704 KAR 3:035 - Annual professional development plan
RELATES TO: KRS 156.095, 158.070
NECESSITY, FUNCTION, AND CONFORMITY: KRS 156.095 requires the Kentucky Board of Education to establish, direct, and maintain a statewide program of professional development to improve instruction in the public schools. KRS 158.070(5) requires the state board to promulgate administrative regulations establishing guidelines and procedures to be followed for the approval of the days utilized for four (4) days of the minimum school term required to be utilized by each local school district for professional development activities for the professional staff. This administrative regulation establishes the requirements for the annual professional development plan.
Section
1. Definitions.
(1)
"Comprehensive District Improvement Plan" is defined by
703
KAR 5:225, Section 1(3).
(2) "Comprehensive School Improvement Plan"
is defined by
703
KAR 5:225, Section 1(4).
(3) "Needs assessment" means the gathering,
sorting, and analysis of student, educator, and system data that lead to
conclusions regarding the need for content and learning designs for
professional development in identified areas related to educator performance
and student achievement.
(4)
"Professional development" means professional learning that is an individual
and collective responsibility, which fosters shared accountability among the
entire education workforce for student achievement that:
(a) Aligns with the Kentucky Academic
Standards in
704 KAR
3:303 and 704 KAR Chapter 8, educator effectiveness
standards, individual professional growth goals, and school, school district,
and state goals for student achievement;
(b) Focuses on content and pedagogy, as
specified in certification requirements, and other related job-specific
performance standards and expectations;
(c) Occurs among educators who share
responsibility for student growth;
(d) Is facilitated by school and district
leaders, including curriculum specialists, principals, instructional coaches,
competent and qualified third-party facilitators, mentors, teachers or teacher
leaders;
(e) Focuses on individual
improvement, school improvement, and program implementation; and
(f) Is on-going.
(5) "Professional development program" means
a sustained, coherent, relevant, and useful professional learning process that
is measurable by indicators and provides professional learning and ongoing
support to transfer that learning to practice.
Section 2. Each local school and district
shall develop a process to design a professional development plan that meets
the goals established in
KRS
158.6451 and in the local needs assessment. A
school professional development plan shall be incorporated into the school
improvement plan and shall be made public prior to the implementation of the
plan. The local district professional development plan shall be incorporated
into the district improvement plan and posted to the local district Web site
prior to the implementation of the plan.
Section
3. Each school and local district professional development plan
shall contain the following five (5) elements:
(1) A clear statement of the school or
district mission;
(2) Evidence of
representation of all persons affected by the professional development
plan;
(3) A needs assessment
analysis;
(4) Professional
development objectives that are focused on the school or district mission,
derived from needs assessment, and that specify changes in educator practice
needed to improve student achievement; and
(5) A process for evaluating impact on
student learning and improving professional learning, using evaluation
results.
Section 4.
(1) The school or district improvement plan
shall, in compliance with
703
KAR 5:225 and aligned to the goals established in
KRS
158.6451, address professional learning
required to improve instruction.
(2)
Professional development shall:
(a) Be related
to the teachers' instructional assignments and the administrators' professional
responsibilities;
(b) Be aligned
with the school or district improvement plan or the individual professional
growth plans of teachers;
(c) Occur
within learning communities committed to continuous improvement, collective
responsibility, and goal alignment;
(d) Be facilitated by skillful leaders who
develop capacity and advocate and create support systems for professional
learning;
(e) Be prioritized and
monitored by the district;
(f) Use
a variety of sources and types of student, educator, and system data to plan,
assess, and evaluate professional learning;
(g) Integrate theories, research, and models
of human learning to achieve its intended outcomes;
(h) Apply current research on systems change
and sustain support for implementation of professional learning for long-term
instructional improvement as evidenced by student growth;
(i) Align its outcomes with educator
performance and student curriculum standards; and
(j) Focus resources on areas of identified
need.
(3) Professional
development shall not supplant any of the six (6) hour instructional
day.
(4) A district may report
flexible professional development on unpaid noncontact days. This shall require
a district calendar change and the change shall be reported to the Department
of Education.
(5) Professional
development that relates to an individual professional growth plan may be used
to satisfy the requirements for certification or renewal options as established
by the Kentucky Education Professional Standards Board in Title 16
KAR.
(6)
(a) Professional development grant dollars
may reimburse college or graduate course tuition expended for a teacher to
deepen content knowledge and content-specific pedagogy in math, science,
English/language arts, social studies, arts and humanities, and practical
living and career studies, if the teacher is assigned to teach in those
areas.
(b) The use of professional
development funds for tuition reimbursement shall be specified in the district
improvement plan approved by the school board or the school plan approved by
the school council as to funds under its control.
(c) Particular content areas and grade
levels, which qualify for reimbursement, may be specified based upon
information about the level of academic preparation of the teacher employed,
local student performance data, and student learning needs.
(7) Professional development credit
shall not be awarded for those experiences that provide remuneration beyond
travel, food, lodging, or tuition.
(8) A school district implementing a flexible
professional development schedule shall award professional development credit
for any experience that addresses the goals of the school, the goals of the
district improvement plan, or the individual professional growth plans of
teachers.
(9) Parent-teacher
conferencing skill development shall be permissible as a professional
development experience.
Section
5. The Qualifications and Duties of the District Professional
Development Coordinator.
(1) Qualifications
for the position of district professional development coordinator shall
include:
(a) A staff member meeting the
certification requirement for a professional development coordinator as
established by the Education Professional Standards Board in
16 KAR
4:010;
(b)
A demonstrated ability to work with schools to plan, design, implement, and
evaluate professional development that aligns with the requirements of this
administrative regulation; and
(c)
A demonstrated ability to work with schools to connect professional development
with effective instructional practices and student achievement data.
(2) Duties of the district
professional development coordinator shall include:
(a) Facilitating analysis of student,
educator, and system data to conduct the district professional development
needs assessment;
(b) Coordinating
the intradistrict alignment of professional learning to achieve identified
goals and objectives for professional development;
(c) Building capacity of school leaders,
school council members, and other school and district leaders to plan, access
resources, implement, and evaluate professional learning;
(d) Disseminating professional development
information to school councils, staff members, and professional development
committees;
(e) Providing technical
assistance to school councils on scheduling to allow for job embedded
professional learning opportunities;
(f) Coordinating the planning,
implementation, and evaluation of the district professional development plan
that is aligned, supportive of, and developed in conjunction with school
improvement plans;
(g) Coordinating
the establishment of local policies, procedures, timetables, necessary forms
and letters, assignment of workshop sites, and all other practical elements of
professional development, including fiscal management;
(h) Maintaining, verifying, and, if
appropriate, submitting district and school professional development records,
documentation, and other pertinent information to the Department of
Education;
(i) Explaining the
district's professional development plan's objectives, results, and needs to
school professionals, district staff, board members, civic and parent groups,
teacher training institutions, and others, as requested;
(j) Maintaining contact with the Department
of Education and other agencies involved in providing professional development;
and
(k) Identifying, selecting,
coordinating, and evaluating the services of third-party professional
development providers.
Section 6. A maximum of fifteen (15) percent
of the district's professional development grant may be used for administrative
purposes.
Section 7. When
implementing professional development plans under
KRS
158.070, a local school or district shall
adhere to its school or district improvement plan.
Notes
STATUTORY AUTHORITY: KRS 156.070, 156.095, 158.070(5)
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