• Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement (Data-Driven). • Uses multiple sources of information to guide improvement and demonstrate its impact (Evaluation). • 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) (NSDC, 2001). The NSDC Standards for Staff Development are the construct by which Charter SELPA staff development opportunities are designed. The Charter SELPA seeks to create on-going collaborative relationships with Charter LEAs. It is through these collaborative relationships, characterized by facilitation of systems change efforts and on-site coaching, that school improvement will occur. Charter SELPA trainings are offered at low or no cost to Charter LEAs and are focused on research-based best practices. It is the goal of the Charter SELPA that these trainings will be a component of a Charter-wide systematic plan for professional development that is clearly articulated and focused on student learning. Sparks (2002) states that, “ ’Q’uality teaching in all classrooms and skillful leadership in all schools will not occur by accident, however. They require the design and implementation of the most powerful forms of professional development ” (p. 14). It is our desire to team with Charter LEAs to provide powerful professional development that will result in superior student achievement. Resources Bryk, A.S., & Schneider, B. (2002). “Trust in Schools: A Core Resource for Improvement.” Russell Sage Foundation, NY.
Chapter 19 – Personnel Qualifications, Charter SELPA
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As of 09/08/2017
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