes that support
a learning organization and school-based learning cultures; and
o Relationships for collaboration with others in the statewide system of professional
development.
These “capacities” are employed though implementing the professional responsibilities for
continuous improvement embedded in the Florida Educator Accomplished Practices (FEAPs),
the Florida Principal Leadership Standards (FPLS), the Florida Protocol Standards for
Professional Development, and the Code of Ethics of the Education Profession in Florida.
Applying these capacities to generate high quality professional learning is to be supported
through deliberate practice guided by feedback on relevant practices embedded in the district’s
personnel evaluation system and data-based needs assessments.
SOW:
Classroom Observations
Feedback and Coaching for Improvements
Associated Practice:
4.1 Capacity Management
The capacities that enable implementation of the professional development system are
embedded in the behaviors of professional educators and the decision making of school and
district leaders on uses of fiscal, technical, and material resources. Effective management of
the human and resource capacities by school and district leaders requires distribution of
responsibility, alignment of professional learning with district priorities, strategic resourcing to
maximize the impact of time and resources, supporting engagement with professional learning
content and methods, and responding to results data about the impact of the professional
development system with course corrections and continuous improvements.
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4.2 Focusing Capacities on Priority Targets
Capacities are not unlimited. Prioritization is necessary to focus the application of existing
capacities and development of new capacities. To support the purposes of professional
development, the following are priorities for application of our capacities for professional
development:
 Focusing professional learning on instructional improvement;
 Aligning professional development system to the Professional Development Protocol;
 Analyzing needs assessment data;
 Supporting school based professional development;
 Supporting a professional learning culture at each school; and
 Monitoring and mitigating barriers to improvement.
4.3 Restructuring and Reorganizing for Capacity Development
Development of new capacities shall be a focused strategic planning and problem-solving
process to improve accomplishing the purposes of the district’s professional development
system. Restructuring the use of existing resources and workforce work routines shall be an
ongoing capacity development focus.
Primary Responsibility:
School & District
 School and district personnel engage in classroom observations that are supported by
feedback within which seven keys or processes are highly recommended to follow in
order for the improvement of instructional practices to successfully take place, and in
order for student achievement to increase significantly. The seven keys to successful
feedback are listed as follows:
1. Goal-Focused,
2. Tangible and Transparent,
3. Actionable,
4. Timely,
5. Ongoing,
6. User-Friendly, and
7. Consistent.



School and district understand that feedback yields to teacher growth in professional or
instructional practices which also yields to increased student achievement, and which
lastly yields to retention of effective teachers as part of the Florida Principal Leadership
Standards (FPLS).
School and district personnel conduct classroom observations where a “point of
leverage” is identified, among many noticeable instructional strategies or practices
enacted by the educator, for the sole purpose of such “point of leverage” having a high
effect size that when used properly can improve instructional practices thus increasing
student achievement.
School and district administrators, alongside instructional coaches and teacher leaders
conduct joint-classroom-observations with the expectation of debriefing, providing
feedback for the purpose of professional growth and developing a common language,
and for the purpose of increasing inter-rater reliability.
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District
 Provides professional development geared to the implementation and effective
practices of feedback to school-based administrators, district level personnel, and to
teachers based on the Florida Educator Accomplished Practices (FEAPS), the Florida
Principal Leadership Standards (FPLS), and the Florida Professional Development
System Evaluation Protocol (FPDSEP).
 Provides classroom observation professional development to school-based
administrators as aligned with the Florida Principal Leadership Standards (FPLS).
Current Status:
Educator
 Reflects on their observed enacted or routine classroom behavior or behaviors.
 Provides input on their enacted or routine classroom behavior or behaviors, then
engages in receiving feedback; and thus reflects again.
 Implements classroom behaviors or instructional strategies based on self-reflection,
deliberate practice and observer feedback.
 Training Modules posted on SHARE for teachers to learn best-practices of teaching.
School
 Implements classroom behaviors or instructional strategies based on self-reflection,
groups or individual reflections or briefings through lesson study, deliberate practice and
observer feedback.
 Administrators are charged with providing PD to teachers on best-practices for instruction
based on the district’s quality instruction to help teachers improve their practice in the
classroom.
District
 Provides professional development to teacher leaders, instructional coaches and to
school-based administrators for the purpose of developing a common understanding of
how to implement classroom behaviors and instructional strategies that are researchand-evidence-based, and that show high effect size strategies that can raise the
probability of improved student performance if implemented with fidelity.
 Inter-Rater Reliability - Administrators are increasing their capacity on the identification
and rating of elements within the Framework, and also on providing feedback to teachers
on how to improve their practice.
Future: (timeline and who)
 During the school year of 2015-2016, the SLPS district plans to provide professional
development to a cohort of district PD personnel, 182 teacher leaders, and to the new
school-based assistant principals for the purpose of developing a common
understanding and language of classroom behaviors and instructional strategies relative
to increasing the inter-rater reliability factor within the St. Lucie Public Schools’
Framework for Quality Instruction which also informs ratings of teacher performance.
 Training Modules are being posted on Infinity for teachers to learn best-practices of
teaching.
Quality, Fidelity, Monitoring and Adjusting:
 The deliberate practice plan will help determine the level of common understanding and
common language that exists amongst classroom teachers.
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Evaluation
Adult
St. Lucie Public Schools’
Framework for Quality
Instruction

Student
Scales and/or Rubrics
Refer to the article entitled: “The Seven Keys to Effective Feedback” by Grant Wiggins

Refer to the book entitled: Visible Learning for Teachers: Maximizing Impact on Learning
by John Hattie.
Policy: 5. The Deliverables of the Professional Development System
This policy illustrates a way to shift the focus, design, and implementation of the deliverables of
the professional development system to be observable, subject to quality control, priority
subjects for monitoring and evaluation, and aligned with the priority purposes of the professional
development system.


The Policy: Professional development deliverables are to be observable, subject to quality
control, priority subjects for monitoring and evaluation, and aligned with the priority purposes
of the professional development system. Deliverables shall result from focusing capacities on
the purposes of the professional development system. Such deliverables consist of
deliberately planned, coherent, and coordinated in-depth actions and supports designed and
implemented to develop district educators' knowledge, attitudes, skills, aspirations and
practices that are revealed by contemporary research as likely to improve student
achievement when done correctly and in appropriate circumstances, and to deepen support
staff’s proficiency at implementing job responsibilities.

Deliverables of the professional development system include individual and collegial
learning processes, events, workshops, courses, conferences, modules, plans, data
sources and analyses. The deliverables also include digital resources and technologybased processes, collaborations, coordinated programs with multiple elements, and
organizational structures that facilitate learning through development and/or training.

To support a professional learning culture conducive to educator growth, effective
implementation of deliverables shall address these aligned functions:
o A planning process that employs research-based models for professional learning;
o Delivery that embed characteristics of high-quality professional learning; and
o Follow-up that facilitates effective implementation of the targeted learning.

The deliverables of the professional development system are funded through a variety of
sources. Some deliverables are funded directly as professional development expenditures.
Other deliverables are funded through other fiscal resources and/or embedded in workday
routines of the professional educators. Analyses of the sufficiency and focus of professional
learning deliverables in supporting the purposes of the professional development system
shall address all deliverables regardless of funding sources.
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Revised PD System
Personnel Evaluation Data
Research–based Strategies
Data Access
Data Systems
Data Guiding Growth Plans
High Needs Students
Low-Performing Schools
Professional Learning Communities
Associated Practice:
Practices Implemented primarily at the school level
5.1 Improvement Planning
The development and use of individual and school improvement plans are to be based on needs
assessments that consider student learning needs and the growth needs of educators and
leaders that improve their capacities to meet student learning needs.
5.2 Building a Professional Learning Culture
The deliverables of the professional development system are used to support building and
sustaining a professional learning culture at the school sites.
Practices implemented at school and district levels
5.3 Aligning Deliverables with Policies and Purposes
Employees of the district, consultants, and contactors participating in design, implementation,
or evaluation of deliverables of the professional development system shall implement their
responsibilities in a manner consistent with the district’s professional development policies and
the purposes of professional development.
5.4 Key Personnel in Professional Development: Distributive Leadership
A comprehensive and collaborative professional development system requires active
engagement at many levels and forms of leadership. Key personnel in the ongoing
implementation of policies and associated practices of the professional development system
are:
 District Leaders responsible for operations supporting college and career ready student
outcomes
 District Professional Development Staff
 Principals and School Leadership Teams
 Collegial Team Learning Leaders
 Facilitators and Developers
 Trainers and Presenters
5.5 Research-based Professional Development Models1
Deliverables intended to go beyond a training function and support development of participants
on issues related to the FEAPs or FPLS shall be implemented using a research-based model
for professional development and incorporate characteristics revealed by contemporary
research as high quality professional development.
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5.6 Priority Areas for Professional Learning Deliverables
Professional learning deliverables shall be provided that support standards-based instruction
and fidelity of implementation of initiatives, standards, and processes that support quality
instruction and leadership. Those individuals with responsibilities for design and/or delivery of
such deliverables shall include components that support subject matter expertise and
methodology expertise. Such deliverables will support participant’s fidelity of implementation of:
 Research-based Practices related to student learning success
 Collegial and Team Learning Processes
 Needs Based Deliberate Practice
5.7 Leadership Development
As the role of the school leader (the principal in particular) is a major element in the quality of
educational services provided by the district, the professional development system shall provide
on-going support to leadership development with an emphasis on proficiencies that support
instructional leadership and faculty development.
5.8 Educator Preparation Programs
The district shall provide supports for beginning and aspiring teachers (interns) consistent with
state requirements and provide:
 Beginning teacher supports for the first two years of teaching consistent with Department
of Education standards, including the use of course descriptions, lesson designs and
student data for a multi-tiered system of supports (MTSS), understanding the evaluation
system, mentoring and observation of effective teachers, and feedback on use of the
FEAPs (a core of effective practices);
 Clinical educator training (CET) aligned to the state CET model for educators who provide
support to interns; and
 Professional Educator Competency components to support progress toward a professional
certificate.
5.9 Data Deliverables
Data and uses of data are deliverables of the professional development system. Data analyses
are to be used to track student progress, identify student learning needs, guide lesson design,
planning and adjustment, and generate professional learning growth targets. Collecting and
analyzing data are recurring issues for training and development.
5.10 Online and Digital Professional Learning Resources
As the teachers, schools and district leaders need to be proficient in the use of digital and
technology resources that support learning, the professional development system will support
the use of digital and technology resources and participation in state and regional initiatives for
Florida educators and school districts to share professional learning resources through online
repositories of professional learning content.
5.11 Compliance with Statutes and Rules
Professional development system deliverables, and other school and district actions as
needed, shall be provided to comply with requirements of statutes, state board rules, and
applicable grant requirements.
Practices implemented primarily at district level
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5.12 Deliverables Aligned with Needs Assessments
The majority of the district’s professional development expenditures will focus on deliverables
that address issues related to needs assessments and that the district’s supported needs
assessments processes focus on issues that align with student and educator learning needs
and fidelity of implementation of state and district initiatives promoting college and career ready
students.
5.13 Coordinated Arrays of Professional Development Supports
Instructional and leadership improvement initiatives of the district shall be supported by a
coordinated array or cluster of deliverables focused on support for fidelity of implementation of
the specific initiative.
5.14 Deliverables Aligning Personnel Evaluation and Professional Development
Personnel evaluation and professional development are coordinated systems. The
professional development system shall be employed to:
 Train evaluators in the use of the evaluation systems;
 Support deliberate practice improvement in proficiencies aligned to evaluation indicators;
 Provide temporary intervention for education professionals who need improvements in
knowledge, skills, and performance; and
 Provide specific professional development programs to support prescriptions for teachers,
managers, and administrative personnel evaluated as unsatisfactory.
5.15 “Coaching for Improvement” Support System
Goals for continuous improvement of the student success are supported by a “coaching for
improvement” program for instructional coaches and school administrators that incorporates
development processes for coaching subject matter content, methodology, collegial learning,
and instructional planning and preparation.
5.16 Training and Development of Non-instructional Personnel
Training and development of non-instructional personnel focuses on understanding of and
proficiency at quality implementation of job responsibilities, acquisition of industry certifications
that align with district needs, and preparation that supports a quality learning environment for
students.
Primary Responsibility:
School Level
 Ensures that faculty/staff have a practical understanding of the Personnel Evaluation
Data which can help guide or refine lesson planning for instruction delivery.
School & District
 Low Performing Schools receive additional or intensive support from the district relative
to their low student performance data. This support is provided by assigning
instructional coaches for Reading, Math and Science at such Low Performing Schools.
 Ensures that current and new faculty/staff or beginning teachers have a practical
understanding of the Personnel Evaluation System and/or the Teacher Evaluation
System which is based on the delivery and refining of lessons and planning for
instructional delivery, as well as being based on St. Lucie Public Schools’ Framework
for Quality Instruction as based on the work of Dr. Marzano.
 Data Access, Data Systems, and Data Guiding Growth Plans are generated from
systems such as Performance Matters known as the Data Warehouse helps schools and
district identify high needs of students within high and low performing schools.
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District
 St. Lucie Public Schools has implemented the Revised Professional Development
Evaluation System that evaluates the Impact on Practice of Professional Development
on student learning and on teacher effectiveness as based on the Florida Professional
Development Evaluation Protocol.
 Personnel Evaluation Data is used to drive decisions on professional development needs
relative to St. Lucie Public Schools’ Framework for Quality Instruction which outlines
instructional strategies that teachers are given feedback and are also rated upon having
implemented such elements or strategies.
 The ratings of such elements are observation data that are also used to help determine
professional development needs for teachers for the purpose of enhancing classroom
instruction and increasing student achievement.
 School-based administrators and district level personnel also have a new or revised
evaluation system that guides their work with the implementation of providing feedback
to school and to teachers about student performance data and thus using such data to
inform or refine instructional practices.
 Coordinates a yearly New Teacher Orientation and continues with a New Employee
Orientation that take place monthly in order to support new teacher or employees with
instructional delivery.
 Develops a comprehensive plan to deliver professional development to teachers,
principals, and administrators on how to access local instructional improvement and state
level data systems for the purpose of improving instruction and increasing student
achievement.
 District Data Systems include: Performance Matters, Skyward—Student, Family and
Employee Access, Progress Monitoring Tool (Formative / Summative Assessments),
Electronic Registrar Online (ERO), Infinity, and Edgenuity which is online learning and
an additional resource for differentiation of learning for students.
 Performance Matters for student achievement data, Bloomboard for Teacher Evaluation
System, Infinity for educational resources, School Improvement Plans (SIP) for all
schools as well as specific School Improvement Plans developed by Differentiated
Accountability schools are all used to house data which informs decision-making about
whether to continue or modify professional development delivery and instructional
practices that impact student performance.
Page 16 of 32
Current Status:
Educator
 Uses and implements instructional practices that target high-needs students
 Each classified (non-instructional) employee acts as a role model for lifelong learning
by demonstrating a willingness to continually grow in job-related skills and techniques
by:
1. Participating in job-related professional development;
2. Learning new uses for current technology as it relates to job assignments;
3. Evaluating professional development experiences as related to their job
performance/improvement; and
4. Collaborating with other employees in job-like roles in an effort to share knowledge
and talent.
School
 School administrators have taken advantage of sending teacher leaders to learn how to
interpret Personnel or Teacher Evaluation Systems Data.
District
 Reviews training needs of teachers and administrators as identified by district needs
assessment, school improvement plans, school-based feedback, and deliberate practice
plans as based on St. Lucie Public Schools’ Framework for Quality Instruction, the
revised Florida Professional Development System Evaluation Protocol, the Florida
Principal Leadership Standards, the Florida Educator Accomplished Practices
Standards, and the Florida State Standards.
Future: (timeline and who)
 District will be analyzing teacher evaluation data from reports generated from
Bloomboard which is the data warehouse for teacher observation ratings for informal
and formal classroom observations that are conducted by school-based administrators
who apply ratings to implemented instructional strategies by particular teachers that
have been observed when teaching lessons or when instructing.
Quality, Fidelity, Monitoring and Adjusting:
 Provision of structures for the development, monitoring and evaluation of professional
development initiatives that are aligned with Florida’s Professional Development
Evaluation Protocol.
Evaluation
Adult
Student
Classroom Observations
Student achievement data
Student and Parent Input
New Teacher Orientation
Associated Practice:
DISTRICT MONITORING OF SYSTEMIC IMPACT: Shifts implemented primarily at the
district level
6.1 Professional Development Monitoring Team
The district’s professional development system shall be monitored by a Professional
Development Monitoring Team appointed by the superintendent. The team shall be
Page 17 of 32
responsible for monitoring the alignment and quality of the professional development system
in regard to:
 Engagement with the statewide system of professional development
 Annual reports on targeted aspects of the professional development system
 Adequacy of resource support for the professional development system
 Alignment of professional development and personnel evaluation systems
 Policy review and revision processes
6.2 Evaluation of the Impact of Professional Development on Performance
Improvements
The professional development system shall include the evaluation of the impact of professional
learning supports for needs assessments and improvement planning, instructional practices
and subject matter expertise, leadership practices, collaborative and collegial practices, student
learning, major district and state initiatives, and decision-making processes.
6.3 Distribution of Responsibility for Monitoring and Evaluation of Professional
Development
Supports and responsibility for evaluation of professional development are to be distributed
throughout the workforce.
COLLABORATIVE FEEDBACK: Shifts implemented primarily at the school site level
6.4 Individual Responsibilities on Alignment and Impact
Professional development carries with it an expectation that participants will change their
practices in ways that benefit student achievement and support a school culture of professional
learning. Participants in professional learning and their supervisors will provide feedback on the
alignment and impact of the learning with applicable standards and purposes.
6.5 Collaborative Feedback: Collegial processes that engage the entire workforce
School leaders shall create opportunities within the schools to engage faculty in constructive
conversations about professional development.
6.6 Professional Learning Culture in the Schools
Results monitoring in the district shall provide all participants in professional learning
processes and events, and school and district leaders, opportunities for reflection on the impact
of professional development and sharing perceptions about professional learning supports with
colleagues, schools and district leaders.
6.7 Reflection and Collegial Sharing
District and school staff shall use the monitoring and evaluation information on professional
development on a continuous basis to make changes to the design, delivery, support, or
implementation of professional development during the course of a school year.
6.8 Vision Checks: Sharing Perceptions about Essential Questions on the Current
Reality
Each school principal shall implement processes at the school site that engage faculty, staff
and school administrators in collegial discussion of actual and needed practices regarding
needs assessments, feedback on work proficiency, decision making on professional learning,
Page 18 of 32
and aligning professional learning and work to the purposes of professional development, the
protocols, and fidelity of implementation of initiatives. District staff and school principals shall
engage in collegial discussion of these issues as they apply to district processes.
FORMAL EVALUATION FRAMEWORKS: Shifts implemented primarily through district
PD leadership roles
6.9 Design Focus on Evaluating Impact
An evaluation element is included in the design of all district supported deliverables that
generates collaborative feedback from participants and their supervisors on the impact of the
deliverables on practices in the schools or classrooms.
6.10 Evaluability Assessments
Monitoring and evaluation data and data analysis processes, whether employed in regard to
specific discrete professional learning events or to professional learning arrays (a coordinated
set of deliverables focused on support for fidelity of implementation of a specific instructional
initiative) shall address issues of evaluability, appropriateness, practicality, and relevance.
6.11 A Framework for Evaluation of Professional Development
Formal data collection and analysis, along with informal reflection and perception input, shall
provide a basis for evaluation of professional development. The evaluation process shall employ
a framework to focus on priority issues. The district’s framework for evaluating professional
development is designed to measure fidelity of implementation and impact on workforce
performance and student achievement.
6.12 Evaluation of Fidelity of Implementation
Each professional learning deliverable must be implemented with fidelity and include sufficiently
clear information about what it takes to implement the targeted professional learning. The
evaluation of fidelity process will address the extent to which the professional development was
implemented as designed.
Primary Responsibility:
School Level
 School and district personnel engage in classroom observations that are supported by
feedback within which seven keys or processes are highly recommended to follow in
order for the practice and implementation of feedback to be effective, meaningful and
practical.
 Implements additional effective beginning teacher support programs based on an ongoing evaluation data of student learning and teacher performance.
 Monitors the implementation of effective instructional practices that target high needs
students through the use of classroom observations that are recorded on Bloomboard.
District
 The district has phased out Bridge and will be implementing Bloomboard which will be
the new electronic data warehouse for Teacher Evaluation informal and formal
observations accompanied by feedback and performance ratings from the schoolbased administrator.
 Training administrators and other school leaders on methods for classroom
observation, feedback and coaching for improvement.
Page 19 of 32

District continues to support the improvement of instructional practices to successfully
take place by effectively practicing and implementing feedback which in turn will raise
the probability of increasing student achievement significantly. The seven keys to
successful feedback are listed as follows:
1. Goal-Focused,
2. Tangible and Transparent,
3. Actionable,
4. Timely,
5. Ongoing,
6. User-Friendly, and
7. Consistent.
PD Director
 Reviews St. Lucie Public Schools’ resources to ensure that learning and development
resources exist or are developed to support learning needs based student performance
data and based on teacher instructional data.
 Within the scope of available resources, plan, direct, deliver, and evaluate professional
development and professional growth activities relative to whether professional
development initiative are having an impact on student achievement as well as on
instruction.
Current Status: (within last 1.5 years)
Educator –
 Use of the Bridge system to upload instructional feedback and ratings as based on
classroom observation conducted by school-based administrators, and based on
artifacts uploaded by teachers.
 Professional Development and in-service points granted to teachers will continue to be
entered and monitored in the Electronic Registrar Online (ERO) system.
School –
 Schools have used the Bridge system to monitor classroom behaviors and strategies
as based on lesson planning, self-reflections, and collegiality and professionalism.
District –
 The district has phased out Bridge.
Future: (timeline and who)
 During the school year of 2015-2016, SLPS district is implementing Bloomboard to
capture classroom observation, feedback, and ratings of teachers’ instructional
practices.
 Bloomboard replaces Bridge.
Quality, Fidelity, Monitoring and Adjusting:
 Implements and coordinates a formal Coaching and Mentoring Plan to insure high
fidelity.
Evaluation
Adult
Student
Classroom Observations
Instructional Practice Ratings
Page 20 of 32
Policy: 7. The Role of the Master In-service Plan (MIP)
This is a policy that illustrates a needed shift in the role of the Master In-service Plan as a
supporting element in the professional development system.
The Policy: The district shall develop and maintain a Master Inservice Plan for all district
employees based on state adopted standards for high quality professional development as
required under section 1012.98, F.S. and SBE Rule 6A-5.071. The Master In-service Plan, a
major supporting element in the district’s professional development system, will provide the
workforce opportunities to use successful professional learning on district and school
instructional improvement initiatives for certification purposes consistent with state statutes
and State Board of Education rules.
Resource allocations for MIP components shall give priority to those aligned to state and
district initiatives related to student achievment and high-effect size practices included in
evaluation systems and include participant implementation of the targeted learning.
Electronic Registrar Online (ERO)
SHARE
Bloomboard
Infinity
Associated Practice:
7.1 Resource Allocation Priorities
District support via resources and inclusion of components in the MIP shall give priority to those
professional learning supports aligned to state initiatives related to student achievement and
high-effect size practices included in evaluation systems. This includes support for participant
implementation of the targeted learning at the school or classroom level.
7.2 Aligned Arrays of Components
In further support of statewide goals for school improvement, the MIP shall include arrays of
aligned components that, in their aggregate, support educator development on the following
issues:
 Academic Standards
 Accommodations Array
 Data Access
 Differentiated Instruction
 FEAPs
 FPLS
 High-effect size instructional and leadership strategies addressed in the district’s
evaluation systems
 Low-achieving schools
 Peer and mentor teachers
 Professional Development Protocol Standards
 Technology-supported learning
 Science, Technology, Engineering and Mathematics (STEM)
 Student Characteristics and Relationships
Page 21 of 32
7.3 Amendments to the Master Inservice Plan
Any component developed after the annual approval of the MIP may be submitted for School
Board approval as an amendment to the MIP.
7.4 Streamlining the Master In-service Plan
At each annual adoption of the MIP, components no longer needed or not in alignment with
current district purposes and priorities may be deleted from the MIP.
7.5 Department of Education Information Data Base Requirements
Professional development data required for inclusion in the DOE Information Data Base
Requirements (state survey data) shall be collected, verified, and reported in a timely manner.
Where such data is collected and reported to district offices other than the professional
development director, the professional development director shall be involved in the review of
the data collection processes and in review of the accuracy of data collected prior to submission
to the state.
7.6 Charter Schools
Charter schools’ instructional and administrative staff located within the district shall be
provided the same opportunity to participate in MIP components open to all district personnel
as any other district or school personnel. The set of deliverables focused on support for fidelity
of implementation of a specific instructional initiative) shall address issues of evaluative,
appropriateness, practicality, and relevance.
Primary Responsibility:
District
 Resources such as ERO and SHARE that store eLearning and professional
development content will be placed or uploaded in one technological or electronic entity
such as the “Resources” section of the new district evaluation portal known as
Bloomboard (Infinity).
PD Director
 Will develop and update the Professional Development System, including the district
Master In-service Plan.
 Coordinate, communicate, and record all professional development activities using the
ERO system.
 Encourage and require the use of electronic or eLearning resources for Endorsement
or ADD-ON Certification Programs
Current Status:
Educator –
 Uses all available technology to improve instructional delivery and expand personal
professional development.
School –
 Implements additional effective beginning teacher support programs based on ongoing evaluation data of student learning and teacher performance.
District –
 Evaluates professional development to determine the effectiveness of training in terms
of student performance and utilizes knowledge and opportunities for school and district
coaching, mentoring, and leadership.
Page 22 of 32
Future: (timeline and who)
 During the school year of 2015-2016, SLPS district will be monitoring student
achievement related to professional development and documenting results, and basing
the delivery of professional development on such needs or student performance data.
Quality, Fidelity, Monitoring and Adjusting:
 Implement follow-up procedures that help establish fidelity and monitoring of practices
in order to evaluate the effectiveness of classroom behaviors and instructional
strategies, and the use of instructional technology on student learning and achievement.
Evaluation
Adult
Student
Surveys on ERO
Student Focus Groups
Master In-Service Plan - Attached At End Of This Document
Page 23 of 32
Page 24 of 32
Bibliography
Dufour, R. (1998). Professional/earning communities at work: Best practices for enhancing
student achievement. Alexandria, VA: ASCD.
Guskey, T. (1999). Evaluating professional development. Thousand Oaks, CA: Corwin
Press
Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.
Hard, S., Rutherford, W., Huling-Austin, L. and Hall, G. (1987). Taking charge of change.
Alexandria, VA: ASCD.
Killion, J. (2002). Assessing impact: Evaluating professional development.
Oxford, OH: NSDC.
Lezotte, L. (1990). A guide to the school improvement process bases on effective schools
research. Effective Schools Products.
Schmoker, M. (1999). Results: The key to continuous school improvement.
Alexandria, VA: ASCD.
Page 25 of 32
St. Lucie County Master lnservice Components 2015-2016
Course Code
Course Title
1000001
Art
1000002
Art - Discipline-Based Art Education
1002001
Career Planning and Instruction Through the Use of FACTS.ORG
1004001
Foreign Language Instruction
1005001
Health: Teaching Health and Nutrition
1006001
Humanities
1007001
Advanced Placement Training
1008001
English
1008002
Language Arts
1009001
Mathematics: Content I
1009002
Mathematics: Content II
1010001
Music
1011001
Physical Education
1011002
*Physical Education: Care & Prevention of Athletic Injuries I Sports Medicine
1011003
*Physical Education: Coaching Theory
1011004
*Physical Education: Sport Specific Athletic Coaching
1011005
*Orientation to Athletic Coaching
1012001
*Emergent Literacy for VPK Instructors
1012002
*English Language Learners in the VPK Classroom
1012003
*Language and Vocabulary in the VPK Classroom
1013001
Newspapers in Education
1013002
Reading: Basic Skills in Reading
1013003
Reading: Teaching Reading in Content Areas
1013004
Reading: Teaching Reading Using Assistive Technology
1013005
*RE1: Reading Endorsement: Foundations in Language & Cognition
1013006
*RE2: Reading Endorsement: Foundations of Research-based Practices
1013007
*RE3: Reading Endorsement: Foundations of Assessment
1013008
*RE4: Reading Endorsement: Foundations of Differentiation
1013009
*RES: Reading Endorsement: Application of Differentiated Instruction
1013010
*RE6: Reading Endorsement: Demonstration of Accomplishment
1013011
*FOR-PO Facilitator Training
1013012
*ER&D: Beginning Reading & Reading Comprehension: FL Reading Comp I
1013013
*NG CAR-PO (Next Generation Content Area Reading-Professional Development)
1013014
Reading: Assessments and Data Analysis
1013015
RE4&5: Differentiating Reading Instruction
1014001
Driver Education
1015001
Science
1015002
Science: Environmental Education
1016001
History
1016002
Social Sciences
1016003
*US Holocaust Museum- Memorial Study for Teachers
1017001
Writing: Basic Skills in Writing
1017002
Writing in Language Arts and other Subject Areas
1100001
ESE Instructional Strategies
1100004
**ESE Recert Class: Instructional Strategies, Beh. Mmt, and the Framework for Quality Teaching
1101001
ESE Behavioral Management
1102001
ESE Assessment
1103001
ESE Procedural and Legal Requirements
1103002
ESE Transition
St. Lucie County Master Inservice Components 2014-2014
Course Title
Course Code
1103003
Foundations of ESE
1104001
ESE Competencies for ESE Aides, Volunteers and Mentors
1104002
ESE Competencies for Teachers who work with Aides, Volunteers and Mentors in the ESE Prog.
1104003
ESE Curriculum
1105001
*Gifted Add-on Curriculum Development for the Gifted
1105002
*Gifted Add-on Education of Special Populations of Gifted Students
1105003
*Gifted Add on Guidance and Counseling for the Gifted
1105004
*Gifted Add on Nature and Needs of the Gifted
1105005
*Gifted Add On: Theory an d Development of Creativity
1105006
Pathways for Progress: Access Points for PE- What ESE Teachers Need to Know
1105007
Pathways for Progress: Access Points for PE- What PE Teachers Need to
1105008
Pathways for Progress: Access Points for Health Education
1201001
Career and Technical: Instructional Planning, Execution & Evaluation
1203001
Career and Technical: Life Management Skills
1210001
Career and Technical: Knowing and Using the Standards
1211001
Career and Technical: JROTC Management and Instruction
1408001
Middle Grades: Instruction
1408002
Middle Grades: Philosophy and Curriculum
1408003
*INTERNATIONAL BACCALAUREATE (IB) TRAINING
1411001
Middle Grades: Adolescent Psychology
1412001
Multicultural Awareness (including the Holocaust)
1702001
*ESOL add-on: Applied Linguistics, Option A
1702002
*ESOL course: Applied Linguistics
1703003
*ESOL add-on: Curriculum and Materials Development, Option A
1703009
*ESOL course: Curriculum and Materials Development
1704004
*ESOL for Guidance Counselors
1705001
*ESOL add-on: Cross-Cultural Communication and Understanding, Option A
1705002
*ESOL course: Cross-Cultural Communication and Understanding
1999999906001
Banked Reading Points
1999999906002
Banking Reading Points
1999999906003
Banked Reading Points
1999999907001
Banked Reading Points
1999999907002
Banked Reading Points
1999999908001
Banked Reading Points
1999999908002
Banked Reading Points
1999999908003
Banked Reading Points
2005001
Tobacco Prevention Training
2007001
WOW Lesson Design
2007002
PEC: WOW Lesson Design
2007003
Curriculum Understanding and Alignment
2007004
Understanding the Common Core Standards
2009001
Mathematics: Concrete Level Instruction
2009002
Mathematics: Instructional Strategies
2009003
*ER&D: Thinking Mathematics 1: Ten Principles and Additive Structure
2012001
PRE-K: Early Childhood Development
2012002
PRE-K: Providing for the Needs of the Preschool Child
2013001
Reading: Interventions (Para Trng.)
2013002
Reading: Comprehension (Para Trng.)
.
Course Code
St Lucie County Master lnservice Components 2015-2016
Course Title
2013003
Reading: Strategies (Para Trng.)
2013004
Reading: Instructional Strategies
2013005
*Reading: CRISS (Creating Independence through Student Owned Strategies)
2013006
*Reading: NLC Demonstrated Reading
2013007
*Reading: NLC Differentiated
2013008
*Reading: NLC for Trainers
2013009
*Reading: Wilson/Foundations Reading Training
2100001
PEC: ESE Awareness
2100002
ESE Language Development & Communication
2100003
ESE Interpersonal Interaction
2100004
ESE Instructional Practices
2100005
ESE: Deaf/Hard of Hearing
2103001
Accommodations Overview
2211001
Career & Technical Education with Academic Connections
2400001
Motivating Students to Higher Levels of Participation & Achievement
2401001
PEC: Curriculum/1nstruction/Assessment/FCAT I
2401002
PEC: Curriculum/1 Instruction / Assessment FCAT II
2403003
PEC: Child Abuse, Neglect Emotional Distress
2404001
Project CHILD Implementation Training
2408001
Reading Instructional Strategies
2408002
Instruction: Instructional Skills- B
2408003
Instruction: Teacher Effectiveness Strategies
2408004
*Teaching Effectiveness Model
2408005
PEC: Instructional Strategies I
2408006
PEC: Instructional Strategies II
2408007
*UBD (Understanding by Design) Train the Trainer
2408008
*Collaborative Teaching
2408009
*Creating High Performance Learning
2408010
Differentiated Instruction
2408011
Cooperative Learning Strategies
2408012
*Thinking Maps
2408013
*Thinking Maps (Train the Trainer)
2408014
Action Research: How to Conduct an Action Research Project
2408015
Development, Implementation, Evaluation and Revision of Curriculum
2408016
*ER&D: Foundations of Effective Teaching I
2408017
Marzano's Teacher Evaluation System
2408018
Demonstration Classroom Observation
2408019
*SIM (Strategic Instruction Model)
2408020
Teacher Inquiry (Action Research)
2408021
*Lesson Study
2408022
*The Framework for the Art and Science of Teaching Domain 1 (Restricted Access)
2408023
Technology for Student Success: An Introduction
2409001
PEC: Orientation for New Teachers
2411001
Learning Styles/Student Differences
2411002
Brain Based Instruction
2412001
PEC: Diversity
2416001
PEC: Ethics
2416002
Accomplished Practices for Teachers
St Lucie County Master lnservice Components 2015-2016
Course Code
Course Title
2507001
Learning Communities: How to Create a LC
2700001
* ESOL add-on: Methods of Teaching ESOL, Option A
2700002
* ESOL Course: Methods of Teaching ESOL
2704001
Bilingual/ESOL Education
2704002
* ESOL for Category Ill Educators
2704005
*Empowering ESOL Teachers of Other Subject Areas (Category II)
2704007
PEC: ESOL
3003001
Technology: Instructional Technology
3003003
Technology: Computer Use- Instruction & Instructional Management Skills
3003004
Technology: Technical Skills
3003005
PEC: Technology
3003006
Action Research: Technology
3003007
*Intel Teach Program- Technology Integration Framework
3407001
PEC: Media/Curriculum
3508001
Skyward: Student System
3508002
Skyward: Business System
4102001
ESE Assessment and Evaluation
4103001
Grading: Fair Practices for Students with Disabilities
4401001
Evaluation of Student Performance
4401002
Assessments, Multiple
4401003
Analyzing Data
4404001
PEC: Domain Overview
4408001
Formative Assessment Process for Differentiating Instruction
4701001
* ESOL add-on: Testing and Evaluation, Option A
4701002
* ESOL course: Testing and Evaluation
4704006
* ESOL Assessment and Procedures
5101001
Positive Behavior Supports
5403001
Response to Intervention (RTI}
5403002
Second Step
5404001
* Behavior Management/CPI
5404002
Behavior Management (Para. Trng.)
5404003
PEC: Behavior/Classroom Management I
5404004
PEC: Survival Training
5404005
PEC: Behavior/Classroom Behavior Management II
5404006
Discipline/Classroom Management Strategies
5404007
* Professional Crisis Management (PCM)
5404008
* ER&D: Strategies for Student Success I
5404009
* ER&D: Managing Antisocial Behavior
5999999903001
Banked ESOL Points
5999999904001
Banked ESOL Points
5999999905001
Banked ESOL Points
5999999905002
Banked ESOL Points
5999999906001
Banked ESOL Points
5999999906002
Banked ESOL Points
5999999907001
Banked ESOL Points
5999999907002
Banked ESOL Points
5999999907003
Banked ESOL Points
5999999908001
Banked ESOL Points
St Lucie County Master lnservice Components 2015-2016
Course Title
Course Code
5999999908002
5999999908003
6005001
Banked ESOL Points
Banked ESOL Points
AIDS/HIV, HBV and Infectious Diseases Education & Prevention
6005002
* CPR and First Aid Training
6403001
Conflict Resolution for Teachers
6403002
Substance Abuse, Suicide and Child Abuse Prevention
6403004
PEC: Substance Abuse
6408001
Framework for Understanding Poverty
6408002
* Framework for Understanding Poverty (Train the Trainer)
6410001
St. Lucie County Bullying and Harassment Policy
6414001
Substance Abuse-Recognition and Prevention
6421001
Kids at Hope
6511001
School Safety/Safe Learning Environment
7403001
Conflict Resolution for Admin/Supervisors/Managers
7406002
* Facilitative Leadership
7408001
WOW Creating and Leading a Learning Community
7410001
Legal Responsibilities of School Administrators
7504001
*Florida Education Finance Program (FEFP) (Admin.)
7506001
Customer Service
7507001
*Targeted Selection/Job Analysis
7507002
Classroom Walkthrough
7507003
* Professional Enhancement Program (PEP)
7507004
Non-Instruct Leadership: Communication
7507005
Teacher insight /interviewing Skills
7507006
Mentoring/Coaching Colleagues
7507007
William Cecil Golden Professional Development for School Leaders
7507014
Restructuring for School Improvement
7507015
Educational Leadership for School Improvement
7507017
Induction
7507018
*Non-Instruct Leadership: Peer Today, Boss Tomorrow
7507019
*Non-Instruct Leadership: The Extraordinary Leader Good to Great
7507020
*Non-Instruct Leadership: Supervision
7507021
*Non-Instruct Leadership: Time and Stress Management
7507022
* Non-Instruct Leadership: Interpersonal Skills
7507023
*Non-Instruct Leadership: Managing Effective Teams
7507024
*Non-Instruct Leadership: Public Speaking
7507025
*Non-Instruct Leadership:
7507026
* Non-Instruct Leadership: Conflict Resolution
7507027
*Non-Instruct Leadership: Essential Skills in Interviewing
7507028
*Exploration of Leadership
7507029
* Teach First Leadership Training
7507030
Developing School Based Collaborative Leaders
7507031
*Developing New Administrators
7507032
Non-instruct Leadership: Exceptional Customer Service
7507033
Non-Instruct Leadership: Teamwork
7513001
*Florida Performance Measurement System (FPMS) Observer Certification Training (Admin.)
7513002
*Florida School Law (Admin.)
7513003
Instructional Supervision
Sensitivity & Diversity
St Lucie County Master lnservice Components 2015-2016
Course Code
Course Title
7513004
*Interactional Management
7513005
Leadership Development for Teachers
7513006
Leadership Skills
7513007
* Preparing New Principals (PNP) (Admin.)
7513008
Leadership Skills: Induction
7513009
Leadership for School Collaboration
7513010
Florida School Leader Assessment
7704003
* ESOL for Administrators
8005001
Health & Safety I
8005002
Health & Safety II
8012001
PRE-K: Developmentally Appropriate Practices for Young Children (CFS Training for Aides)
8012002
PRE-K: Early Childhood Practices for Paraprofessionals (CFS Training for PSP)
8403001
Conflict Resolution Support Staff
8405001
Dropout Prevention
8406001
* Clinical Educator Training
8406002
Interpersonal Skills for Adm/Supervisors/Managers
8407001
Media: Library Media Services
8408001
*Supervising Intern Teachers
8409001
PEC: Teacher Induction
8409002
PEC: Support Staff
8410001
New Employee Orientation
8412001
Migrant
8418001
8423001
Grant Writing
\
Substitute Teacher Training
8424001
Volunteer and Community Services
8505001
Food Service Personnel
8505002
SNA Certification Level 1
8505003
SNA Certification Level 1 Renewal
8505004
SNA Certification Level 2
8505005
SNA Certification Level 2 Renewal
8505006
SNA Certification Level 3
8505007
SNA Certification Level 3 Renewal
8505008
SNA Certification Trainer Certification
8506001
Specialized Training I (classified personnel only}
8506002
Student Services: Guidance
8506003
Student Services: School Social Work
8506004
Student Services: Psychologists
8506007
Specialized Training II (for classified personnel)
8507001
Collaborative Bargaining
8508001
Data Processing
8509001
Secretarial/Clerical: Update I
8509002
Secretarial/Clerical: Update II
8510001
Maintenance: Site Maintenance Performance Update
8510002
Maintenance: Maintenance Performance Update
8510003
Site Maintenance Worker Certification (Groundskeeper)
8510004
Site Maintenance Worker I Certification
8510005
Site Maintenance Worker II Certification
8510006
Site Maintenance Worker Ill Certification (Maser Custodian)
St. Lucie County Master lnservice Components 2015-2016
Course Code
Course Title
8512001
*SACS Training & Updating for Chairpersons, Visiting Team Members (Approved by FL Comm.)
8512002
School Improvement: Training, Implementation & Maintenance for School Improvement
8512003
Small Learning Communities: Transforming the High School Experience
8515001
Transportation: Bus Driver and Paraprofessional Update
8515002
Transportation: Mechanics Update
8602001
Parental Involvement in Education
8602002
PEC: Parental Involvement in Education
9999999
Florida District lnservice Transfer