Professional Development Standards. 2.3.1 All professional development will be designed to meet DCPS’s strategic goals, content/performance standards, Teacher needs, and is designed to improve student performance. 2.3.2 Professional development must be a continuous and ongoing process that promotes sustained interaction among teachers and other instructional support personnel to address issues of local common concern and DCPS as a whole. 2.3.3 Professional development programs and activities for school-based employees will be aligned to the Teaching and Learning Framework and focus on improving teaching practice and school climate issues, and to the greatest extent possible, shall be linked to reflecting upon and improving daily practice. 2.3.4 Professional development programs for teachers shall be based on the recognition of education as a dynamic, professional field characterized by new developments and knowledge about the teaching and learning process and, to the greatest extent possible, shall emphasize growth and development in addition to remediation. 2.3.5 Professional development shall be implemented as part of a comprehensive program to improve student achievement as expressed through the Teaching and Learning Framework. At the school level, for example, professional development programs should reflect school improvement planning. 2.3.6 Professional development programs shall draw on the resources and expertise of employees within schools. Programs shall also promote DCPS’s partnering with the WTU, and institutions of higher education as service providers. Nothing in this article shall be construed as requiring DCPS to partner with institutions of higher education. 2.3.7 Professional development shall include the following key content areas: 2.3.7.1 Enhancing content knowledge and delivery; 2.3.7.2 Using student performance data to guide instructional improvement; 2.3.7.3 Implementing content/performance standards; 2.3.7.4 Developing lessons, units and courses of study; 2.3.7.5 Developing curriculum; 2.3.7.6 Differentiating instruction; 2.3.7.7 Assessing student progress; 2.3.7.8 Managing student behavior; 2.3.7.9 Integrating instructional technology into the learning process; 2.3.7.10 Evaluating education research, programs and materials; and 2.3.7.11 Developing leadership, collaboration, conflict resolution and team building skills. 2.3.8 Professional development may include a variety of delivery models, but shall incorporate the model(s) best suited to the objectives of the program and shall consistently support individual improvement in the context of organizational goals. 2.3.9 Professional Development shall be provided by DCPS for all Teachers during the tour of duty relating to the needs of students with disabilities, including directives, guidelines, best practices, and all applicable district and federal laws. 2.3.10 DCPS and the WTU agree that quality professional development for Teachers is essential to promoting and sustaining high quality teaching and learning in the classroom. The WTU is successfully collaborating and partnering with DCPS to provide innovative and rigorous professional development for all bargaining unit Teachers to promote student achievement. To this end, the Chancellor agrees to work with the President of the WTU to secure a facility in which to hold WTU Professional development courses and workshops at minimal or no cost to the WTU.
Appears in 4 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Professional Development Standards. 2.3.1 2.3.1. All professional development will be designed to meet DCPS’s strategic goals, content/performance standards, Teacher needs, and is designed to improve student performance.
2.3.2 2.3.2. Professional development must be a continuous and ongoing process that promotes sustained interaction among teachers and other instructional support personnel to address issues of local common concern and DCPS as a whole.
2.3.3 2.3.3. Professional development programs and activities for school-based employees will be aligned to the Teaching and Learning Framework and focus on improving teaching practice and school climate issues, and to the greatest extent possible, shall be linked to reflecting upon and improving daily practice.
2.3.4 2.3.4. Professional development programs for teachers shall be based on the recognition of education as a dynamic, professional field characterized by new developments and knowledge about the teaching and learning process and, to the greatest extent possible, shall emphasize growth and development in addition to remediation.
2.3.5 2.3.5. Professional development shall be implemented as part of a comprehensive program to improve student achievement as expressed through the Teaching and Learning Framework. At the school level, for example, professional development programs should reflect school improvement planning.
2.3.6 2.3.6. Professional development programs shall draw on the resources and expertise of employees within schools. Programs shall also promote DCPS’s partnering with the WTU, and institutions of higher education as service providers. Nothing in this article shall be construed as requiring DCPS to partner with institutions of higher education.
2.3.7 2.3.7. Professional development shall include the following key content areas:
2.3.7.1 2.3.7.1. Enhancing content knowledge and delivery;
2.3.7.2 2.3.7.2. Using student performance data to guide instructional improvement;
2.3.7.3 2.3.7.3. Implementing content/performance standards;
2.3.7.4 2.3.7.4. Developing lessons, units and courses of study;
2.3.7.5 2.3.7.5. Developing curriculum;
2.3.7.6 2.3.7.6. Differentiating instruction;
2.3.7.7 2.3.7.7. Assessing student progress;
2.3.7.8 2.3.7.8. Managing student behavior;
2.3.7.9 2.3.7.9. Integrating instructional technology into the learning process;
2.3.7.10 2.3.7.10. Evaluating education research, programs and materials; and
2.3.7.11 2.3.7.11. Developing leadership, collaboration, conflict resolution and team building skills.
2.3.8 2.3.8. Professional development may include a variety of delivery models, but shall incorporate the model(s) best suited to the objectives of the program and shall consistently support individual improvement in the context of organizational goals.
2.3.9 2.3.9. Professional Development shall be provided by DCPS for all Teachers during the tour of duty relating to the needs of students with disabilities, including directives, guidelines, best practices, and all applicable district and federal laws.
2.3.10 2.3.10. DCPS and the WTU agree that quality professional development for Teachers is essential to promoting and sustaining high quality teaching and learning in the classroom. The WTU is successfully collaborating and partnering with DCPS to provide innovative and rigorous professional development for all bargaining unit Teachers to promote student achievement. To this end, the Chancellor agrees to work with the President of the WTU to secure a facility in which to hold WTU Professional development courses and workshops at minimal or no cost to the WTU.
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Professional Development Standards. 2.3.1 All professional development will be designed to meet DCPS’s strategic goals, content/performance standards, and Teacher needs, needs and is designed to improve student performance.
2.3.2 Professional development must be a continuous and ongoing process that promotes sustained interaction among teachers and other instructional support personnel to address issues of local common concern and DCPS as a whole.
2.3.3 Professional development programs and activities for school-based employees will be aligned to the Teaching and Learning Framework and focus on improving teaching practice and school climate issues, and to the greatest extent possible, shall be linked to reflecting upon and improving daily practice.
2.3.4 Professional development programs for teachers shall be based on the recognition of education as a dynamic, professional field characterized by new developments and knowledge about the teaching and learning process and, to the greatest extent possible, shall emphasize growth and development in addition to remediation.
2.3.5 Professional development shall be implemented as part of a comprehensive program to improve student achievement as expressed through the Teaching and Learning Framework. At the school level, for example, professional development programs should reflect school improvement planning.
2.3.6 Professional development programs shall draw on the resources and expertise of employees within schools. Programs shall also promote DCPS’s partnering with the WTU, and institutions of higher education as service providers. Nothing in this article shall be construed as requiring DCPS to partner with institutions of higher education.
2.3.7 Professional development shall include the following key content areas:
2.3.7.1 Enhancing content knowledge and delivery;
2.3.7.2 Using student performance data to guide instructional improvement;
2.3.7.3 Implementing content/performance standards;
2.3.7.4 Developing lessons, units and courses of study;
2.3.7.5 Developing curriculum;
2.3.7.6 Differentiating instruction;
2.3.7.7 Assessing student progress;
2.3.7.8 Managing student behavior;
2.3.7.9 Integrating instructional technology into the learning process;
2.3.7.10 Evaluating education research, programs and materials; and
2.3.7.11 Developing leadership, collaboration, conflict resolution and team building skills.
2.3.8 Professional development may include a variety of delivery models, but shall incorporate the model(s) best suited to the objectives of the program and shall consistently support individual improvement in the context of organizational goals.
2.3.9 Professional Development shall be provided by DCPS for all Teachers during the tour of duty relating to the needs of students with disabilities, including directives, guidelines, best practices, and all applicable district and federal laws.
2.3.10 DCPS and the WTU agree that quality professional development for Teachers is essential to promoting and sustaining high quality teaching and learning in the classroom. The WTU is successfully collaborating and partnering with DCPS to provide innovative and rigorous professional development for all bargaining unit Teachers to promote student achievement. To this end, the Chancellor agrees to work with the President of the WTU to secure a facility in which to hold WTU Professional development courses and workshops at minimal or no cost to the WTU.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
