Ulster+Table+7+Definition+of+PD

Definition || Key Points of the Definition ||
 * Learning Forward
 * **Proposed Amendments to Section 9101 (34) of the Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001.**

(34) PROFESSIONAL DEVELOPMENT— The term “professional development” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement --

(A) Professional development fosters collective responsibility for improved student performance and must be comprised of professional learning that: >> (i) evaluates student, teacher, and school learning needs through a thorough review of data on teacher and student performance; >> >> (ii) defines a clear set of educator learning goals based on the rigorous analysis of the data; >> >> (iii) achieves the educator learning goals identified in subsection (A)(3)(ii) by implementing coherent, sustained, and evidenced-based learning strategies, such as lesson study and the development of formative assessments, that improve instructional effectiveness and student achievement; >> >> (iv) provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom; >> >> (v) regularly assesses the effectiveness of the professional development in achieving identified learning goals, improving teaching, and assisting all students in meeting challenging state academic achievement standards; >> >> (vi) informs ongoing improvements in teaching and student learning; and >> >> (vii) that may be supported by external assistance. >> (B) The process outlined in (A) may be supported by activities such as courses, workshops, institutes, networks, and conferences that: (1) must address the learning goals and objectives established for professional development by educators at the school level;

(2) advance the ongoing school-based professional development; and

(3) are provided by for-profit and nonprofit entities outside the school such as universities, education service agencies, technical assistance providers, networks of content-area specialists, and other education organizations and associations. ||.

(34)

(A) We can make short term and long term goals based on Fountas and Pinnel Benchmarks.

Interventions can be more specific when we sit together with all the teachers that work with certain students.

> > > > > > > > > > > > > > > > > (B) ||