The School District of Palm Beach County
Professional Development System
The School District
of Palm Beach
County
2012 - 2017
Professional Development
System
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The School District of Palm Beach County
Professional Development System
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TABLE OF CONTENTS
INTRODUCTION AND PURPOSE
PROFESSIONAL DEVELOPMENT DEFINED
PROFESSIONAL DEVELOPMENT MISSION
DISTRICT MISSION
PROFESSIONAL DEVELOPMENT BELIEFS
DISTRICT STRATEGIC PLAN
DISTRICT GUIDING PRINCIPLES
SCHOOL DISTRICT GOALS
DISTRICT SUPPORT STRUCTURE
DISTRICT GUIDELINES
ALIGNMENT TO INSTRUCTIONAL PERSONNEL AND STUDENT NEEDS
THE DEVELOPMENT PROCESS
PROFESSIONAL LEARNING ADVISORY COUNCIL
TEACHERS
COLLEGE AND UNIVERSITY INSTRUCTORS
COLLEGE AND UNIVERSITY CONSORTIA
LOCAL EDUCATION FOUNDATION
BUSINESS AND COMMUNITY PARTNERS
PROFESSIONAL ORGANIZATIONS
MAJOR COMPONENTS OF THE SYSTEM
PLANNING
LEARNING
IMPLEMENTING
EVALUATING
MASTER INSERVICE PLAN
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS
INSERVICE ACTIVITIES FOR SCHOOL ADMINISTRATIVE PERSONNEL
SYSTEMATIC CONSULTATION
FUNDING
APPENDICES
LEARNING FORWARD - STANDARDS FOR PROFESSIONAL LEARNING
PROFESSIONAL LEARNING AND TRAINING PROPOSAL
PROFESSIONAL LEARNING COMPONENT EVALUATION
COMPONENT EVALUATION RUBRIC
COMPONENT PROCEDURES CHECKLIST
COMPONENT FORMATTING GUIDELINES
NEW COMPONENT CHECKLIST
NON-DISTRICT SPONSORED CONFERENCE/TRAINING IMPLEMENTATION EVALUATION
PROFESSIONAL LEARNING SIGN-IN
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN
INDIVIDUAL OBJECTIVE STATEMENT
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Professional Development System
I. INTRODUCTION & PURPOSE
This system is based on our mission and beliefs about professional learning in the
School District of Palm Beach County. These beliefs are grounded in Learning
Forward’s Standards for Professional Learning (Appendix A). We view all
employees as valuable members of our educational team. To be effective in their
roles, employees need opportunities for ongoing learning throughout their careers
that foster personal and professional growth within a respectful, supportive, and
positive organizational climate. The District recognizes that all employees,
instructional and non-instructional, affect student achievement whether directly or
indirectly through their job performance.
A. PROFESSIONAL DEVELOPMENT DEFINED
The term “professional development” means a comprehensive, sustained, and
intensive approach to improving teachers’ and principals’ effectiveness in raising
student achievement (Learning Forward, 2011). This definition of professional
development also applies to the learning opportunities offered for our noninstructional staff.
B. PROFESSIONAL DEVELOPMENT MISSION
The Department of Professional Development is committed to working in unison with
all stakeholders to provide, promote, and monitor high quality professional learning
that supports improved job performance for all employees resulting in increased
student achievement in alignment with district, state, and national standards.
C. DISTRICT MISSION
The School District of Palm Beach County is committed to providing a world-class
education with excellence and equity to empower each student to reach his or her
highest potential with the most effective staff to foster the knowledge, skills, and
ethics required for responsible citizenship and productive careers.
D. PROFESSIONAL DEVELOPMENT BELIEFS
Our beliefs align with the Learning Forward vision of:
 Every student learns when every educator engages in effective professional
learning.
 Schools' most complex problems are best solved by educators collaborating and
learning together.
 Remarkable professional learning begins with ambitious goals for students.
 Professional learning decisions are strengthened by diversity.
 Sustainable learning cultures require skillful leadership.
 Student learning increases when educators reflect on professional practice and
student progress.
E. DISTRICT STRATEGIC PLAN
The District Strategic Plan for 2013 outlines the new mission and vision of the School
District of Palm Beach County. Prior to this, the Academic Business Plan provided
the direction and focus for the District. This document is the action plan to support
FCAT preparation, Next Generation Sunshine State Standards, equity issues, and
high student achievement standards for all groups of students. The plan established
a framework for accountability and continuous improvement for the district providing
clear direction and focus to improve student achievement for all students regardless
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of race, ethnicity, gender, socio-economic status, or disability. The sub-section,
Achievement Matters for All, addresses specific groups of students and related
targeted services. The District Strategic Plan can be viewed at
http://www.palmbeachschools.org/academics/documents/StrategicPlanFlyer.pdf and
the Academic Business Plan can be viewed at
http://www.palmbeach.k12.fl.us/abp/abp2009.html
F. DISTRICT GUIDING PRINCIPLES
The School District of Palm Beach County values the following principles as
demonstrated through its operations, instruction and learning environment.
 Community
 Cultural Sensitivity
 Diversity
 Equity
 Ethics
 Excellence
 Family
 Honesty
 Inclusion
 Knowledge
 Parity
 Professional Development
 Professionalism
 Respect
 Skill Building
 Social and Emotional Development
 Trustworthiness
G. SCHOOL DISTRICT GOALS
All professional learning that is conducted in the District addresses one or more of
the School District Goals.
GOAL1: STUDENT-FIRST PHILOSOPHY
 Implement research-based fully enriched instructional models that enable
students to develop the critical thinking and analytical skills necessary to succeed
academically.
 Support each student, not as a collective unit, but with individualized educational
plans.
 Provide meaningful follow-up, monitoring, and mentorships that provide support
necessary to succeed.
 Develop age-appropriate life skills training programs for students and families
that cultivate soft skills including self-determination and self-advocacy.
 Seek equitable outcomes for all student groups that help each student achieve
the greatest success possible.
 Continue and strengthen choice programs, career academies, and other
career/technical curricula that meet the needs of our students while supporting
the economic development goals of the community.
 Implement methods to identify learning styles and match them with appropriate
teaching methods and measurable performance goal.
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GOAL 2: FAMILY MATTERS
 Create policies and programs that proactively engage all parents, caregivers, and
families as the primary partners in the education of students.
 Implement new policies, procedures and processes to make schools more family
friendly so that the school encourages parent/caregiver participation by providing:
an inviting campus; a welcoming atmosphere; mutually beneficial opportunities to
interact with teachers and administrators.
 Train principals and teachers how to maximize interactive opportunities through
regular communication (face-to-face) and through technology with
families/caregivers.
 Engage partners to empower families/ caregivers.
 Hold teachers/administrators accountable to families/caregivers for parental
involvement efforts.
 Create, recruit, and implement on campus volunteer opportunities in all aspects
of school life for families/ caregivers and community partners.
 Examine opportunities to improve adult literacy skills and career/technical
training with families/caregivers of students.
 Encourage parental accountability for school readiness with support mechanisms
that bolster families/caregivers.
GOAL 3: QUALIFIED AND HIGHLY EFFECTIVE WORKFORCE
 Cultivate a fluid leadership development succession planning program that keeps
good teachers teaching, strengthens classroom management efforts, and
produces highly-effective academic leaders, assistant principals, principals, and
administrators.
 Conduct a resource allocation study evaluating socio-economic factors in the
School District to identify shortfalls and inconsistencies between schools within
the District, and reassign resources, including the workforce, to address equity in
a Student-First Philosophy.
 Enact a professional development program that is coupled with a system that
ensures adequate pay for a well-trained workforce.
 Ensure that professional development supports and strengthens choice
programs, career academies, and other career/technical curricula to meet the
needs of our students while supporting the economic development goals of the
community.
 Provide intrinsic incentives to encourage the reassignment of the best teachers—
as measured by student performance, and acceleration data—to
underperforming classes, schools, and student populations as demonstrated by
need.
GOAL 4: EFFICIENCY AND ACCOUNTABILITY
 Streamline and reduce the levels of bureaucracy.
 Redistribute savings and maximize limited financial resources to be applied to a
Student-First Philosophy.
 Conduct a functional audit of the District to enable the implementation of the
Student-First Philosophy and Family Matters initiatives. Assess each department
and its purpose, expenses and how it serves and meets student needs.
 Strengthen the balance between academic achievement and a robust student
services program that will support the social, emotional, and career/
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technical/vocational needs of students through guidance programs following the
National School Counseling Model.
Develop and report on efforts to provide students and teachers with up-to-date
technology and wireless connectivity at each school campus to ensure the ability
to perform and compete successfully in the global knowledge economy.
Enhance the learning environment of each campus to ensure top-notch facilities
that are safe and encourage incredible learning opportunities which will lead to
achievement.
Seek parity in funding and resources among schools throughout the District with
a focus on strengthening schools.
Develop a School Facilities Improvement Plan that will outline campus
improvements, renovations, upgrades and more.
Create a transparent online reporting tool that tracks district-wide and school
expenditures and performances measures.
GOAL 5: COMMUNITY ENGAGEMENT
 Develop a robust Community Engagement and Empowerment effort that
provides meaningful opportunities for volunteers from stakeholder groups—
including business, civic, and social organizations—to support the Student- First
Philosophy and Family Matters efforts.
 Create a multi-year multi-faceted campaign to engage partners in creating a
world class education system - demonstrate the return-on-investment
economically and socially to partner organizations.
 Regularly acknowledge and reward the participation of volunteers and partner
organizations.
 Ensure that there are role models and mentors who represent the diverse
student body and relate to the students and families with whom they are working.
 Ensure that principals, administrators, and teachers have professional support
from the community to assist with professional development, management skills,
and the Student-First Philosophy.
 Continually reach out to community organizations—social, civic, business, faith
and others—to inform and recruit assistance for students and school personnel.
 Explore ways to develop mutually beneficial opportunities that support
community efforts such as the 6 Pillars of Florida’s Future Economy from the
Economic Council of Palm Beach County.
 Create and maintain an advisory council to provide advice and counsel in support
of choice programs, career academies, and other career/technical curricula that
meet the needs of our students while supporting the economic development
goals of the community.
GOAL 6: COMMUNICATIONS CAMPAIGN
 Commence with a communications strategy that targets students and
families, the district workforce, external stakeholder groups, and the public.
 Outline the efforts underway to create a Student-First Philosophy and Family
Matters initiative and the resources available to students and families.
 Highlight the best management practices implemented and reward staff in
order to help build morale and demonstrate a commitment to the new
initiatives.
 Illustrate the successes of the District as well as recognize the performance
gap and unmet needs within the District.
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Promote a message of success and continued efforts to achieve the District’s
mission to attain its vision.
Ensure that the campaign includes efforts for principals, teachers,
administrators and others to become regularly engaged in social, civic,
business, and faith-based organizations.
H. DISTRICT SUPPORT STRUCTURE
School-based teams, called Professional Development Teams, and district
professional learning facilitators design and deliver professional learning that
incorporates implementation and evaluation of impact. This model of site-based and
site-focused professional learning is aligned with Florida’s Professional Development
Evaluation System Protocol for high quality professional learning and is critical to the
success of the Professional Development System.
The specialists in the Department of Professional Development primarily focus on
providing leadership to district professional learning facilitators and school-based
Professional Development Teams regarding Learning Forward’s Standards for
Professional Learning. In order to assist schools and departments in maintaining this
model of high quality professional learning the Department of Professional
Development provides ongoing coaching and mentoring, professional learning
forums/academies, district level meetings, school visits, monthly networking
opportunities, and online courses.
The benefits of this model include:
 Building the capacity of schools to provide high quality professional learning.
 Enhancing the skills of district professional learning facilitators by providing
coaching and mentoring aligned with high quality professional learning practices.
 Modeling the Florida’s Professional Development Evaluation System Protocol for
professional learning utilizing learning strategies/methodologies and devices for
adult learners.
 Creating time for job-embedded professional learning during the workday by
using faculty meeting time, Professional Learning Community meetings, common
planning, and Professional Development Days.
I.
DISTRICT GUIDELINES
Florida’s Professional Development Evaluation System Protocol outlines the critical
relationship between professional learning and the school improvement process. The
following are the district guidelines for high quality professional learning:
 Professional learning is organized in a cohesive plan and sustained over time.
 Student achievement is the focal point of professional learning.
 Utilize multiple data sources to identify professional learning needs.
 Professional learning is directed toward transformation versus information.
 It is intended to impact job performance and student achievement.
 All four areas of planning, learning, implementing, and evaluating must be
addressed when designing high quality professional learning.
 Professional learning requires participants to engage in sustained job-embedded
learning that is centered around the issues and challenges they encounter on a
daily basis.
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Inservice points toward recertification are only offered for opportunities that
incorporate the high quality professional learning practices in the areas of
planning, learning, implementing, and evaluating.
J. ALIGNMENT TO INSTRUCTIONAL PERSONNEL AND STUDENT NEEDS
The Professional Development System requires program planners, specialists, and
other professional learning facilitators offering district-wide trainings to complete a
Professional Learning and Training Proposal as part of the component initiation
process (Appendix B). This proposal requires information from the session
coordinator/professional learning facilitators that indicates how the program aligns
with Learning Forward’s Standards for Professional Learning and Florida’s
Professional Development Evaluation System Protocol. Professional learning
opportunities are based on needs assessment documents including but not limited to
one or more of the following: 1) School Improvement Plans, 2) Annual performance
data for teachers/administrators, 3) Annual school reports, 4) Student achievement
data and/or other pertinent documents. These documents help to narrow the focus
as to which needs the district will support and which needs are school-specific.
1) SCHOOL IMPROVEMENT PLANS
School Improvement Plans (SIP) are developed, implemented, monitored, and
reviewed yearly by school advisory council members, school staff, parents,
community members, and district personnel. These plans provide schools with a
roadmap for professional learning during the course of the school year.
2) ANNUAL PERFORMANCE APPRAISAL DATA FOR TEACHERS AND
ADMINISTRATORS
The School District of Palm Beach County evaluates employees using appraisal
systems for the following employee groups:
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Non-Instructional Employees
Instructional Employees
Administrative Employees
Principals are provided training on the implementation of these systems and are
informed that established objectives should link to school improvement and
student achievement. Student achievement data and annual school report data
are key components of the established objectives. Non-instructional staff is
evaluated on job performance as it relates to student services.
3) ANNUAL SCHOOL REPORTS
Annual school reports include Gold Report, Florida School Indicators Report,
School Accountability Report, and School Advisory Council Reports. These
reports contain overviews of student achievement data and other disaggregated
data for each school in the county. Professional learning opportunities are
planned using the data from annual school reports. As schools review their data,
they plan professional learning, develop their School Improvement Plan, and help
staff create their Individual Professional Development Plans.
4) STUDENT ACHIEVEMENT DATA
The District’s Education Data Warehouse (EDW) produces numerous reports,
based on FCAT, Diagnostics, Common Assessments, and surveys, to inform the
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decision-making process. The various data assist stakeholders in identifying the
professional learning needs of schools that are aligned to the expected
improvements in the School Improvement Plan of each school.
Identifying and aligning professional learning with specific school objectives is
continuously reviewed for the following purposes:
 Providing district information for targeting areas of professional learning to
serve a large number of schools in a timely manner and to identify critical
need areas for professional learning.
 Allowing district and school collaboration for networking and for efficient use
of resources.
 Indicating the professional learning needs of schools, degree of professional
learning implementation, and impact of professional learning in the
improvement of student and school performance.
 Affording state leaders the ability to identify priority areas for continued and
future funding allocation in Professional Development.
II. THE DEVELOPMENT PROCESS
The Professional Development System was developed in consultation with the
following stakeholders through the following means:
A. PROFESSIONAL LEARINING ADVISORY COUNCIL
The Professional Learning Advisory Council serves to review updates to the
professional development system annually; identify and ensure that district
priorities are being addressed through professional learning and coordinate and
streamline professional learning opportunities across the district. In an effort to
ensure equitable representation of all stakeholders teacher leaders, schoolbased administrators, district-based administrators and school board members
and Classroom Teacher Association (CTA) representatives are invited to
participate. The Professional Learning Advisory Council meets four times a year.
B. TEACHERS
Many teachers provide professional learning at the school and district level. The
professional learning focus areas are determined based on teacher needs. Teachers
are provided the opportunity to provide feedback regarding the areas of need
through the use of professional learning evaluations. All professional learning
provided is based on the needs of the schools and teachers.
Each school selects a dedicated Professional Development Team. These teams are
mainly comprised of teachers. The specialists in our department consult with these
team members on a regular basis to assist in the professional learning process at
each school site.
C. COLLEGE AND UNIVERSITY INSTRUCTORS
Many District departments are staffed by specialists who also work for local
community colleges and universities. Feedback is regularly obtained from these staff
members via a quarterly Professional Development Forum in order to ensure an
alignment between the needs of teachers and students and the district’s priorities.
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D. COLLEGE AND UNIVERSITY CONSORTIA
The Department of Professional Development has a partnership with community
colleges and universities that participate in a consortium dedicated to the PreService Program. Through our Pre-Service Program, there is constant
communication between representatives of community colleges and universities with
Professional Development Staff. Feedback is obtained from these individuals
through phone, e-mail, evaluations, and consortium meetings.
This consortium meets four times annually. These meetings provide the School
District of Palm Beach County the opportunity to provide the community colleges and
universities with information pertaining to the Pre-Service Program, and in turn,
provide the District with the opportunity to obtain feedback on critical issues from the
college and university stakeholders.
E. LOCAL EDUCATION FOUNDATION
Many of the events and trainings provided throughout the district are sponsored,
planned, and presented in collaboration with our local education foundation. The
Education Foundation of Palm Beach County assists the District with events such as:
TeacherFest, Teachers’ Guild Conference, Beginning Teacher of the Year, and
Mentor Teacher of the Year programs.
F. BUSINESS AND COMMUNITY PARTNERS
Professional learning priorities included in the Academic Business Plan are
continually refined based upon the School Board and community recommendations.
This document, developed by district staff and members of the community, is a
comprehensive action plan to ensure that all students receive the highest quality
education. The School Board of Palm Beach County is comprised of all business and
community members.
The Transition to Teaching grant/I-TEACH program has developed several
partnerships with community representatives. Workforce Alliance has become an
integral partner in the recruitment and assessment process of prospective new
teachers. Referrals are assessed and screened through Workforce Alliance and
then submitted to our Division of Human Resources for additional screening.
Support by Workforce Alliance is also provided by their active membership on the
TTT Steering Committee.
Through its educational outreach program, the Scripps Research Institute of Florida
has developed a close relationship with the school district. They have collaborated
to develop STEM initiatives for our district’s secondary teachers. For the TTT ITEACH grant, we plan to recommend participants to attend the summer STEM
institutes offered by Scripps. Also, a representative from Scripps has been invited to
become a member of the I-TEACH Steering Committee.
G. PROFESSIONAL ORGANIZATIONS
All professional learning provided by the District is aligned with Learning Forward’s
Standards for Professional Learning and Florida’s Professional Development
Evaluation System Protocol. Each Professional Learning Proposal approved must
demonstrate that the training objectives are aligned with these standards in order to
be offered inservice points. The Department of Professional Development also
maintains active membership in the Florida Association for Staff Development.
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To increase new teacher retention and effectiveness, the Department of Professional
Development has formed a partnership with the New Teacher Center (NTC). NTC
was initially established in 1998 as part of the University of California at Santa Cruz
but is now an independent organization dedicated to improving student learning by
accelerating the effectiveness of teachers and school leaders. Through this
partnership the New Teacher Program was developed and implemented in selected
high needs schools in Palm Beach County. The Department of Professional
Development continues to work with the New Teacher Center to assist in the
implementation and expansion of the New Teacher Program.
The New Teacher Center (NTC) model for mentoring is used for TTT participants.
Mentors from high-need schools with backgrounds in high-need subject areas are
trained using the NTC guidelines. These mentors will support the new TTT teachers
at the school site for a minimum of two years. Additionally, principals from highneed schools participate in a one-day training, again based on the NTC model, to
familiarize these principals in best practices on how to support new teachers.
III. MAJOR COMPONENTS OF THE SYSTEM
A. PLANNING
District professional learning facilitators and school-based Professional Development
Teams use multiple data sources to plan professional learning. These sources
include: 1) School Improvement Plans, 2) Annual performance appraisal data, 3)
Annual school reports, 4) Disaggregated student achievement data, 4) Discipline
data, 5) iObservation data, 6) Individual Professional Development Plans, 7) Surveys
or questionnaires, 8) District priorities, and 9) State/federal mandates.
As mentioned earlier in this plan, the Department of Professional Development
created a tool entitled, the Professional Learning and Training Proposal. This
proposal is used to assist professionals in planning their offerings and ensures that
they attend to all aspects of high quality professional learning. This form assists in
strengthening the effectiveness of professional learning efforts in the District.
1) PROFESSIONAL LEARNING AREAS OF FOCUS
The content focus areas for professional learning are aligned to those of Florida’s
Professional Development Evaluation System Protocol. These include: 1)
Reading, 2) Next Generation Sunshine State Standards subject content of
language arts, math, science, social studies, and fine arts, 3) Instructional
strategies, 4) Non-instructional strategies, 5) Compliance, 6) Leadership, 7)
Technology, 8) Assessment and data analysis, 9) Classroom management, 10)
Family involvement, and 11) School safety.
2) METHODS FOR DETERMINING PROFESSIONAL LEARNING NEEDS
As mentioned earlier in this plan, the District’s professional learning needs are
determined through a review of School Improvement Plans, annual performance
appraisal data for teachers and administrators, annual school reports, and
student achievement data for the district and individual schools.
In addition, the Department of Professional Development uses the results of
Florida’s Professional Development Evaluation System Protocol review to guide
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the planning for professional learning programs at the district and school level.
Each school’s Professional Development Team collaborates with the school
administration to develop professional learning opportunities for teachers and
staff.
3) TARGETED AUDIENCES
Each district-approved professional learning opportunity on the Master Inservice
Plan Calendar identifies the target audience as determined by the session
coordinator/professional learning facilitator for the specific offering. As mentioned
earlier in this plan, the calendar is posted online and updated continuously. In
addition, an online registration tool provides a detailed description of the offering
to guide participants in selecting activities that would best meet their individual
needs.
B. LEARNING
Learning methods utilized by professional learning facilitators incorporate formats
and devices for engaging adult learners. These learning methods are transferable
and can be utilized in the classroom to engage students. These formats and devices
ensure that adult learners are able to see the relevance to their job, share their
professional experiences, collaborate with other colleagues, and use the information
gained immediately.
The learning process includes the use of a variety of technologies such as: Adobe
Presenter, Adobe Connect Pro, PowerPoint presentations, online courses, virtual
classrooms, discussion boards, blogs, vodcasts, SMART Boards, Polycom,
websites, document cameras, a television station, and The Education Network.
The District Professional Development Team requires department professional
learning facilitators to maintain a menu of options for alternative learning methods
that do not disrupt student learning time. These include online courses, after-hours
trainings, weekend trainings, and stipend incentives.
C.
IMPLEMENTING
Implementation activities are designed to improve job performance and/or student
achievement.
 All professional learning offered for inservice points require implementation of the
knowledge upon return to the work site.
 Professional learning facilitators offer support and resources to participants in
order to assist them with the implementation process such as: access to a
school-based coach/trainer, handouts, websites, resources, peer buddies, and
periodic progress meetings.
 Instructional personnel must submit evidence of improved job performance or
changes in teaching behaviors as well as evidence of student improvements.
Student improvements can be academic or behavioral in nature.
 Non-instructional personnel must submit evidence of improved job performance.
D. EVALUATING
The Department of Professional Development has established the Professional
Learning Component Evaluation, which is utilized to ensure the program was
implemented with fidelity and impacted job performance and/or student achievement
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(Appendix C). The professional learning facilitator compiles and synthesizes the
implementation submitted by the participants in order to:
 Identify patterns and trends of understanding.
 Identify improvements.
 Identify needed re-teaching for those participants still struggling with the
implementation phase.
 Evaluate the impact to job performance based upon successful changes in
teaching behavior.
 Evaluate the impact to student achievement based upon the increase in scores
or decrease in student off-task behaviors.
 Use the results of the evaluation in planning subsequent professional learning
evaluation components related to student performance.
Per Florida Statute 1012.98, the District provides for the continuous evaluation of the
quality and effectiveness of professional learning programs in order to expand
effective programs and strategies to eliminate ineffective ones. The Department of
Professional Development monitors professional learning data to ensure all trainings
are aligned with Learning Forward’s Standards for Professional Learning and
Florida’s Professional Development Evaluation System Protocol.
The Professional Learning Component Evaluation supports this formative process.
Using the Professional Learning Component Evaluation, professional learning
facilitators document implementation and impact of the professional learning on job
performance and/or student achievement. The Department of Professional
Development requires that all professional learning opportunities be evaluated by the
professional learning facilitator. This evaluation is conducted utilizing the
Professional Learning Component Evaluation. This evaluation includes an analysis
of pre-assessment data, learning strategies/methodologies, implementation, and
impact. Once submitted to the Department of Professional Development, it is
reviewed for completeness, accuracy, and adherence to the standards.
This evaluation considers all of Thomas Guskey’s Levels of Evaluation (2000)
including:
 Participant’s Reactions (Satisfaction)
 Participant’s Knowledge (Knowledge Acquisition)
 Organizational Support and Change (Implementation Context)
 Participant’s Use of New Knowledge and Skills (Utilization)
 Student Learning Outcomes (Accomplishment of Specified Achievement Goals)
To gather summative results on professional development programs, the Department
of Professional Development evaluates all Professional Learning Component
Evaluations on a Component Evaluation Rubric (Appendix D). This measure ensures
that professional development programs conducted within the District result in
improvements in job performance and/or student achievement. These results are
then totaled to identify district-wide patterns, trends, and areas of need.
Additionally, to ensure continuous improvement, the Department of Research and
Evaluation conducts formal program evaluations on major professional learning
initiatives. Based upon the comprehensive evaluation process outlined above,
decisions can be made regarding program continuation, revision, and/or elimination.
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E. MASTER INSERVICE PLAN
In order to open a component from the Master Inservice Plan for inservice points, all
session coordinators and/or professional learning facilitators must follow the
Component Procedures Checklist (Appendix E). If a match cannot be made to the
specific content of the training, District program planners may choose to create a
new component using the Component Formatting Guidelines (Appendix F). Before a
program planner may submit a new component, the New Component Checklist must
be completed to ensure it adheres to quality standards (Appendix G). All components
are approved by the School Board prior to being added to the Master Inservice Plan.
Components included in the Master Inservice Plan reflect the:
 District priorities and initiatives
 Research base of the professional learning content
 Specific objectives required for mastery
 Learning strategies or methodology used to address the needs of adult learners
 Implementation and evaluation guidelines
The Master Inservice Plan Calendar, a calendar of all district-approved professional
learning opportunities, is published on the Department of Professional
Development’s website continuously. All entries must be submitted and approved by
the Department of Professional Development using the proposal to ensure
adherence to high quality professional learning.
1) INSERVICE POINTS
Only in specific situations are points awarded by hour such as with the NonDistrict Sponsored Conference/Training Implementation Evaluation (Appendix H).
Inservice points in Palm Beach County are primarily awarded based upon
mastery of the specific objectives within the component. The total point value of
the component is divided by the number of objectives contained within the
component. The resulting number is the point value for each objective mastered.
(Example: A 60 point component, divided by 15 objectives, equals 4 points per
objective mastered). This process is evidenced on the Professional Learning
Sign-In (Appendix I). It is important to include that professional learning
facilitators will need to retain evidence that the point value equates to the total
program time, as to abide by the statute and avoid abuse.
2) CONTINUING EDUCATION UNITS (CEUs)
CEUs are a way of measuring and officially recognizing the effort an individual
has put into “non-credit” enrichment and development coursework for an
individual’s job or profession. CEUs can be translated into inservice points
provided the course has a set of specific objectives that participants are expected
to achieve and there is documentation (such as a certificate of completion with
verification of hours) that these objectives were successfully completed and there
is evidence that the learning has been transferred to the participant’s specific job.
(Example: 1 CEU => 10 contact hours => 10 inservice points). However, the
reverse is not possible. The Staff Development Department does not have the
authorization to award CEUs or to change inservice points into CEUs.
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F. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS
The Individual Professional Development Plan (IPDP) is the foundational document
for the planning and implementation of meaningful professional learning that impacts
student achievement (Appendix J). Florida Statute 1012.98 requires school principals
to establish and maintain IPDP’s for every instructional employee. The Department
of Professional Development notifies, instructs, and provides online resources to all
stakeholders regarding the IPDP process, timeline, and requirements.
1) INDIVIDUAL PROFESSIONAL DEVELOPMENT PLANS FOR TEACHERS
The Individual Professional Development Plan represents a blend of professional
learning identified through school and district initiatives and the School
Improvement Plan as well as professional growth interests and teacher
certification needs. Teachers utilize disaggregated data to determine student
needs and then link these to their professional growth goals. The principal or
administrative designee meets with each teacher to review the IPDP as it is
being developed, make a plan for long term professional growth, and then
evaluate the results. School site administrators maintain a record of all IPDP’s.
Results from the reviews are incorporated into the planning process for schoollevel professional learning for the following year. The evaluation of the IPDP is
part of the needs assessment process for the teacher’s future IPDP
development.
Principals or their designees work with each instructional employee in developing
and maintaining an IPDP to include the following:
 Professional learning needs that clearly relate to specific student
performance data for those to which the teacher is assigned.
 Clearly defined training objectives.
 Specific measurable improvements in student performance resulting from the
learning activity.
 An evaluation component that determines effectiveness of the plan.
2) INDIVIDUAL LEADERSHIP DEVELOPMENT PLANS FOR ADMINISTRATORS
School administrators create and implement an Individual Leadership
Development Plan (ILDP) annually. The plan created is based on disaggregated
student achievement data, behavior data, and the needs of student groups not
making Adequate Yearly Progress (AYP). District-level administrators also create
and implement ILDPs. At the district level, these plans are called an Individual
Objective Statement (Appendix K).
Both of these plans clearly define professional learning goals that specify
measurable improvement in student performance, improvements in teacher
effectiveness, changes in administrator practices resulting from professional
learning, and an evaluation plan that determines the effectiveness of the
Individual Leadership Development Plan.
G. INSERVICE ACTIVITIES FOR SCHOOL ADMINISTRATIVE PERSONNEL
A multitude of inservice activities are provided to administrative personnel. These
inservice activities target individuals in various stages of their careers. The following
are samples of inservice activities that are available to school-based and districtlevel administrators, as well as aspiring administrators.
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1) Teacher Observation & Evaluation System – This evaluation system covers four
(4) domains. The domains outline standards for high quality teaching and
learning and consist of: Domain 1: Classroom Strategies and Behaviors, Domain
2: Planning and Preparing, Domain 3: Reflecting on Teaching, and Domain 4:
Collegiality and Professionalism. Together, these domains are used to assist
educators in becoming more effective in the classroom. Training on these
domains prepares administrators to practice and become competent in the use of
the evaluation instrument.
2) Essential Trainings - A series of trainings presented by district departments and
staff to enhance the professional learning of Assistant Principals.
3) iObservation – This program provides school-based administrators with the
training and tools necessary to obtain a clear, objective picture of what is
happening in the classroom. With this data, standards for practice, guides for
professional learning, support for reflective dialogue and best practices among
faculty can be established. Training in the iObservation process helps to facilitate
the school-based administrator’s role as an instructional leader. Through daily
classroom visits, the instructional leader can collect data about critical
instructional practices and lead reflective discussions on this data with their
instructional staff that leads to action planning.
4) Aspiring Leaders Academy I – The Aspiring Leaders Academy I (ALA I) is a
comprehensive leadership preparation program designed for highly motivated
individuals who have demonstrated remarkable leadership ability/potential at
their schools and are aspiring to become assistant principals. Program
participation requires a one-year commitment and an enormous amount of
dedication. The fundamentals of ALA I center on leadership experience at the
school level. Class sessions target key learning that will give the candidate the
content knowledge to be successful in the Assistant Principalship. Candidates
will hear from various experts in the field about critical issues related to schoolbased administrators as well as practicing assistant principals that have been
recognized to provide a practitioners’ perspective.
5) Aspiring Leaders Academy II – Program participation requires a two-year
commitment and dedication. The fundamentals of ALA II center on leadership
experience at the school level. Participants are required to complete Essential
Trainings which target key learning and provide the candidate the content
knowledge needed to be successful in the Principalship. In addition to the
Essential Trainings, class sessions provide an arena for peer discussions and an
opportunity to hear from various experts in the field about critical issues related to
school-based administrators. Over the 2 year fellowship, participants accomplish
ten individual goals based on the Florida Principal Leadership Standards and
selected William Cecil Golden modules. A Leadership Inventory post-assessment
then measures growth in the targeted areas. Other assignments designed to
enhance the candidates’ abilities include mentorship with a seasoned
principal. This job-embedded learning provides the candidate with opportunities
to gain the knowledge and skills needed to be successful as a first year
principal.
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6) New Principals Cadre – This cadre is designed to provide assistance to first and
second year principals. These principals will be meeting periodically throughout
the year to share best practices and discuss relevant issues. Workshops,
meetings, and mentoring are offered to support the needs of the novice principal.
H. SYSTEMATIC CONSULATION
All professional learning that is offered by the School District of Palm Beach County
is developed and implemented in compliance with local and state policies applicable
to the content area. When questions or support is needed the appropriate state
representative is contacted to provide clarification and/or support. Examples of such
programs are as follows:
1) Alternative Certification Program – The program coordinator of the Alternative
Certification Program receives correspondence from the state as needed. If the
coordinator has questions she contacts the state contact. The coordinators
participate in webinars annually to obtain updates on the program requirements.
The Alternative Certification Program (ACP) is a free, distance learning program
which meets the required college course work needed to reach professional
certification for non-education majors. The ACP is in lieu of having to take and
pay for college classes listed on the Statement of Status Eligibility. The tasks are
completed while teaching and relate to classroom experiences. The ACP
participant is supported by a team consisting of an online mentor, school site
mentor, an assistant principal, and district ACP contacts.
2) National Board Certification – The Department of Professional Development has
continuous contact with the FLDOE in regards to National Board Certification.
The representatives at the state level provide the department with valuable
information pertaining to the qualifications for and disbursements of the State
National Board Certification Bonus.
3) I-TEACH/TTT grant program—The I-TEACH program coordinator is in close
contact with the state and receives updates and correspondence related to
Alternative Certification. The I-TEACH program intends to offer webinars to
update mentors and participants and monthly forums are scheduled for I-TEACH
mentors.
I.
FUNDING
The School District of Palm Beach County receives professional development
allocations for teacher learning. Although the district expends additional funds for
professional learning through grants and other revenue sources, the following
represent the priority areas for distribution:







Next Generation Sunshine State Standards, subject-specific content, teaching
methods
Technology
Assessment and Data Analysis
Parental Involvement
Classroom Management
School Safety
Professional Development System Implementation
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
Research base of the professional learning content
The School District has recently received a five-year Transition to Teaching (TTT)
grant in order to increase recruitment, support, and retention of new secondary
teachers from non-education backgrounds to teach high-need subject areas such as
math and science in high-need schools. This grant supports recruitment in the math,
science and engineering departments in Historically Black Universities and Colleges
and the recruitment of other minority groups underrepresented in the STEM fields of
science, technology, engineering and math. Support will be provided at the schoolsite from New Teacher Center trained mentors. Participants will complete an
accelerated certification program through the Alternative Certification Program.
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IV. APPENDICES
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Learning Forward - Standards for Professional Learning
Professional Learning and Training Proposal
Professional Learning Component Evaluation
Component Evaluation Rubric
Component Procedures Checklist
Component Formatting Guidelines
New Component Checklist
Non-District Sponsored Conference/Training Implementation Evaluation
Professional Learning Sign-In
Individual Professional Development Plan
Individual Objective Statement
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A. LEARNING FORWARD – STANDARDS FOR PROFESSIONAL LEARNING
Learning Forward
Standards for Professional Learning (2011)
Learning Communities: Professional learning that increases educator
effectiveness and results for all students occurs within learning communities
committed to continuous improvement, collective responsibility, and goal
alignment.
Leadership: Professional learning that increases educator effectiveness and
results for all students requires skillful leaders who develop capacity, advocate,
and create support systems for professional learning.
Resources: Professional learning that increases educator effectiveness and
results for all students requires prioritizing, monitoring, and coordinating
resources for educator learning.
Data: Professional learning that increases educator effectiveness and results for
all students uses a variety of sources and types of student, educator, and system
data to plan, assess, and evaluate professional learning.
Learning Designs: Professional learning that increases educator effectiveness
and results for all students integrates theories, research, and models of human
learning to achieve its intended outcomes.
Implementation: Professional learning that increases educator effectiveness and
results for all students applies research on change and sustains support for
implementation of professional learning for long term change.
Outcomes: Professional learning that increases educator effectiveness and
results for all students aligns its outcomes with educator performance and
student curriculum standards.
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B. PROFESSIONAL LEARNING AND TRAINING PROPOSAL
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C. PROFESSIONAL LEARNING COMPONENT EVALUATION
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D. COMPONENT EVALUATION RUBRIC
Component Title:________________________________________________________________ Administrator:___________________
Component Number:_____________________________________________________________ Initial Score:____________________
Pre-Assessment
(Planning)




Delivery
Assessment
(Delivery/Learning)
Implementation
Assessment
(Follow-up/
Implementing)






Impact Assessment
(Evaluation/
Evaluating)



analysis of participants’ preexisting knowledge and skills
description of the methods used to determine participants’ preexisting knowledge
and skills
analysis of the degree to which this professional development is linked to
participants’ professional growth goals
description of the needs assessments used to link the professional development
to the participants professional growth goals such as SIP, IPDP, district
mandates, etc

4-Excellent-Detailed Evidence

3-Good-Some Evidence

2-Marginal-Little Evidence

1-Unacceptable-No Evidence
analysis of participants’ mastery of outcomes
analysis of the degree to which the delivery format facilitated the learning
description of the methods used to determine the effectiveness of the delivery
format such as a training evaluation form, smiley sheet, etc

4-Excellent-Detailed Evidence

3-Good-Some Evidence

2-Marginal-Little Evidence

1-Unacceptable-No Evidence
analysis of the degree to which learning transferred into the participants’
workplace
description of the methods used to show evidence of implementation into the
workplace Includes detailed evidence of an analysis of the degree to which the
resources facilitated the transfer of learning
description of the methods used to evaluate the effectiveness of the resources
provided to facilitate the transfer of learning

4-Excellent-Detailed Evidence

3-Good-Some Evidence

2-Marginal-Little Evidence

1-Unacceptable-No Evidence
analysis of the impact to participants provides significant qualitative or
quantitative data to support the impact to participants
analysis of the impact to students provides significant qualitative or quantitative
data to support the impact to students
analysis of the impact of the program provides significant qualitative or
quantitative data to support the impact of the overall program and its return on
investment

4-Excellent-Detailed Evidence

3-Good-Some Evidence

2-Marginal-Little Evidence

1-Unacceptable-No Evidence
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If any section of the Component Evaluation receives a score of 1 or 2 in the initial scoring, the session coordinator must be contacted to ensure that their
Component Evaluation is comprehensive enough to receive a score of 3 or 4.
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E. COMPONENT PROCEDURES CHECKLIST
DONE
COMPONENT PROCEDURES CHECKLIST

1.
Meet with your department team members to determine topics and content to be covered for the year.
(Review student & teacher data, district priorities, focus areas, and other data)
2.
Create a schedule for when training will be offered. Be sure to confirm all locations and times. If you do not have this information,
your training is not ready for approval.
3.
Find a component from the Master Inservice Plan that will cover your content. (Be sure not to reuse a component that you have
already ‘maxed out’. If you are unsure of prior component usage, please contact the Department of Professional Development at
PX53696. The Master Inservice Plan is located at http://www.palmbeachschools.org/staffdev/MIP_Alpha.asp In order to search
by keyword, click on “Edit”, then “Find on This Page”. When you locate a component you like click the hyperlink to read the
Specific Objectives. Try to get as close as possible to your content focus.)
4.
Determine the number of inservice points to be awarded for program completion. If a component is worth 60 inservice points, that
doesn't mean all participants in your training get 60 inservice points. When you award 60 points, you are verifying to the state that
the participant has completed the equivalent of 60 hours of training in that content area with appropriate classroom
implementation. If you do not have evidence to support this, please avoid doing so in case of an audit. Always be sure to award
points based upon the specific objectives you will be covering and the total program time per (6a) and (6b) of Florida Statute 6A5.071
5.
Complete the Professional Learning and Training Proposal (Form 1853) on Liquid Office. (Forms are located at
http://www.palmbeachschools.org/Forms/Index.asp ) Please use this new form to submit your requests to open components. We
will no longer be accepting the paper version. When prompted for your log-in, enter the one you use every day. If you need help
filling in the form, a tutorial presentation is available at http://breeze.palmbeach.k12.fl.us/proposal/ This form should be
completed at least two weeks prior to the onset of your PD Program. You must specify all training dates.
6.
The person that completes the form in Liquid Office will be the one to receive the confirmation email with the 4-digit course code.
If you have not received your 4-digit course code within two weeks, please contact the Department of Professional Development
at PX53696. This 4-digit code should be on all of the sign-in sheets you use for training.
7.
Use presenters/trainers that are experts in the content areas you are covering.
(For expertise outside the district, use the Conversation Guide to help you at
http://www.palmbeachschools.org/staffdev/documents/ProfessionalDevelopmentConversationGuide.docx)
8.
Make sure that the presenter(s)/trainer(s) have all materials needed. (Sign-in sheet, handouts, computer, LCD projector,
PowerPoint, post-test, evaluation form, adult learning activities to engage participants, follow-up/implementation assignment should include ‘teacher products’ and ‘student work samples’, a rubric for quality completion, and a firm deadline for
submissions.) Make sure all professional learning offered in contains adult learning strategies. If you need assistance with
choosing adult learning formats and/or devices, please contact the Department of Professional Development at PX53696.
9.
Be sure that your content experts (PD Team and/or trainers) are monitoring teacher implementation of new learning.

Setting deadlines for implementation evidence to be submitted for points

Providing rubrics or specific guidelines for high quality implementation products

Collecting and reviewing all implementation products for correctness and completion

Providing support and assistance to those teachers needing additional practice
10. Track attendance and completion of the follow-up/implementation on a spreadsheet or grade book. Points should be awarded by
hour or by specific objective. (Ex. 3 hours of training + 2 hours implementation = 5 points) Avoid awarding points in excess. Even
using the specific objectives, your points should somewhat align to the total program completion time in order to be in compliance
with the statute referenced above.
11. Professional Learning Facilitators/Trainers are not eligible to earn inservice points for completing the component procedures
process (Planning, Learning, Implementing, and Evaluating). Employees are only eligible for inservice points when in the role of a
‘participant/learner’. If PLF/Trainers are interested in inservice points, they can complete the TrainU courses for professional
developers.


Planning & Evaluating Professional Learning http://trainu.palmbeach.k12.fl.us/course?id=1129
Creating Conditions for Professional Learning http://trainu.palmbeach.k12.fl.us/course?id=1160
12. At the end of the year, compile all inservice points for each participant (for each component opened) on a Master Sign-in Sheet
with the total points earned for the year next to each of their names. (This is Form 0484. Forms are located at
http://www.palmbeachschools.org/Forms/Index.asp Be sure to fill in the form completely or it will be returned to you for edits.)
13. Fill in the Component Evaluation, Form 0471. Forms are located at http://www.palmbeachschools.org/Forms/Index.asp If you
need assistance with completing this form; please contact the Department of Professional Development at PX53696. Both the
Master Sign-In Sheet and the Component Evaluation should be submitted together by the end of the fiscal year. All inservice
points for FY12 must be received by June 30th. No points are supposed to be entered after this date per state guidelines.
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F. COMPONENT FORMATTING GUIDELINES
Component Formatting Guidelines
PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION
Be sure to format the document with 1” margins, header and footer at .7”, Times New Roman 12
point font, with one space between sections.
COMPONENT TITLE:
IDENTIFIER NUMBER:
MAXIMUM POINTS:
RESTRICTED:
“This component may only be opened by the Department of ______.”
If the component is not restricted and is available for district-wide use, this section is
unnecessary.
GENERAL OBJECTIVE:
RESEARCH BASE:
This can be a national organization, vendor program, or state/federal initiative. It should not be
an article from a journal.
SPECIFIC OBJECTIVES:
Within the duration of this component, participants will:
1. Can have more or less than 12
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Year ______ - Dept. ________________________
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PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION
Be sure to format the document with 1” margins, header and footer at .7”, Times New Roman 12
point font, with one space between sections.
LEARNING STRATEGY/METHODOLOGY PROCEDURES:
Participants will:
1. Can have more or less than 5
2.
3.
4.
5.
EVALUATION OF PARTICIPANTS:
Participants must demonstrate a mastery of the training content as measured by an assessment or
other valid measure. Participants will provide feedback regarding the format of the professional
learning opportunity via an evaluation tool. (Insert this standard blurb)
IMPLEMENTATION ACTIVITIES:
Participants will:
1. Can have more or less than 5
2.
3.
4.
5.
COMPONENT EVALUATION:
Professional learning facilitator(s) will assess the degree to which the activities addressed the
specific objectives and will make recommendation for revision through a component evaluation.
(Insert this standard blurb)
Year ______ - Dept. ________________________
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G. NEW COMPONENT CHECKLIST
New Component Checklist
Please be sure to use this checklist when creating and submitting a new component and work
closely with your Professional Development Specialist. This will help prevent delays in
processing your submission and ensure that your component is ready for Board Approval in a
timely manner.
1. ___I have labeled in bold red print that this is a restricted component.
2. ___The maximum points match the number of specific objectives targeted
(60 pts = 12 obj. / 30 pts = 6 obj.).
3. ___The component title is reflective of the component content and the department that
submitted the component.
4. ___The Header “PROFESSIONAL LEARNING INSERVICE COMPONENT
INFORMATION” and the Footer “Year – Department” have been placed within the
document at .7 formatting.
5. ___Research base information has been placed alphabetically in current APA format.
6. ___ Section titles are congruent with the “Component Formatting Guidelines”.
7. ___The “SPECIFIC OBJECTIVES”, “LEARNING STRATEGY/METHODOLOGY
PROCEDURE”, and “IMPLEMENTATION ACTIVITIES” are formatted with numeric
bullets.
8. ___The component is typed single spaced throughout.
9. ___The component is typed in Times New Roman 12-point Font.
10. ___The component has one (1) inch margins on all sides.
11. ___This document is free of grammatical errors.
12. ___The “SPECIFIC OBJECTIVES” begin with “learning verbs”
(see attached action verbs for Bloom’s Taxonomy).
13. ___The LEARNING STRATEGY/METHODOLOGY PROCEDURE” clearly outlines the
adult learning strategies and activities that will be used during training.
14. ___The “IMPLEMENTATION ACTIVITIES” clearly outlines the steps participants will
take to implement their new knowledge back at the worksite and/or with students.
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KNOWLEDGE
VERBS: arrange, define, duplicate, label, list, memorize, name,
order, recognize, relate, recall, repeat, reproduce, state





remembering;
memorizing;
recognizing;
recalling identification and
recall of information
o
Who, what, when, where, how ...?
o
Describe
COMPREHENSION
VERBS: classify, describe, discuss, explain, express, identify,
indicate, locate, recognize, report, restate, review, select,
translate




APPLICATION
VERBS: apply, choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, practice, schedule, sketch, solve,
use, write



problem solving;
applying information to produce some result;
use of facts, rules and principles
o How is...an example of...?
o How is...related to...?
o Why is...significant?
ANALYSIS
VERBS: analyze, appraise, calculate, categorize, compare,
contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test



SYNTHESIS
VERBS: arrange, assemble, collect, compose, construct,
create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up


creating a unique, original product that may be in verbal
form or may be a physical object;
combination of ideas to form a new whole o What would
you predict/infer from...?
o
What ideas can you add to...?
o
How would you create/design a new...?
o
What might happen if you combined...?
o
What solutions would you suggest for...?
interpreting;
translating from one medium to another;
describing in one's own words;
organization and selection of facts and ideas
o
Retell...
subdividing something to show how it is put together;
finding the underlying structure of a communication;
identifying motives;
separation of a whole into component parts
o
What are the parts or features of...?
o
Classify...according to...
o
Outline/diagram...
o
How does...compare/contrast with...?
o
What evidence can you list for...?
EVALUATION
VERBS: appraise, argue, assess, attach, choose compare,
defend estimate, judge, predict, rate, core, select, support,
value, evaluate



making value decisions about issues;
resolving controversies or differences of opinion;
development of opinions, judgments or decisions o Do
you agree...?
o What do you think about...?
o What is the most important...?
o Place the following in order of priority...
o How would you decide about...?
o What criteria would you use to assess...?
1. Submit the final version of the new component electronically via email to the Department of
Professional Development by July 1st. If corrections are needed, your Professional
Development Specialist will support you in making the revisions.
2. If no corrections are needed, your Professional Development Specialist will request that you
pony a signed original of your new component to the Mary and Robert Pew Leadership
Development Center.
3. Once the signed original is received, the new component will be assigned a component
number and prepared for submission to the Board for approval in the fall.
4. Once Board approved, the new component will be added to the Master Inservice Plan on
the Professional Development website.
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H. NON-DISTRICT SPONSORED CONFERENCE/TRAINING
IMPLEMENTATION EVALUATION
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I. PROFESSIONAL LEARNING SIGN-IN
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J. INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN
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K. INDIVIDUAL OBJECTIVE STATEMENT
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