How Do I Identify High Quality Professional Development?

Many factors impact an educator’s selection of a particular professional development experience that may address both personal professional goals and school/district growth goals.  Individual professional development experiences are often part of a larger professional goal (e.g., meeting the NCLB definition of highly qualified, obtaining relicensure, completing an advanced degree).

This document is designed to assist educators in determining if a prospective professional development experience meets the criteria for high quality professional development as defined in the No Child Left Behind Act of 2001 and the National Staff Development Council.

For purposes of earning CLUs to meet the HOUSSE requirements for highly qualified, an educator must successfully complete a professional development experience that focuses on the specific content areas in which he/she is seeking to demonstrate content mastery.

The list of guiding questions below is offered to educators as a tool to evaluate and select appropriate professional learning experiences. 

1. Is the professional development designed to increase the teacher’s content knowledge and/or enhance his/her implementation of effective instructional practices in a particular content area?
2.  Is the professional development aligned with the Louisiana Content Standards, Benchmarks, and Grade Level Expectations (GLEs)?
3.  Is the professional development activity/experience an integral part of the broad school-wide and district-wide improvement plans?
4.  Was the professional development activity/experience developed with extensive participation of and input from teachers, principals, parents, and other educational administrators?
5.  Is the professional development classroom focused and linked to the teacher’s current job responsibilities?
6.  Is the professional development job-embedded?
7.  Does the professional development experience provide follow-up activities that support effective implementation in the classroom?
8.  Does the professional development activity include instruction in the use of data and assessments to assist a teacher in meeting the needs of his/her students?
9.  Is the professional development based on an analysis of current student needs? 
10.  Does the professional development utilize strategies that meet the learning styles of adult learners?
11.  Does the professional development include strategies for addressing the needs and learning styles of all students (e.g., limited English proficient students, gifted/talented students, students with disabilities)?
12. Does the professional development incorporate proven methods for closing the achievement gap between and among student subgroups (e.g., disabled, poverty, LEP, ethnic/racial, homeless, migrant)?
13.  Does the professional development incorporate technology to improve teaching and learning in the curricula?
14.  Does the professional development incorporate meaningful evaluation to determine its impact on teacher knowledge, classroom practice, and student achievement?
15.  Does the professional development include instruction/guidance in effective methods for teachers, principals, and school personnel to work with and/or engage parents in the education process?
    
    

What are the specific responsibilities of the teachers, districts, and providers  in the CLU process?

Teachers

• Ensure the professional development is of high quality
• Ensure the professional development is in alignment with approved individual professional growth plan
• Ensure that the professional development meets the CLU criteria that is needed by the teacher in the appropriate category (Relicensure; HOUSSE Option)
• Maintain documentation of the professional development activities (e.g., agendas, handouts, verification of actual instructional time, work products).

District

• Ensure the professional development is of high quality and in alignment with school and/or district goals
• Ensure the professional development meets the criteria for CLUs under the appropriate category for each individual teacher (Relicensure; HOUSSE Option)
• Sign teachers certification renewal application form and ensure that the required listing of earned CLUs is documented by the teacher
• Maintain documentation as required by the LDE to meet reporting requirements

Professional Development Providers

• Ensure that the professional development is in alignment with the requirements under the No Child Left Behind Act of 2001 [Section 9101 (34)(A)] and state policy
• Provide verification to the participants of the actual instructional time
• Provide agendas, handouts and other materials for the teachers documentation