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Standards for Required Professional Development of Teachers
PREAMBLE
The New Jersey Professional Teaching Standards Board believes that educators must be dedicated to a continuous plan of professional development that begins with their preservice activities, that continues with their induction into the profession, and that extends through the life of their professional career in education through on-going and sustained professional development endeavors. We further believe that effective educators are life-long learners, that professional development must be an on-going process of refining skills, inquiring into practice, and developing new methods.
The professional strengths and accomplishments of the school faculty at large must work to complement the learning needs and requirements of the entire student population. Professional development activities must also complement both the needs of the educator and the goals and objectives of the school district. Further, these activities must focus on the conditions which affect student learning in order for teachers to develop the knowledge and expertise needed to enable students to function as independent thinkers and creative learners both in the school community and in the larger environment of society as a whole.
In addition, professional development must engage each educator in a collegial and collaborative dialogue with other educators and education partners to broaden the knowledge and expertise needed to guide students toward the successful attainment and mastery of the New Jersey Core Curriculum Content Standards and to create supportive and effective schools.
We further believe that effective implementation of new techniques requires financial support, time and planning. Therefore, those new techniques and practices should be protected and nurtured as well as appropriately evaluated. Experimentation that is supported by a nurturing environment will encourage an atmosphere where educators constantly seek to learn about their work and to grow from the experience.
A common set of beliefs about teaching and learning is reflected in the following standards for professional development plans pursued by individual teaching staff members and for professional development plans created by the local professional development committees in school districts. These standards represent a new vision for professional development and provide guidance for the successful completion of the professional development requirements. The individual and district professional development plans should incorporate and be consistent with the standards, recognizing that not every standard needs to be addressed by every plan.
1.1 assists educators in acquiring content knowledge within their own discipline(s) and in application(s) to other disciplines
1.2 enables classroom professionals to help students achieve the New Jersey Core Curriculum Content Standards (CCCS)
1.3 routinely reviews the alignment of professional development content with CCCS and with the Frameworks in all disciplines
2.1 enables educators to adjust instructional strategies based on knowledge of how students learn and develop
2.2 enables educators to plan and design approaches and strategies to support the intellectual, social, and personal development of each learner
2.3 assists educators to recognize students’ strengths and potential
2.4 enables educators to respect students’ talents, abilities and perspectives
2.5 enables educators to plan and design instructional strategies for inclusive classrooms
2.6 encourages the establishment of a learning environment that enhances student learning and critical thinking
2.7 supports a philosophy of school and classroom-based management which maximizes student learning
3.1 enables educators to:
3.1.1 keep abreast of current educational research
3.1.2 integrate new understandings into content and instruction
3.1.3 enhance student learning through scholarship and experience
3.2 enables educators to provide challenging and developmentally-appropriate curricula that engage students in learning and thinking
3.3 acknowledges and respects the intellectual and leadership capacity of educators
3.4 enables educators to enhance their leadership skills and utilize them in the education community
4.1 assists educators in adapting instruction based on observation and analysis of student work
4.2 enables educators to select, construct, and use assessment strategies for monitoring student learning
4.3 assists educators to develop assessment strategies linked to the CCCS
5.1 empowers educators to connect their learning to what they teach and to incorporate new concepts into practice
5.2 provides for initiation and implementation of desired change to achieve student outcomes
5.3 provides for ongoing support for individual educators within the school environment
6.1 recognizes adult motivation, stages of development, personal goals and needs and levels of expertise
6.2 encourages both the individual and the collaborative talents of educators
6.3 applies what is known about motivation for growth and enhances positive feelings of self worth
6.4 fosters confidence in educators’ abilities to achieve success
6.5 utilizes a variety of models and approaches, such as individually-guided staff development, observation/assessment, involvement in a development/improvement process, training, inquiry, etc.
7.1 utilizes a careful analysis of classroom, school and other data to guide future professional development efforts
7.2 uses educators’ self-assessment to evaluate the impact of professional development
8.1 delineates what students are expected to know and be able to do
8.2 supports a clearly delineated vision and is aligned with the district and school goals
8.3 focuses on sound, research-based theories in school management
8.4 focuses on individual, collegial, school, and district improvement
8.5 is perceived by the professional staff and the community as a critical part of the district’s quest for excellence
8.6 fosters the use of reflection and self-assessment in professional and intellectual growth
8.7 allows educators to pursue personal educational opportunities that reflect the district’s strategic plan
8.8 encourages careful experimentation with new practice and creative use of best practice
8.9 reflects the educational outcomes the district seeks to achieve
8.10 assists educators in analyzing disaggregated student data (i.e., gender, socioeconomics, ethnicity, and language) and in making decisions based on that data
9.1 recognizes that collegial support and interaction are essential to the success of every aspect of education
9.2 provides for ongoing and meaningful collaboration among educators
9.3 values individual efforts at self improvement
9.4 provides educators with incentives and support to pursue a plan of continuous improvement
9.5 involves strong leadership from all areas of the school community to encourage a commitment to life-long learning
9.6 encourages creativity and innovation
9.7 supports the ongoing development of new skills in a collaborative environment
9.8 values the contribution of practitioners in the pursuit of enhanced student learning
10.1 is an on-going process which respects the personal strengths and needs of each educator
10.2 encourages governing bodies to support and participate in learning experiences that will enhance their understanding of good professional development
10.3 encourages school administrators to support and participate in professional development that will enhance student learning
10.4 is supported by a continuous and sufficient commitment of funding to achieve the professional development plans
10.5 increases public understanding and encouragement for professional development, including the need for time and financial support
10.6 includes access to technologies and other modern resources that are essential to effective professional work and learning
11.1 provides time for educators to team plan, collaborate, analyze data and student work, develop and implement instructional practices, curricula and assessments, implement federal, state, and local mandates, etc.
11.2 recognizes and considers the professional and personal obligations of the individual educator
12.1 assists educators in establishing relationships and partnerships with parents and families
12.2 enables educators to identify and use community resources to foster student learning
12.3 promotes an environment where educators feel comfortable and confident working collaboratively with other educators, parents, business and community leaders
* These rules affect all active teaching staff members employed as of September 2000 whose positions require possession of the instructional or educational services license in accordance with N.J.A.C. 6:11-6.10 and 11.
