Wichita Public Schools - Topeka Public Schools

Dr. Kevin Singer, Superintendent
Developed In Accordance of State Guidelines by
Betty Young, Chairperson
Les Kuhn, Vice Chairperson
Raquel Jackson, Secretary
Shon Daniels
Nancy El-Amin
Rebecca Hackett
Russ Hutchins
Rebecca Lee
Karen Manhart
Steve Roberts
Jeannie Schellbacher
Victoria Vossler
Topeka Public Schools
Table of Contents
Vision, Mission, and Strategic Parameters
Learning Principles
National Staff Development Council Standards
Kansas Professional Education Standards
Professional Development Priorities
Categories for Awarding Professional Development Points
Licensure Information
Professional Development Overview
Individual Professional Development Plan
Professional Development Council
Topeka Public Schools
Our Vision
TPS will be recognized nationally for its rigorous curriculum, academic excellence, and
extracurricular achievement. Strengthened by diversity, our district will foster
partnerships of staff, families, and the community to develop students’ educational,
physical, and social-emotional well-being.
Our Mission
The mission of the TPS Unified School District 501 is to engage students in the highest quality
learning, prepare students for responsible, productive citizenship and inspire excellence for a
Our Strategic Parameters
We will make decisions based on the best interests of children.
We will model and expect high standards of behavior consistent with the district’s
mission and vision.
We will recruit, continually develop, supervise, and retain effective staff members
committed to achieving the district’s mission.
We will provide a safe and positive environment conducive to learning.
We will design, teach, and assess a coordinated P-12 curriculum focused on essential
learning standards.
We will design all curricular and co-curricular learning experiences to improve students’
learning and performance.
We will successfully implement and sustain the best possible educational practices
supported by research.
We will evaluate and fund all programs, services, and practices based on their impact on
student learning and performance.
We will use the strategic plan to guide the budget process and help structure our
professional development program.
Definition of and Goal for Learning
Learning is the natural, self-regulated process of constructing personal meaning from
information and experience, filtered through each individual’s unique perceptions,
thoughts, and feelings.
-Adapted from American Psychological Association (APA)
The goal of learning is to understand, apply, and transfer knowledge in a variety of contexts.
TPS Learning Principles
Learning is an active process in which learners use sensory input to construct meaning.
Learners link new information with prior knowledge and experiences in meaningful ways.
Learning requires the use of various forms of language (e.g., words, symbols, numbers, and images) to
capture and develop thinking.
Learning is influenced by many contextual factors, including differences in background knowledge; thinking
patterns; and cultural, linguistic, and social backgrounds.
Learning is influenced by emotional state, social interactions, interpersonal relations, and communication
with others.
Learners’ motivation, both extrinsic and intrinsic, is a key component to ensure engagement and learning.
Learners’ persistent effort, developmentally appropriate challenges, and instructional support result in
rigorous learning.
Learners need multiple opportunities over time to practice in supportive, respectful environments.
Learners need regular, specific, and timely feedback with opportunities to use the feedback to maximize
learning experiences.
Learners reflect, monitor, and adjust their thinking and reasoning to achieve learning goals.
Sources: Lauren Resnick, Director, Learning Research and Development Center, University of Pittsburgh; American
Psychological Association (1995); and Jay McTighe and Grant Wiggins (2006).
Learning Principles – Laws of learning, which provide research-based and conceptual foundation for
how people learn; add insight into what makes people learn most effectively.
National Staff Development Council Standards
(Revised, 2001)
Every educator engages in effective professional learning every day so every student achieves.
Context Standards
Staff development that improves the learning of all students:
Organizes adults into learning communities whose goals are aligned with those of the
school and district. (Learning Communities)
Requires skillful school and district leaders who guide continuous instructional
improvement. (Leadership)
Requires resources to support adult learning and collaboration. (Resources)
Process Standards
Staff development that improves the learning of all students:
Uses disaggregated student data to determine adult learning priorities, to monitor
progress, and to help sustain continuous improvement. (Data-Driven)
Uses multiple sources of information to guide improvement and demonstrate its impact.
Prepares educators to apply research to decision making. (Research-Based)
Uses learning strategies appropriate to the intended goal. (Design)
Applies knowledge about human learning and change. (Learning)
Provides educators with the knowledge and skills to collaborate. (Collaboration)
Content Standards
Staff development that improves the learning of all students:
Prepares educators to understand and appreciate all students, create safe, orderly and
supportive learning environments, and hold high expectations for their academic
achievement. (Equity)
Deepens educators' content knowledge, provides them with research-based instructional
strategies to assist students in meeting rigorous academic standards, and prepares
them to use various types of classroom assessments appropriately. (Quality Teaching)
Provides educators with knowledge and skills to involve families and other stakeholders
appropriately. (Family Involvement)
Copyright © 2009 National Staff Development Council.
Kansas Professional Education Standards
Adopted by the Kansas State Board of Education, September 11, 2001
There are a total of 13 Professional Education Standards. For each of the standards there are indicators for
Knowledge and Performance. The indicators are not included here, but can be found in the Regulations and
Standards for Kansas Educators document on the KSDE website: www.ksde.org. On the left of the page, select
“Educators,” then “Licensure,” and then “Regulations and Publications” to get the list of documents available.
Standard # 1: The educator demonstrates the ability to use the central concepts, tools of
inquiry, and structures of each discipline he or she teaches and can create opportunities that
make these aspects of subject matter meaningful for all students.
Standard # 2: The educator demonstrates an understanding of how individuals learn and
develop intellectually, socially, and personally, and provides learning opportunities that support
this development.
Standard # 3: The educator demonstrates the ability to provide different approaches to
learning and creates instructional opportunities that are equitable, that are based on
developmental levels, and that are adapted to diverse learners, including those with
Standard # 4: The educator understands and uses a variety of appropriate instructional
strategies to develop various kinds of student learning including critical thinking, problem
solving, and reading.
Standard # 5: The educator uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Standard # 6: The educator uses a variety of effective verbal and non-verbal communication
techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard # 7: The educator plans effective instruction based upon the knowledge of all
students, community, subject matter, curriculum outcomes, and current methods of teaching
Standard # 8: The educator understands and uses formal and informal assessment strategies
to evaluate and ensure the continual intellectual, social, and other personal developmental
aspects for all learners.
Standard # 9: The educator is a reflective practitioner who continually evaluates the effects of
his or her choices and actions on others (students, parents, and other professionals in the
learning community), actively seeks out opportunities to grow professionally, and participates in
the school improvement process (Kansas Quality Performance Accreditation).
Standard # 10: The educator fosters collegial relationships with school personnel, parents, and
agencies in the larger community to support all students’ learning and well being.
Standard # 11: The educator demonstrates the ability to integrate across and within content
fields to enrich the curriculum, develop reading and thinking skills, and facilitates all students’
abilities to understand relationships between subject areas.
Standard # 12: The educator understands the role of technology in society and demonstrates
skills using instructional tools and technology to gather, analyze, and present information,
enhance instructional practices, facilitate professional productivity and communication, and help
all students use instructional technology effectively.
Standard # 13: The educator is a reflective practitioner who uses an understanding of
historical, philosophical, and social foundations of education to guide educational practice.
Topeka Public Schools
Professional Development Priorities
Priorities Based on Needs
Annual professional development priorities will be determined by considering data from the
following internal and external sources:
Documented student performance
needs from district profile
National, state, and district
curriculum standards
Priorities from each building’s
results-based staff development plan
Educational research
Individual professional development
goals (IPD)
Federal and state mandates
BOE or Superintendent issues
Curriculum, instruction, and assessment
Teacher analysis of student performance
The Kansas Learning Network Report
Determining Needs and Focus
At the individual level, needs and focus are determined by the Individual Professional
Development Plan (IPDP). Each staff member develops an IPDP. This plan aligns with the
School Improvement Plan (SIP) and the achievement of district objectives.
At the building level, professional development needs are determined by the School
Improvement Plan (SIP). Each building has a SIP which includes a results-based staff
development plan focused on the attainment of the building goals. The building goals are
based on students’ needs as determined by state and local indicators of achievement. The
SIP is based on school profile information including strategies and interventions for increasing
student achievement. The building then determines the knowledge necessary to implement
the strategies identified in the results-based staff learning plan. Staff members are surveyed
to determine their developmental level relative to the implementation of strategies and
interventions. The staff is offered differentiated professional development opportunities.
The building focus for professional development is on the strategies identified on the SIP as
well as the staff knowledge, understanding, and application of those strategies. The building
provides ongoing, job-embedded staff learning based on student data to meet the individual
needs of staff members in order for them to successfully implement the SIP strategies, which
has a direct effect on student achievement.
At the district level, the needs and the focus for professional development are determined by
the work of TPS Objectives and Strategies. Specific initiatives are identified at the district level
and professional development is designed to support these initiatives.
Results-Based Goals
Professional development goals include identification of the levels of implementation
(Knowledge, Application, and Impact). All levels will target increases in student achievement.
Each professional development activity is evaluated regarding its expected impact on
professional growth and student achievement. Evaluation data is used for the improvement of
professional development activities and to identify areas of support necessary for individuals
to reach application and impact levels. Any evaluation given will be used for future
implementation of professional development.
Categories for Awarding
Professional Development Points
(K.A.R. 91-1-206)
Activity proposals must be submitted to the District Professional Development Council via
MyLearningPlan (MLP) fourteen calendar days before the activity occurs.
Professional Development Points may be earned in the following
three categories:
1. Content Endorsement Standards:
Standards adopted by the state board that define the skills and knowledge required for
the specific content endorsements in a Kansas State Teaching License or Certificate
2. Professional Education Standards:
Standards adopted by the Kansas State Board that specify the knowledge,
competencies, and skills necessary to perform in a particular education role or position
3. Service to the Profession:
Any activity that assists others in acquiring proficiency in instructional systems,
pedagogy, or content, or that directly relates to licensure of professional educators,
accreditation processes, or professional organizations; Service to the Profession points
can be earned at the Knowledge Level ONLY.
Examples of Service to the Profession for Knowledge Level points:
 Direct consultation with EPIC students/student teachers (.50 pts per hour)
 Service on accreditation teams (.50 pts per hour served)
 State & consortium committees, offices, or committees (.50 pts per hour served)
 Workshop preparation and presentation (.50 pts per hour)
 Professional association participation (.50 pts per hour)
Dates and hours of attendance must be provided along with the approval (through MLP)
from chair/principal/supervisor/designee.
Implementation Levels for Awarding
Professional Development Points
A variety of activities and experiences contribute to the professional development in the district.
Participation in these activities may be at one or more implementation levels:
Knowledge – Teachers learn something that was not known before.
Application – Teachers consistently use this knowledge and skill on the job.
Impact – Student learning is improved and this is demonstrated by appropriate
assessments that are aligned with specific improvement targets.
Activities and actions may include:
Building and district curriculum, instruction, and assessment professional
Committee work
Conferences, conventions, workshops, and seminars
Participation in a professional organization
Presentations to other professionals
Study groups
Knowledge Level Points – What do you know now that you didn’t know before?
Final approval for an activity is granted by the district Professional Development Council (PDC)
upon completion.
Point Assignments
1.0 point per clock hour spent in the activity. Breaks and meals are not counted.
 .25 points for 15 minutes of an activity
 .50 point for a 30 minute activity
 .75 point for a 45 minute activity
 1 point for a full hour actiivty
Suggested Documentation:
Agenda, program, registration forms
Certificate of participation, acknowledgement letter
Log (required for mentor/mentee, student teacher, and EPIC student)
Signature on the sign in sheet
Study group discussion notes, minutes
Example of Knowledge Level Activity:
Activity: Attend Kagan trainings – five days throughout the semester/year.
Documentation: Attendance sign-in sheet; certificate of participation;
documentation on MLP.
Participants may receive points for out-of-district conferences and workshops.
To begin, you must fill out a Request for Leave Form.
Next, you must submit Conference/Workshop Registration form(s) to your
building/district facilitator prior to attending the activity.
Upon your return, you will need to request points on MLP and send documentation of
your attendance to the Professional Development Coordinator.
Complete the conference/workshop form on MLP: www.mylearningplan.com.
Examples of Documentation (Only one item needed):
 Agenda, program, registration forms
 Certificate of participation, acknowledgement letter
 Handouts (one or two pages)
 Log, reflection journal, study group discussion notes, minutes
~ 10 ~
Application Level Points - What do you do now that you didn’t do before?
Application points are available after the Knowledge Level Points have been earned.
1. Complete the Application Level Request Form on MLP from your original Knowledge
Level activity.
2. Participants now apply their new learning from the Knowledge Level activity and develop
a sense of expertise with the strategy.
3. Participants complete and submit the validation form that is in their “Approved and In
Progress” section of MLP. After you have submitted the validation form, mark
“Complete” when prompted.
4. Final approval for Application points is granted by the District Professional Development
Point Assignments: Double the points earned for Knowledge Level.
Suggested Documentation:
Written documentation:
 Action Research-pre/post work samples
 Feedback (from students, parents, peers, supervisors)
 Journals, logs, lesson plans, team meeting notes
 Student work, videos, portfolios
Independent observations (peer or supervisor)
Example of Application Level:
Activity: Implementation of specific Kagan learning structures in the classroom
with students following the five training days.
Documentation: Lesson plans noting specific Kagan structures taught and
implemented; action research (begin if anticipating impact level points) pre/post
data regarding student engagement; journaling student engagement using
specific structures.
Narrative: “I focused on three specific structures: Inside/Outside Circle,
Numbered Heads Together, and Fan-N-Pick. I introduced one structure to the
students per week after receiving the trainings. I now use these structures
weekly in my lessons for reading, math, and social studies to help my students
become more involved in the learning process. I am requesting application level
points from the PDC.”
Impact Level Points - What are the results of my professional changes?
Impact points are available after Application Level activity points have been earned. At this
level, the participant is able to correlate the goal to student learning and/or school improvement.
Student achievement results guide the use and adaptation of the strategy learned.
1. Complete the Impact Level Request Form on MLP from your Application Level activity.
2. Participants must meet with the District Professional Development Council to formally
present their Impact Level documentation. (Brief oral presentation to explain Impact
Level documentation.)
3. Final approval for Impact Level points is granted by the District Professional
Development Council.
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Point Assignments: Triple the points earned for Knowledge Level.
Suggested Documentation - All must include an analysis of data that is
collected with a minimum of one semester (or 18 weeks) of implementation.
 Written Documentation
Classroom research-pre/post work samples (videos/portfolios)
with teacher reflection
Action Research Project
Feedback of observations from principals, appropriate
collaborative peers, or supervisors/instructional coaches
Example of Impact Level:
Activity: Implementation of the Action Research Project
Documentation: Data that includes class building activities and Kagan structures;
Data journal entries that note the effectiveness of the specific structures used and
the response, participation of the students, and classroom management
Narrative: “I surveyed the students on how they felt about class activities as they
were currently presented. Their surveys indicated that they enjoyed the activities
that had them moving about the room as well as having the opportunity to interact
with their group members. The students indicated that they would prefer to be more
involved in hands-on projects. I also recorded my observations regarding student
engagement and participation that I noticed in my lessons and class discussions. I
noticed that, generally, the same 6-7 students participated while the rest sat dazed,
played in their desks, or talked to a neighbor. I began to introduce and incorporate
Kagan Cooperative Structures weekly into my lesson plan activities, e.g., Numbered
Heads Together, Inside/Outside Circle, Fan-N-Pick, Think/Pair/Share, Rally Robin,
etc. As topics were discussed using a Kagan structure, the students were more
engaged. I found that the cooperative learning structures helped all students have a
say/voice in the learning process. Now, all the students participate rather than just a
few students. At the end of the year, I surveyed my students again. Students have
enjoyed being a part of the learning process. Implementing the Kagan Cooperative
Learning Structures has had a positive impact on my students. With students more
actively engaged, their performance scores have increased. Also, classroom
behavior has improved with fewer discipline problems. I am requesting receiving
impact level points from the PDC.”
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License Information
Find out which type of license you have at the KSDE License Lookup website:
On the License Lookup, under “Certificates” and “Type,” the following codes will tell you which type of license you
CONTCH means Conditional / INITCH means Initial – these two are IDENTICAL (different names
depending on the year they were issued)
For renewal use Form 20
For upgrade to Professional License use Form 21
PROF means Professional = Form 3A
STD5YR means Standard 5 Year = Form 3
STD3YR means Standard 3 Year = Form 3
The application forms for renewal of the license can be found on the KSDE website application page at:
QUESTIONS? Call KSDE at 785-291-3678 and ask to speak with a Licensure Consultant
Common Types of License Renewals
Renewals can be submitted up to six months prior to the expiration date on the license.
Professional or Standard Five Year License
All professional development points and college credits that are used for renewal must be documented and
submitted on an official professional development transcript. An official college transcript and an official
professional development transcript are both required and must be submitted for any renewal using college
Highest Degree Earned
College Credit
Professional Development Points
Bachelor’s Degree
8 graduate hours
80 points
4 graduate hours (minimum)
Master’s Degree or above
6 graduate hours
120 points
“Master’s plus Experience” renewal requires 3 years of full-time accredited
experience, under contract, during the term of the license, while teaching in your
endorsement area, at the level you are endorsed to teach and not on a waiver.
Two renewals available per lifetime.
1 College Credit = 20 Professional Development Points
A person CANNOT receive both Professional Development Points and College Credit for the same
Master’s Degree or above
Experience Renewal
KPERS Retirees
½ of renewal requirements
listed above; except Master’s
plus experience
All professional development points and college credits must
be documented and submitted on an official professional
development transcript. KPERS Retiree must provide proof
of current KPERS status with application.
Five Year Standard Substitute License
Substitute Teachers
50 points
All professional development points and college credits must be documented
and submitted on an official professional development transcript.
~ 13 ~
Steps to Renewing a License for Current Employees
or Out of District Educators
1. Determine your renewal requirements. These are printed on your license.
(or refer to the chart on page 13 for “Common Renewal Types”).
2. Determine your individual goals for professional development as an educator.
3. Select professional development activities and college courses which match your
goals. Courses must meet both of the following criteria:
a. Graduate level from a regionally accredited college or university.
b. In the content area you are licensed to teach OR in professional education
(classroom management, assessments, special education, or anything that
relates to teaching and learning in the PK – 12 classroom).
4. Enter your college courses or professional development activities on
MyLearningPlan (MLP) prior to attending and then select “Mark Complete” and
“Submit” when the course or activity has been completed.
5. The Staff Development Coordinator will give “Final Approval” in My Learning Plan
upon receiving one of three things: a payment stub, a class syllabus, or a letter from
the course instructor on university letterhead. If none of these are available, you
may send a copy of your transcript or grade to the Coordinator.
6. When you are ready to renew (no more than 6 months prior to your license
expiration date), you must complete the following of the application process:
 Download and Complete the Renewal for Professional License Application,
Form 3a
o From KSDE website: http://www.ksde.org/Default.aspx?tabid=153
 Request official transcript from your university (may take 2-4 weeks)
 Request official professional development transcript from the Staff
Development office (may take 2-3 weeks)
 Submit unopened university and professional development transcripts and
renewal application with payment in the form of check, cashier’s check or
money order made out to KSDE. (Note: This application process may take
up to 8 weeks.)
o Mail or hand deliver the completed packet to the address below:
Kansas Department of Education
120 SE 10th Ave.
Topeka, KS 66612-1182
QUESTIONS? Call KSDE at 785-291-3678 and ask to speak with a Licensure Consultant
~ 14 ~
Professional Development
Professional Development is defined as those processes and activities designed to enhance the
professional knowledge, skills, and attitudes of educators so that they might, in turn, improve the
learning of students.(Guskey, 2000) Professional development is intentional, ongoing, and
Professional development is focused on school improvement plans, assessed needs of the
district, student learning results, and individual professional growth. In determining individual
professional development goals, all district staff is required to correlate one of their four annual
goals to the school improvement plan. The second professional goal is designed to allow staff
to work toward professional development in areas of need identified from sources that may not
be included in the current school improvement plan.
Twelve and half days are devoted to professional development in the 2010/11 school calendar.
Additional time is provided through release time, after school trainings, after school meetings,
and summer trainings. In-district professional development is incorporated into the school
calendar. Out-of-district professional development takes place during release time and summer
The evidence gathered in classrooms through the use of formative and summative assessments
provides the baseline data of student performance. After analysis has yielded specific
information about student learning, district and building targets for professional development is
determined. The Results-Based Staff Development (RBSD) plan requires that professional
development be designed to provide educators with the skills (content and pedagogical
knowledge), opportunity, and resources necessary to reach the goals (or results) identified in
the school improvement plan.
Essential Elements
The Professional Development Education Plan for Topeka Public Schools will be operated
in accordance with State requirements governing professional development education
programs and accreditation agencies.
The identified results for TPS students are defined in the district vision statement, mission
statement, strategic parameters and learning principles and guides professional
development within the district.
Professional development is what individuals do to improve themselves as professional
educators. This can mean gaining additional certification, attending conferences and
workshops, or pursuing an advanced degree, and other learning activities related to
building or district goals.
Professional development may be initiated at the district level, the building level, or by the
individual. Professional development originated:
A. At the district level will be designed to support needs identified as a district effort
B. At the building level will be designed to support needs identified in the (building) school
improvement plan
C. By the individual will be designed to support interests and needs identified in the IPDP
or support efforts identified at the district (and/or building) level.
~ 15 ~
Teaching and Learning Services and/or school leaders will assist principals and school
improvement teams in the design, delivery, and evaluation of effective professional
Make-Up Activities
Professional development activities held during the duty day are expected to be attended. In an
emergency case, the building administrator, Executive Director of Administration, or the
Coordinator of Staff Development will determine an appropriate make-up activity. This activity
may be reading current research, watch a video of the missed activity, completing a classroom
project, or attending a make-up session offered in another location.
~ 16 ~
Individual Professional Development Plan (IPDP)
Writing an Individual Professional Development Plan
Individuals may earn points toward state re-licensure by establishing and completing personal
goals and activities for professional growth. The IPDP should align with the four domains from
Charlotte Danielson’s Framework for Teaching. The IPDP must also be aligned with the
goals/objectives of the building and district.
Steps for completing an Individual Professional Development Plan:
1. Determine your individual professional goals.
In addition to identify personal professional development goals, including acquiring
points for licensure renewal.
2. Collaborate with a designated supervisor:
The individual professional development plan should be tailored to meet personal and
professional development needs. These include acquiring professional development
points for licensure renewal. Requirements for acquiring professional development
points include that the plan be:
a. Developed in collaboration with a designated supervisor.
b. Submitted by the individual and approved by his/her supervisor.
3. Determine individual professional development strategies.
Select strategies that will best provide the skills and knowledge necessary to meet your
district, building, and personal professional development goals. Professional
development may be done independently and include such things as action research,
case studies, and reflective logs or journals. Professional portfolios and participation in a
college or university course or program of study are also possible individual professional
development strategies.
4. Write the Individual Professional Development Plan.
The IPDP should include goals or clear statements of what you wish to know and be
able to do as a result of the professional development. The plan could also include
indicators for each of the three levels (Knowledge, Application, Impact). Indicators are
used to determine if the planned professional development has led to the desired
results. Progress toward indicators should take place at regular intervals throughout
each school year as well as annually.
5. Analyze progress.
Throughout the time the learning is being applied, reflect to see if personal perceptions
and observations correlate with student performance on formative and summative
assessments. Consider keeping a journal that documents what is learned. Focus the
analysis of both formative and summative assessment data on the identification of
students’ needs that have not been previously addressed. It is also important to note
those things that data indicate are effectively meeting previously identified needs.
6. Revise the plan as necessary.
Based upon what is learned from the analysis of progress (described above), revise the
plan to address newly identified needs and/or those needs previously identified but that
are not showing improvement.
~ 17 ~
Submitting an Individual Professional Development Plan
1. To be eligible for professional development points, an individual must hold Kansas Licensure and
be currently employed by the district (full-time, part-time, or as a substitute) or reside within the
2. All licensed individuals employed by Topeka Public Schools or residing within the district must
have an active Individual Professional Development Plan (IPDP).
3. The IPDP will reflect anticipated professional growth activities up to the expiration date of the
individual’s licensure.
4. The plan shall be written for a period that coincides with the period of licensure, with provisions for
an annual update.
5. The plan shall include the goals/objectives the individual intends to pursue during current
licensure, which must align with the School Improvement Plan/Integrated Improvement Plan and
current assignment.
6. The plan shall include the anticipated professional growth activities the individual intends to
participate in during the length of the IPDP. These are also subject to change and will need
updating annually.
7. The plan must be as specific as available information will allow. However, an additional “general”
statement is recommended to cover unanticipated events.
8. All IPDPs must be submitted on MyLearningPlan and approved by the building principal by
September 30th.
9. An Individual Professional Development Plan may be submitted anytime during the school year;
however, the participant will not receive credit for activities engaged in prior to submission of the
IPDP except as follows:
Teachers new to the district will be allowed until October 3 of their first year of employment
to submit their first IPDP. Credits for participation in activities following employment with
the district and prior to October 3 will be allowed in this instance.
Teachers hired after the first teacher duty day will be allowed credits for points earned
prior to submission of an IPDP, if the IPDP is submitted within 60 days of the date of
~ 18 ~
Professional Development Council
The Professional Development Council (PDC) is a representative group of District certified
personnel, which informs the Topeka Unified School District 501 Board of Education and the
District administration concerning the planning, development, implementation and operation of
the professional development plan.
The purpose of the Topeka Public Schools (TPS) Professional Development Council is
as follows:
To assess the staff development needs of the District and to help design and
professional development activities that advance and enhance the District’s
program of instruction and to refine and extend the skills, methods, and
knowledge of its certified staff.
To inform the Board of Education and the District administration regarding the
development and implementation of professional development activities of the
To support QPA/NCA School Improvement and the transition to Results-Based
Staff Development.
To provide the structure and the means through which all certified personnel in
TPS attendance area may participate in professional development educational
activities for renewal of certification in Kansas.
Major functions of the TPS Professional Development Council include the following:
Developing a five-year professional development plan to be submitted to the
Kansas State Board of Education.
Developing a system to identify the staff development needs of the District and
translating the needs into goals and objectives for the professional development
Approving and recommending proposals for District professional development
activities to the Board of Education and District administration.
Reviewing and approving individual and group staff development activities for
professional development points.
The PDC shall consist of fourteen members presently employed. Seven members shall
be from the bargaining unit and have at least three years of experience at TPS, six from
the administrative staff who have received an administrator’s contract approved by the
Topeka Board of Education, and the District Staff Development Coordinator.
a. Educators - Members shall include one from each of the following areas:
elementary school, middle school, high school, special personnel and three
members selected at large. Special personnel may include, but is not limited to,
certified special education teachers, preschool teachers, guidance counselors,
school psychologists, social workers, nurses, and speech and language
~ 19 ~
b. Administrators/Staff Development Office - Members shall include six
administrators (at least one each from elementary school, middle school, high
school, and representatives from the central office or at large), and the District
Staff Development Coordinator.
All new PDC members will be selected in April of each year and will attend the
regularly scheduled May meeting. Administrators will be selected by the
Superintendent; Educators by NEA-Topeka.
To ensure continuity of the PDC, new designations to membership will be done in
alternating years.
Odd year
Even Year
Elementary Educator
Middle School Educator
High School Educator
Special Personnel
At Large Educator
At Large Educator
At Large Educator
Elementary Administrator
Middle School Administrator
High School Administrator
Central Office Administrator
At Large Administrator
At Large Administrator
Staff Development Coordinator Non-Rotating Non-Rotating
Term of membership is for two years beginning July 1 and ending June 30. All
appointed members would attend May and June meetings for training.
A member of the Council may resign membership at any time. A letter of resignation will
be submitted to the Council chairperson at least one regular meeting prior to the
effective date of resignation. The Superintendent must review any Administrative
member resignation. The Council shall then notify the resigning member’s constituency
immediately. Any member whose job assignment changes so as to remove that person
from his/her representative group during his/her term will be allowed to complete that
year of the term and then be replaced by appointment. In the event a member changes
position from teacher to administrator or from administrator to teacher, resignation would
be called for at the next meeting following that change. The Professional Development
Council is empowered to request the replacement of a member from the constituent
group for the good of the Council. The Council may request the replacement of a
member who either misses three meetings within a one-year period (except under
extenuating circumstances) or for the good of the Council. Any vacancies will be filled
according to the selection procedure chosen by the constituency.
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1. Officers - The officers of the Professional Development Council shall consist of a
chairperson, vice-chairperson and secretary.
2. The offices of the chairperson, vice-chairperson and secretary shall be elected by the
incoming PDC immediately following the regularly scheduled May meeting. The election
shall be by a simple majority vote of the incoming PDC. A quorum must be present to
vote. The term of the new officers will be from July 1 to June 30.
3. Terms - All officers shall hold an office for one year and may be re-elected.
4. Resignation - Any officer may resign from office at any time provided a letter of
resignation is submitted to the Council at least one meeting before the resignation is to
become effective.
5. Vacancies - Vacancies in officer positions will be filled by a simple majority vote of the
PDC. A quorum must be present to vote.
1. Chairperson
a. Outlines yearly Professional Development Council tasks and time lines.
b. Prepares and distributes an agenda for each meeting at least one day in
c. Presides at all regular meetings.
d. Calls and presides at all special meetings.
e. Serves as an ex officio member of any subcommittees.
f. Receives any resignations from Professional Development Council members
and immediately notifies the appropriate constituency.
g. If applicable, prepares a report on the actions of the Professional Development
Council for inclusion in the TPS annual school report.
2. Vice-Chairperson
a. Fulfills all the duties of the chairperson in the chairperson’s absence.
b. Carries out other duties as requested by the chairperson.
3. Secretary
a. Keeps minutes of all meetings.
b. Prepares minutes for distribution to all members of the Professional
Development Council, the Executive Director of Instruction, and NEA-Topeka.
c. Carries out other duties as requested by the chairperson.
1. Bi-Monthly meetings will be held on regularly scheduled dates determined by the
Council from August through May with the exception of December (where we have one
meeting) and optional meetings in June and July.
2. If needed, the chairperson may call special meetings. Meetings shall also be called
by the chairperson at the request of the majority of the Professional Development
Council. One week’s prior notice must be given for special meetings.
3. Quorum - Eight members shall constitute a quorum.
4. Voting - Decisions shall be by majority (eight votes) of the full Council, unless
otherwise specified.
5. All meetings will be open.
6. Necessary clerical staff, facilities for meeting, record keeping, communications, and
other necessary services of the Council will be furnished by TPS.
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1. Formulation of the agenda for meetings of the Professional Development Council will
come from items contributed and suggested by
• Educators
• Administrators
• NEA-Topeka
2. Items must be submitted in writing to the chairperson of the Council at least two
school days prior to the scheduled meeting of the Council so that they may be
considered for the publicized agenda prepared by the chairperson.
3. The agenda and notification of meetings shall be distributed to members of the
Professional Development Council, Executive Director of Instruction, NEA-Topeka, and
posted in each attendance center in the District.
4. The Council may determine the amount of time for each agenda item.
5. Items may be added to the agenda of a regular meeting at the pleasure of the chair,
barring objection of the body.
6. Meetings shall be conducted in accordance with state statutes in an organized,
recognized format such as Robert’s Rules of Order.
1. Minutes of all meetings shall be distributed to the Professional Development Council
members, NEA-Topeka, and the Executive Director of Instruction.
2. Copies of records, minutes, reports and materials submitted to the PDC will also be
kept in the office of the Coordinator of Staff Development.
3. Copies of the minutes/records of the Professional Development Council will be
available at nominal cost to all certified personnel or their designee. A record will be
kept which contains date, time, place and any other information pertinent to the copying
or reviewing of these minutes and records.
4. A master file of professional development points will be maintained in the District
Administrative Center. Access to these records will be in accordance to Board of
Education policy.
5. Records needed for QPA/NCA reports and school improvement requirements will be
made available to the appropriate school and District staff.
1. The Professional Development Council may adopt amendments to the District
Professional Development Plan by at least two-thirds of the full Council, provided that
these amendments have been introduced in writing at a preceding regular meeting.
2. Amendments approved by the Professional Development Council will be submitted to
the TPS Board of Education and the State Department of Education for approval if such
approval is required.
Procedures and Criteria for Annual Review and State Reports
1. The Professional Development Council will evaluate the Professional Development
Plan and its effectiveness to determine the progress of the staff development program
toward the district, building and individual goals and objectives.
2. The Professional Development Council will evaluate the general administration of the
Professional Development Plan.
3. The Professional Development Council will recommend needed changes based on
the ongoing evaluation of the program.
4. If applicable, an annual update of the Professional Development Plan will be
forwarded to the Kansas State Board of Education.
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5. Schools will report staff development progress to the state in three ways:
a. On the Quality Performance Accreditation (QPA/NCA) Annual Report, with a
compilation of the staff development data
b. Through the evaluation of the Results-Based Staff Development Plan for
School Improvement during the QPA/NCA onsite visits
c. The Integrated Improvement Plan (IIP) from the School Improvement Process
Criteria for Evaluating Professional Development Verification
The PDC will utilize the following guidelines:
1. Each activity for professional development verification should address a minimum of
one goal of the TPS Strategic Plan and/or be part of the IIP or educator’s IPDP.
2. The activity should warrant and justify the awarding of points.
3. Objective measures should exist for validation as stated on MLP.
Procedure for Maintenance of Records and Informing Certified Personnel of Progress
1. The Staff Development Office personnel will record Professional Development Points
approved by the PDC on MLP.
2. Each participant can check their portfolio on MLP for information concerning the
status of their professional development activities and points.
3. Participants must contact the Staff Development Office to obtain a transcript.
Procedure for Appeal if Points are Denied
1. In the event that points are denied by the PDC after initial evaluation, any individual
whose points are denied may appeal to the full PDC, in writing, at least five days prior to
the next council meeting and be granted a hearing.
2. For any appeal to the PDC, the individual may present any evidence/witnesses that
he/she deems appropriate to support the claim that the points be granted. After hearing
the presentation, the PDC will issue a final ruling. The Chairperson of the Council will
then notify the individual within 10 days following the appeal.
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