Official Site of The State of New Jersey

Bilingual Education (Inservice Training)

District boards of education must develop a plan for in-service training for:

• Bilingual, English as a second language (ESL), and academic content teachers whose classroom instruction is in English
• Administrators who supervise bilingual/ESL programs
• Administrators and any personnel who observe and evaluate teachers multilingual learners (ML).

The plan must include instructional adaptational strategies and training on appropriate assessments to help MLs meet the New Jersey Student Learning Standards and the English Language Development (ELD) standards. All bilingual and ESL teachers must receive training in the use of the ESL curriculum and the ELD standards, and all teachers must receive training on the ELD standards, and how to provide linguistically and culturally accessible instruction and appropriate modifications and accommodations for MLs. (N.J.A.C. 6A:15-1.7)

Educator Evaluation

Teaching Staff Members

Training on the district’s evaluation rubrics, policy, and procedures and any relevant educator practice instrument. Teachers new to the district require more thorough training. (N.J.S.A. 18A:6-123(b)(10), N.J.A.C. 6A:10 2.2(b)(1))

Supervisors who Conduct Observations

Training on the teacher and principal practice instruments for any supervisor who will conduct observations for the purpose of evaluation of teachers, principals, assistant principals, or vice principals. (N.J.A.C. 6A:10-2.2(b)2 and 3)

Equity and Affirmative Action

District boards of education must provide training for all school personnel on a continuing basis to identify and resolve problems associated with the student achievement gap and other inequities arising from prejudice on the basis of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. (N.J.A.C. 6A:7- 1.6)

Ethics, Law, Governance, Harassment, Intimidation and Bullying

A school leader shall complete training on issues of school ethics, school law, and school governance as part of the professional development for school leaders required pursuant to State Board of Education regulations. Information on the prevention of harassment, intimidation, and bullying shall also be included in the training. (N.J.S.A. 18A:26-8.2, N.J.A.C. 6A:9C-4.3(a)5)

Integrated Pest Management

School Community

The school and the Integrated Pest Management coordinator are responsible for educating the school community about potential pest problems and methods used to manage them. (N.J.A.C. 7:30-13.2(c))

School Staff Involved with IPM Plan

The integrated pest management (IPM) coordinator must train school staff involved with the implementation of the school’s IPM Policy and Plan on the components pertaining to their school environment. (N.J.A.C. 7:30-13.2(c))

Intervention and Referral Services (I&RS)

The function of the system of intervention and referral services (I&RS) in each school building shall be to provide support, guidance and professional development to school staff who identify learning, behavior and health difficulties. (N.J.A.C. 6A:16 8.2(a)4)

NJ SMART

The school district shall ensure that teachers, school administrators and central office supervisors receive training in NJ SMART and its data query resources. (N.J.A.C. 6A:13 2.1(d)3)

Preschool

A district receiving Early Childhood Program Aid shall provide professional development and training specific to preschool education for all early childhood education administrators, teachers and teacher assistants. (N.J.A.C. 6A:13A- 3.1(c)8)

Special Education

A district receiving Individuals with Disabilities Education Act (IDEA) assistance must identify in its special education plan the in-service training needs for professional and paraprofessional staff who provide special education, general education or related services; insure that the in-service training is integrated to the maximum extent possible with other professional development activities; and provide for joint training activities of parents and special education, related services and general education personnel.(N.J.A.C. 6A:14-1.2(b)14)

Teacher Mentor

Mentors working with novice provisional teachers as part of the district mentoring program must complete a comprehensive mentor training program that includes, at a minimum, training program with a curriculum that includes, at a minimum, training on the school district’s teaching evaluation rubric and practice instrument, Professional Standards for Teachers, NJSLS, classroom observation skills, facilitating adult learning, and leading reflective conversations about teaching practice (N.J.A.C. 6A: 9C-5.2(a)7)

Note: N/A means not applicable.

Additional Subtopics

Subtopic	Recipients (As described in law)	Time	Notes
Bilingual Education	Academic content teachers whose classroom instruction is in English All teachers Administrators who supervise bilingual/ESL programs Administrators and any personnel who observe and evaluate teachers of MLs Bilingual and ESL teachers	Not specified	The Office of Supplemental Educational Programs (Updated July 2023)
Educator evaluation (teaching staff)	Teaching staff members	Annually	Teacher Evaluation
Educator evaluation (administrators)	Supervisors who conduct observations of teachers, principals, assistant principals or vice-principals for the purpose of evaluation	Before conducting any observations Refreshed annually	Educator Evaluation
Equity and affirmative action	Certified and non-certified staff	All new personnel must receive professional development training on educational equity issues within the first 90 days of employment. All staff on a continuing basis, as determined by district.	Managing for Equity in Education
Ethics, law, governance, harassment, intimidation and bullying	Active school leaders serving on a permanent or interim basis whose positions require possession of the supervisor, principal or chief school administrator endorsement	Specific training needs of each school leader are to be reviewed annually	Met through the individual professional development planning process to ensure school leaders’ knowledge of these topics remains up-to date
Integrated pest management (IPM)	School staff involved with implementation of IPM plan	Not specified	N/A
Integrated pest management	Parents and guardians Staff Students Teachers	Not specified	N/A
Intervention and Referral Services (I&RS)	Staff members who identify learning, behavior and health difficulties through the I&RS process	N/A	N/A
NJ SMART	Central office supervisors School administrators Teachers	Not specified	N/A
Preschool	Early childhood education administrators, teachers and teacher assistants	In accordance with approved preschool education plan	N/A
Special education	Professional and paraprofessional staff who provide special education, general education or related services	In accordance with approved special education plan	N/A
Teacher mentor	Mentor teachers assigned to work 1:1 with novice provisional teachers	Before serving as a mentor	N/A