District Professional Development

Overview

The following provides a brief overview of the Comsewogue School District Professional Development Plan opportunities for Teachers to use to accumulate their 100 required hours for recertification. All of these hours MUST be documented by each affected teacher in their individual Frontline account.

Who is affected?

Only individuals who have applied for teacher certification after February 2, 2004 will have been issued professional or level III teaching assistant certificates requiring continuing professional development.

How much professional development is required?

Professional certificate holders must complete 100 clock hours of professional development every five years.

When must the professional development occur?

The professional development must occur during the five year professional development period which is defined in regulation as beginning on July 1^st after the effective date of the professional certificate. For example, an individual holding a professional certificate that is effective on September 1, 2005 would count professional development hours completed in the period beginning on July 1, 2006 and ending on June 30, 2011.

What type of professional development is acceptable?

For individuals employed in a public school the district’s professional development plan (PDP) identifies acceptable professional development. Acceptable professional development is that which is directly related to student learning needs as identified in the school district.

Suggested Activities for 100 Hour Professional Development Requirement

College and in service credit courses, as approved by district.
Coursework linked to improvement of instructional technique or content knowledge, which may or may not be in pursuit of an advanced degree.
Completing coursework for more advanced certification in additional areas or in accordance with teaching assignment requirements for extension to certification.
Participation in regional/local scoring of State assessments, assessing student portfolios.
Participating in Mentoring programs as mentor.
Participating in formal programs of peer coaching or participating in peer review.
Curriculum planning and development.
Pursuing National Board certificate or re-certification (either as candidate or provider of support).
Delivering professional development (e.g. conducting workshops).
Service as a cooperating teacher for a student teacher or field internships; including attendant meetings and processes.
Publishing in educational journals.
Developing and presenting a major paper.
Serving on CDEP (Comprehensive District Educational plan) or DCEP (District Comprehensive Education Plan), or School Leadership committees.
Participating in faculty meetings, department/grade level meeting, annual reviews (depending on purpose, IST and IEP must fit into one of the above listed categories).
Other activities, as approved by the Superintendent.
Attendance at professional conferences.
Pre and Post observations.
Grant-writing.
Turnkey Training.
Reflective journals.
Customized visits to classrooms and/or other districts.
Collegial study circles examining a specific issue.
Professional portfolio development.
Peer coaching.
Action research.
Designing an individual development plan.
Professional day.
School/Business Partnerships.
PLC’s (Professional Learning Communities).
Peer Review of Unit/Lesson Plan.