Much of the content of the model curriculum is addressed to the classroom teacher with suggestions and strategies that can be used within the classroom. This section is written with the needs of the educational leader, curriculum leader, or administrator in mind.  The questions and answers here are those that might be particularly helpful to this audience who will be responsible for administering and monitoring the standards-based system.  Topics cover (a) developing local criteria; (b) providing standards-based professional development; (c) effectively using data in a standards-based system.  

The Core Competency Outline is intended for use in higher education courses and ongoing professional development settings in which there is an expectation that participants will master the identified competencies.  All aspects of student progress monitoring are covered.  While there are many ways to utilize the Outline, some examples include: (a) a University faculty member may use this outline to set up his/her semester course outline; (b) a professional development provider in a school district may use the core competency outline to develop a year-long professional development plan, where each competency is covered within each 6-week period.  (The National Center on Student ...

These modules were developed to enable district teams to meet their increasing professional development needs in a flexible as-needed manner. While the modules will not provide all the information that you need to implement Response to Intervention effectively, they will provide an awareness of each of the key components and materials to help staff understand how Response to Intervention is consistent with many instructional and leadership initiatives: Personal Literacy Plans, Secondary Reform, Special Education Eligibility, Professional Learning Communities. Two to three activities are built in to each module to encourage adult learning and interaction with topics. Follow-up resources and ...

This resource identifies professional development needs specific to mathematics. It includes a series of guiding questions that help State education agencies (SEAs) evaluate their existing programs and identify professional development activities that meet their needs.  It is designed to be used by Regional Comprehensive Centers in their work with State Departments of Education but may also be used by SEAs and districts independently.  (The Center on Instruction at RMC Research Corporation in Portsmouth, New Hampshire, is one of five content centers that support the Comprehensive Centers funded by the Office of Elementary and Secondary Education, U.S. Department of Education.)

The purpose of this notebook is to provide teachers, administrators and professional developers with basic information and resource materials needed to support sustained, job-embedded, results-based professional development for all educators. The Wyoming Department of Education, with the assistance of Wyoming educators, has designed this notebook to help districts, schools, and individuals in the implementation of comprehensive professional development programs.

The Positive Environments, Network of Trainers (PENT) is a California Positive Behavior Initiative designed to provide information and resources throughout California for educators striving to achieve high educational outcomes through the use of proactive positive strategies. PENT Cadre members have received advanced training on how to provide effective trainings. Documents to improve your trainings on a varity of topics are available on: a) Active Learning: Intro/Strategies/Training Matrix; b) Training Techniques Bibliography; c) Diane's Top 10 Training Tips; d) Guided Imagery Script; e) Icebreakers; f) Training Planning Sheet - 6-Hour Sample/Form; g) Principles of Adult Learning; h) Setting ...

The tips and tools available at this site can help you plan a powerful presentation and not only communicate with confidence but with assurance that your participants' learning needs are met.   Nineteen on-line guides are currently available, including: 1) choosing the right color for your presentation, 2) simple tips for effective handouts, 3) how to convince the audience that you know what you are talking about, 4) conducting a mid-session evaluation, 5) winning the audience over right from the start, 6) twelve tips for training transfer, 7) adding humor to your presentation, 8) are your sessions geared to the needs of participants?, 9) creating a lesson plan for training, 10) ...

The Maine Professional Development Model is intended to provide guidance, resources and templates for educators, education agencies, professional organizations (teachers, administrators, school boards), local education agencies, higher education, and other providers of professional development in the state of Maine. The Maine Professional Development Model was inspired by the Iowa Professional Development Manual. The Maine manual is available as the complete document, as well as by section. The manual is offered in two formats: .doc files, helpful for customizing manual pages for your school, and .pdf* files - preferred for reliable printing.

This document has been developed to help focus attention and support for the quality of teaching in the classroom, by explaining the characteristics of knowledgeable and effective teachers and providing a measurement tool for assessing the system for professional development programs to accomplish the improvement of classroom teaching. The framework for professional development encompasses two pieces. The first is a diagram showing the characteristics of knowledgeable and effective teachers. The second piece of the framework is a professional development rubric which provides a measurement tool and, more importantly, a guide for development of teacher and administrator ongoing education.

This Issue Brief provides strategies for building a statewide system of professional development for all program staff and personnel who work with young children.  These strategies are: (a) coordinate early childhood professional development policies; (b) implement research-based standards for early childhood professional development; (c) ensure access to professional development opportunities; and (d) gather and use data on characteristics of the early childhood workforce to improve professional and program quality. (The NGA Center for Best Practices is a service of the National Governors Association.)

A Transition Institute is a capacity-building approach that integrates professional development, data-based decision making, technical assistance, and strategic planning through a collaborative process.  This Toolkit was developed to help State and local community teams design, plan, and implement a Transition Institute.  It includes descriptions of essential components of the Transition Institute Model, with detailed checklists and resources for use in planning your institute.  (NSTTAC is a project of the University of North Carolina at Charlotte, in partnership with Western Michigan University and Appalachian State University.  NSTTAC is funded by the U.S. Department ...

The Planning Guide describes the elements of an effective plan for teacher professional development and presents a six-step planning process: (a) begin with a clear, data-based statement of student and teacher learning needs;  (b) specify which teachers are most likely to benefit from participating; (c) specify the intended professional learning outcomes and related indicators that explicitly address the need for the activity and are observable and measurable; (d) specify the professional learning activities and followup, and explain clearly how they will help participants achieve the intended outcomes; (e) specify how the professional development will be evaluated to determine ...

This toolkit provides a compilation of early childhood professional development resources for State/Territory policymakers and stakeholders. Intended to serve as a practical guide, the toolkit includes definitions, overviews, State stories, selected resources, State examples, and planning tools. Embedded throughout each section are school-age perspectives, examples, and resources. Determining the age range of the children served by the school-age workforce, and whether to include the school-age workforce in the early childhood development system, attach it to or align it with the early childhood system, or create a separate system, are issues that each State much consider when planning for ...

These guides provide information on developing conference and training events that respond to the needs of individuals with disabilities.  Each guide includes an audio recording, PowerPoint, transcript and resource materials. Titles include (a) General Information; (b) Designing Accessible Training Events and Materials; (c) Designing Culturally, Disability, & Linguistically Competent Events; (d) Disability Etiquette / Using â?People Firstâ? Language; (e) Tips to Creating Accessible; and (f) Tips for Effective Presentations.  The guides were updated in 2009.  (With headquarters in Washington DC, The National Disability Rights Network is a membership organization for ...

This webinar is the first in a series titled "Effective Professional Development for Teachers of ELLs," which is for professional development providers, school and district leaders, coaches, and teachers.  In this webinar. New England Equity Assistance Center staff presented processes and tools they have found helpful in gauging the readiness of districts and schools to offer effective professional development within a comprehensive program that fully addresses the academic, linguistic, and cultural needs of English language learners.  You can listen to the recorded webinar and download the PowerPoint and the ELL Professional Development Planning Resource.  Future webinars on ...