Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
ECS Professional Development Database: Full State Report
Alabama
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Ala. Admin. Code 290-3-2-.04
Professional educator certificates may be continued with verification of:
  • Three years of satisfactory educational experience and either five allowable Continuing Education Unites (CEUs), which equate to 50 clock hours of professional development, or three semester/four quarter hours of allowable credit; or
  • Five allowable CEUs and three semester/four quarter hours of allowable credit; or
  • Six semester/nine quarter hours of allowable credit.

All educational experience, CEUs, and credit hours applied toward the continuation of a certificate shall be completed during the valid period of the current certificate but no later than September 1 of the year of expiration of the certificate.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Alabama Department of Education, Teacher Quality Enhancement Project
Alabama has received a three-year Title II grant from the federal government to provide funding that will allow the state to study issues that inhibit teacher effectiveness. One of the Teacher Quality Enhancement Project's main goals is to develop and implement a targeted professional development plan for teachers who receive less than satisfactory evaluation rating or who otherwise experience lack of success in the classroom.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts No state policy.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers Ala. Code § 16-6A-16
The state's in-service education centers provide rigorous in-service training in critical needs areas for the state's public school personnel and are located in existing institutions of higher education located in strategic areas of the state.

The in-service centers:

  • Provide a number of days' training each year, usually in the summer, for instructional personnel in critical needs areas
  • Are open at a specified time during the year
  • Provide specialized help to instructional personnel
  • Have a director named from the local institution's faculty
  • Serve as a data-gathering center for research in areas of public education.

Note: Local university, college or community college personnel shall be utilized to conduct the research.

Each local school system shall affilitate with the in-service center in its region and shall participate in the planning of written programs for public school personnel in the area.

Other Professional Development Services and Programs Ala. Code § 16-23-7
As a means of stimulating the improvement of teachers in service in the public schools of the state, institutes shall be held annually, one or more in each county or for a group of counties, at such times and at such places as the State Superintendent of Education, after advising with the county superintendent of education, shall direct. The duration of institutes shall not exceed four days in any one year for any county or group of counties. The character of instruction shall be such as to promote

Ala. Code § 16-23-8
Every individual employed in a teaching, supervisory or administrative capacity by the county or city board of education in the state's public schools is required to attend the institute held for the county or city in which they are employed provided that such institute is held during the term-time or during the week immediately preceding the date of opening of the schools in the county or city.

Note: An individual who fails to attend such institute shall forfeit his or her contract with the respective county or city board of education and shall be ineligible for employment in the state's public schools for a period of six months from the date of such delinquency.

Ala.Code § 16-23-7
Institutes are held annually, one or more in each county or for a group of counties, at such time and at such places as the state superintendent, after advising with the county superintendent, shall direct. The duration of institutes may not exceed four days in any one year for a county or group of counties. The character of instruction shall be such as to promote the best interest of the schools.

Ala. Code § 16-23-9
Ala. Code § 16-23-10
Ala. Code § 16-23-11
Ala. Code § 16-23-12
The county superintendent of education or the city superintendent of schools may also arrange for and conduct conferences in convenient centers upon the courses of study or on problems of instruction, supervision and administration.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.

Ala. Code § 16-6B-10
However, professional development funds must be budgeted for all teachers based on the rate appropriated per teacher unit by the state legislature in the Foundation Program.

Tuition Reimbursement No state policy.
National Board Ala. Code § 16-3-16, § 16-22-13, § 16-22-13.1, Ala. Admin. Code r. 290-3-2-.02, National Board for Professional Teaching Standards (NBPTS), State and Local Support and Incentives, Alabama, Alabama State Department of Education, National Board for Professional Teaching Standards
Alabama has committed to pay the National Board for Professional Teacher Standards (NBPTS) certification fee for 75 candidates per year and educators who attain NBPTS certification receive an annual $5,000 salary increase.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Alaska
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.

AK ST §14.03.030 http://www.touchngo.com/lglcntr/akstats/Statutes/Title14/Chapter03/Section030.htm
In Alaska a school term begins and ends on the dates fixed by the governing body of a school district. A school term shall include not less than 180 days in session unless with the approval of the commissioner, a day used for in-service training of teachers is substituted for a day in session, up to a maximum of 10 days.

Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 4 AAC 12.075 http://www.touchngo.com/lglcntr/akstats/AAC/Title04/Chapter012/Section075.htm
4AAC12.020 http://www.touchngo.com/lglcntr/akstats/AAC/Title04/Chapter012/Section020.htm
4AAC12.030 http://www.touchngo.com/lglcntr/akstats/AAC/Title04/Chapter012/Section030.htm
4AAC12.040 http://www.touchngo.com/lglcntr/akstats/AAC/Title04/Chapter012/Section040.htm

Except for a provisional certificate, the following certificates may be renewed any number of times by presenting six semester hours of credit, or their equivalent as determined by the department, earned during the life of the certificate:
  • Regular Certificate
  • Administrative Certificate
  • Special Services Certificate.

At least three semester hours must be upper division or graduate credit. Up to three semester hours may be continuing education units or, with prior written approval of the commissioner, nonacademic credit.

4 AAC 12.021 http://www.touchngo.com/lglcntr/akstats/AAC/Title04/Chapter012/Section021.htm
4 AAC 12.075 http://www.touchngo.com/lglcntr/akstats/AAC/Title04/Chapter012/Section075.htm

The department of education will issue an Advanced Certificate to an applicant who qualified for a Regular Certificate or Special Services Certificate who earns national certification.

The Advanced Certificate may be renewed any number of times by presenting six semester hours of credit, or their equivalent as determined by the department, earned during the life of the certificate. At least three semester hours must be upper division or graduate credit. Up to three semester hours may be continuing education units or, with prior written approval of the commissioner, nonacademic credit.

Note: The Advanced Certificate is not required to teach in the state.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) AS 14.20.149http://www.touchngo.com/lglcntr/akstats/Statutes/Title14/Chapter20/Section149.htm
Each school board must adopt a certificated employee evaluation system for evaluation and improvement of the performance of the district's tenured and nontenured teachers and administrators. The system applies to all the district's certificated employees except the district's superintendent.

The system must include district performance standards for the district's teachers and administrators that are based on professional performance standards adopted by the department.

Once each school year, a school district shall offer in-service training to the certificated employees who are subject to the evaluation system. The training must address the procedures of the evaluation system, the standards that the district uses in evaluating the performance of teacher and administrators, and other information that the district considers helpful.

A tenured teacher whose performance, after evaluation, did not meet the district performance standards must be provided with a plan of improvement by the school district. The evaluating administrator must consult with the tenured teacher in setting clear, specific performance expectations to be included in the plan of improvement.

The plan of improvement must address ways in which the tenured teacher's performance can be improved and shall last for not less than 90 workdays and not more than 180 workdays unless the minimum time is shortened by agreement between the evaluating administrator and the teacher. The plan of improvement shall be based on the professional performance standards outlined in the locally adopted school district evaluation procedure. The school district must observe the teacher at least twice during the course of the plan. If at the conclusion of the plan of improvement, the tenured teacher's performance again does not meet the district may nonretain the teacher.

Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) AS 14.20.680 http://www.touchngo.com/lglcntr/akstats/Statutes/Title14/Chapter20/Section680.htm
State policy requires a school district or regional educational attendance area to train each teacher, administrator, counselor and specialist on the needs of individual students who have alcohol or drug related disabilities.

Training must utilize the best available educational technology and include an overview of medical and psychological characteristics associated with alcohol or drug related disabilities, family issues and the needs of individual students who have alcohol or drug related disabilities.

Newly hired professionals who have not previously received the required training must receive training within 45 days after the first day of work.

State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts 4 AK ADC 04.300http://touchngo.com/lglcntr/akstats/AAC/Title04/Chapter004/Section300.htm
State school accreditation standards require that all staff are involved in ongoing and continuous staff development that focuses on school improvement goals and student performance standards.
Professional Development Requirements for Low-Performing Schools
School requirements 4 AAC 06.840(c)http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[Group+!274+aac+06!2E840!27!3A]/doc/{@1}/hits_only?firsthit
Schools, which do not demonstrate adequate yearly progress, are required to submit a school improvement plant to its district for approval not later than 90 days after designation.
District requirements 4 AAC 06.845http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[Group+!274+aac+06!2E845!27!3A]/doc/{@1}/hits_only?firsthit
Districts must ensure that a school required to submit a school improvement plan allocate and spend at least 10 percent of the Title I funds allocated to the school on providing its teachers and principal with high-quality professional development that directly addresses the academic performance problems that caused the designation. In addition, districts must explain how the high-quality professional development will directly address the academic performance problem that caused the designation.

4 AAC 06.850 http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[Group+!274+aac+06!2E850!27!3A]/doc/{@1}/hits_only?firsthit
A district required to submit a district improvement plan must address professional development needs of the instructional staff.

State Support for Professional Development Services and Programs
On-line Professional Development Opportunities Alaska Department of Education and Early Development, Paraprofessional Training Modules, http://www.educ.state.ak.us/tls/sped/Para_Training.html
The Alaska Department of Education and Early Development offers free online training modules that satisfy the six-hour annual training requirement for paraprofessionals.
Regional Service Centers AK ST § 14.12.150 http://www.touchngo.com/lglcntr/akstats/Statutes/Title14/Chapter12/Section150.htm
The districts of the state public school system may join together to establish regional resource centers to provide services, including but not limited to teacher in-service and staff development.
Other Professional Development Services and Programs The Alaska Staff Development Network is a statewide partnership, initiated in 1983 that includes Alaska's 53 school districts, the Alaska Department of Education and Early Development, NEA-Alaska, the Alaska Council of School Administrators, Alaska's universities and colleges, the Northwest Regional Educational Laboratory, as well as a number of education professional associations and corporate sponsors.

Approximately 5,000 Alaska educators from all Alaskan school districts take part in more than 200 face-to-face and distance learning training activities sponsored by the Network each year. Educators from Network sponsoring districts and organizations receive a significant discount on fees for Network programs.

All courses sponsored by the Alaska Staff Development Network are structured to meet recertification requirements through the Alaska Department of Education and Early Development and individual school districts. Courses are offered on an on-going basis. Some courses are structured to begin at a site, then follow-up with distance delivery, and others are totally web-based, with everything in-between. Please see individual course descriptions for the structure of the distance education.

The Network's Web site also offers numerous state and district specific resources.

Alaska Staff Development Network,http://www.asdn.org/

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board National Board for Professional Teaching Standards (NBPTS), State and Local Support Incentives, Alaska, http://www.nbpts.org/about/stateinfo.cfm?state=Alaska
The Alaska Department of Education and Early Development has established a National Board for Professional Teaching Standards (NBPTS) Candidate Subsidy Fund to support 10 candidates at 50% of the $2300 certification fee. Six teachers will be selected on a first-come, first-serve basis in the following categories:
  • Generalist
  • English language arts
  • Art
  • Mathematics
  • Science
  • Social studies and history.

For locally established NBPTS incentives, see http://www.nbpts.org/about/stateinfo.cfm?state=Alaska.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals 4 AAC 52.250 http://touchngo.com/lglcntr/akstats/AAC/Title04/Chapter052/Section250.htm
A special education aide who provides direct special education or related services to a child or children, or concurrent with providing direct special education or related services to a child or children in the district must provide and document a minimum of six hours of annual training relative to:
  • The child's or children's disabilities
  • The content of the IEPs
  • The instructional and safety procedures to be used
  • Confidentiality procedures.

Alaska Department of Education and Early Development, Paraprofessional Training Modules, http://www.educ.state.ak.us/tls/sped/Para_Training.html
The state department offers free online training modules that satisfy the six-hour annual training requirement for paraprofessionals.

Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

American Samoa
Teacher Professional Development Requirements
Statewide Required Professional Development Days Information not available.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Information not available.
Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Information not available.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Information not available.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards Information not available.
Miscellaneous efforts Information not available.
Professional Development Requirements for Low-Performing Schools
School requirements Information not available.
District requirements Information not available.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities Information not available.
Regional Service Centers Information not available.
Other Professional Development Services and Programs Information not available.
State Financial Support for Teacher Professional Development
Specific Appropriations Information not available.
Tuition Reimbursement Information not available.
National Board Information not available.
Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals Information not available.
Substitute Teachers Information not available.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development Information not available.
Means of Evaluation/Data Collection Information not available.

Arizona
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement National Board for Professional Teaching Standards, State & Local Support & Incentives, Arizona, http://www.nbpts.org/about/stateinfo.cfm?state=Arizona
Arizona’s new certification regulations require ongoing professional growth and renewal. Individuals with a current or new certificate must participate in 180 hours of professional development activities in order to renew their standard certificates during each valid six-year period.

National Board for Professional Teaching Standards (NBPTS) certification is recognized as having met the requirements for a standard certificate in the corresponding educational area in Arizona, and as a means of meeting the professional growth requirement for certificate renewal.

A.A.C. R7-2-617 http://www.azsos.gov/public_services/Title_07/07_table.pdf
Certificate renewal requires the completion of a professional development program after the most recent issuance or renewal of the certificate. A professional development program may consist of any of the following activities:
  • Courses related to education or a subject area taught in Arizona schools, taken from an accredited institution, with each semester hour of courses shall be equivalent to 15-clock hours of professional development.
  • Professional activities such as conferences and workshops. A maximum of 30-clock hours per year may be earned by attendance at professional conferences and workshops. The required documentation shall be a conference agenda and a statement or certificate from the sponsoring organization noting the clock hours earned.
  • District-sponsored or school-sponsored inservices or activities which are specifically designed for professional development.. The required documentation shall be written verification from the sponsoring district or school stating the dates of participation and the number of clock hours earned.
  • Internships in business settings. The internship shall be based on an agreement between a business and a district or school with the stated objective of aligning teaching curriculum with workplace skills. A maximum of 80-clock hours may be earned through business internships. The required documentation shall be written verification by the sponsoring business and district or school stating the dates of participation and number of clock hours earned.
  • Educational research. The research shall be sponsored by a research facility or an accredited institution or funded by a grant. The required documentation shall be the published report of the research or verification by the sponsoring agency; and a statement of the dates of participation and the number of clock hours earned.
  • Serving in a leadership role of a professional organization. A maximum of 30-clock hours per year may be earned by serving in a leadership role of a professional organization. The required documentation shall be written verification by the governing body of the professional organization of the dates of service and clock hours earned.
  • Serving on a visitation team for a school accreditation agency. A maximum of 60-clock hours per year may be earned by serving on a visitation team. The required documentation shall be written verification from the accreditation agency of the dates of service and clock hours earned.
  • Completion of the process for certification by the National Board of Professional Teaching Standards. The required documentation shall be written verification from the National Board of Professional Teaching Standards and a statement from the employing district or school verifying the dates and the clock hours earned during the certification process.

State board rules allow certified individuals to engage in a variety of professional development activities during the valid period of the certificate. In general, the activities should meet two criteria:

  • They should represent professional growth, that is, related to education or a subject area taught in Arizona public schools
  • They should represent development to improve teaching or administrative skills.

Professional development activities include:

  • Courses related to education or a subject area taught in Arizona public schools
  • District or school sponsored in-service designed for professional development
  • Professional (education related) conferences and workshops
  • Business internship: internship shall be based on an agreement between a business and a district or school with the stated objective of aligning teaching curriculum with workplace skills
  • Educational research shall be sponsored by a research facility or an accredited institution or funded by a grant
  • Leadership role in a professional organization (President, Vice-President, or highest governing board)
  • Serving on a visitation team for a school accreditation agency
  • Completion of the process for certification by the national board of Professional Teaching Standards.

Arizona Department of Education, Professional Development Resource Center, http://www.ade.state.az.us/resourcecenter/professional_development.asp

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards A.A.C. R7-2-602 http://www.azsos.gov/public_services/Title_07/7-02.htm#ARTICLE%206.%20CERTIFICATION
Arizona's Professional Teaching Standards requires teachers to review and evaluate their overall performance and implement a professional development plan.

The performance assessment measures the extent to which a teacher:

  • Reviews his or her practices and evaluates the influences of those practices on student growth and learning
  • Designs and continually adapts a professional development plan for improving instruction and student learning
  • Engages in activities that implement the professional development plan
  • Uses employer's documentation of his or her performance to develop a professional development plan
  • Pursues professional activities to support development as a learner and a teacher.

Miscellaneous efforts No state policy.
Professional Development Requirements for Low-Performing Schools
School requirements A.R.S. § 15-241 http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/ars/15/00241.htm&Title=15&DocType=ARS
The superintendent of public instruction, based on need, shall assign a solutions team to an underperforming school or a school failing to meet academic standards comprised of master teachers, fiscal analysts and curriculum assessment experts who are certified by the state board of education as Arizona academic standards technicians.

The solutions team shall consider the existing improvement plan to assess the need for changes to professional development.

District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities ASSET Education Portal, http://www.asset.asu.edu/portal/index.html
The Arizona School Services through Educational Technology (ASSET) Education Portal was launched in May 2002 and was designed to offer educators a wealth of professional development opportunities and curriculum resources.

All of the ASSET resources currently available online are only found through the Portal, including Self-Paced and PBS TeacherLine courses.

Regional Service Centers Regional Training Centers (RTCs),http://www.ade.state.az.us/rtc/
Arizona’s Regional Training Centers (RTCs) disseminate information regarding the initiatives of the state department of education to educators and administrators. The RTCs form a statewide network to facilitate training and information distribution. Services provided by the RTCs include training for ADE online applications, professional development, as well as technical assistance for technology planning and curriculum integration.
Other Professional Development Services and Programs No state policy.
State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.

A.R.S. § 15-502
However, when teachers voluntarily attend an inservice training program that is outside their contractual obligations, it is within the school board's discretion to provide for compensation.

National Board National Board for Professional Teaching Standards, State & Local Support & Incentives, Arizona, http://www.nbpts.org/about/stateinfo.cfm?state=Arizona
Arizona’s new certification regulations require ongoing professional growth and renewal. Individuals with a current or new certificate must participate in 180 hours of professional development activities in order to renew their standard certificates during each valid six-year period.

National Board for Professional Teaching Standards (NBPTS) certification is recognized as having met the requirements for a standard certificate in the corresponding educational area in Arizona, and as a means of meeting the professional growth requirement for certificate renewal.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers A.A.C. R7-2-612 http://www.azsos.gov/public_services/Title_07/7-02.pdf
A Substitute Certificate for grades K-12 is valid for six years and is renewable by reapplication.

An Emergency Substitute Certificate for grades K-12 is valid for one school year and the holder of such certificate is limited to 120 days of substitute teaching per school year. The certificate may reissued annually with the completion of two semester hours of academic courses completed since the last issuance of the certificate.

District inservice programs designed for professional development may substitute for academic courses. Fifteen clock hours of inservice is equivalent to one semester hour. Individuals who have earned 30 or more semester hours are exempt from this requirement.

Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Arkansas
Teacher Professional Development Requirements
Statewide Required Professional Development Days A.C.A. § 6-17-2402, Not available online.
A 'basic teacher contract" is for 180 days, which includes 10 days of professional development.

Code Ark. R. 005 25 005, Not available online.
The Arkansas Department of Education Regulations Governing Professional Development were established to improve teaching and learning so that all students demonstrate proficiency on the state academic standards and to provide direction for school districts in planning and in implementing professional development.

Professional development means a coordinated set of planned learning activities for teachers and administrators, which are standards-based and continuous. It shall result in individual, school-wide, and system-wide improvement designed to insure that all students demonstrate proficiency on the state academic standards. Approved professional development shall be linked to the school's improvement plan, demonstrate research-based best practice, and be subject-specific and site-specific as often as possible.

Code Ark. R. 005 25 005, Not available online.
Code Ark. R. 005 19 006, Not available online.
All certified employees of public schools shall complete 30 required approved hours of professional development each year. An employee who misses any part of regularly scheduled professional development activities for any reason (such as sickness) must make up that time in other approved professional development activities so that the 30 required hours are earned by each certified employee of the school district during that school year.

Approved professional development activities, which occur during the instructional day or outside the employee's annual contract days may apply toward the 30-hour minimum professional development requirement. This shall not diminish the 185-day total required for an annual contract.

The 30-hour professional development requirement must be fulfilled between July 1 and June 30 of each school year. An alternate twelve-month time period may be substituted for districts with unique staff development needs, with prior approval of the Director.

A three-hour college credit course counts as 12 hours of professional development. No more than half of the required 30 hours of professional development time may be met through college credit hours.

Code Ark. R. 005 25 005, Not available online.
Regular monitoring activities of the professional development requirements within these Rules and Regulations shall occur annually when the Standards Assurance Unit directly monitors schools and when the School Improvement Planning Unit directly assists schools in the COE planning process. A representative sample of professional development records of certified staff shall be checked against the school professional development plan within the school improvement plan. Any discrepancy may result in a comprehensive verification of professional development activities required for certified staff.

The principle criterion for evaluating the impact of professional development shall be the improvement of student achievement on State criterion-referenced examinations and other related indicators as defined by the Arkansas Comprehensive Testing, Assessment and Accountability Program. These data shall be used to revise the school improvement plan and the professional development design associated with the local improvement plan.

Approved professional development activities, both individual and school-wide, shall be based on the improvement of student achievement on state criterion-referenced examinations and other related indicators as defined by the Arkansas Comprehensive Testing, Assessment and Accountability Program.

To be eligible, professional development activities must produce teaching and administrative knowledge and skills designed to improve students' academic performance.

Approved professional development activities may include approved conferences, workshops, institutes, individual learning, mentoring, peer coaching, study groups, National Board for Professional Teaching Standards Certification, distance learning, internships, and college/university course work.

Administrative faculty meetings and administrative, organizational, or clerical work in the classroom or on school improvement activities shall not count as approved professional development.

All approved professional development activities shall relate to the following areas: content (K-12); instructional strategies; assessment; advocacy/leadership; systemic change process; standards, frameworks, and curriculum alignment; supervision; mentoring/coaching; educational technology; principles of learning/developmental stages; cognitive research; and building a collaborative learning community. At least six of the 30 hours of required professional development activities shall be in the area of educational technology.

Failure to comply with the established professional development requirements may result in a recommendation to the state board of education for a loss of accreditation or other sanctions.

Code Ark. R. 005 19 006, Not available online.
Each school must develop an Arkansas Comprehensive School Improvement Plan (ACSIP) based on an analysis of student performance data and other relevant data that provides a plan of action to address deficiencies in student performance as evidenced on the grade-level benchmark assessments. Components of the plan include, among other things, professional development necessary to carry out the activities of the plan.

Regular monitoring activities of the professional development requirements occur annually when the Standards Assurance Unit directly monitors schools and when the School Improvement Planning Unit directly assists schools in ACSIP. A representative sample of professional development records of certified staff shall be checked against the school professional development plan within ACSIP. Any discrepancy may result in a comprehensive verification of professional development activities required for certified staff.

The criterion for evaluating the impact of professional development shall be the improvement of student achievement on State criterion-referenced assessments and other related indicators as defined by ACTAAP. These data shall be used to revise ACSIP and the professional development design associated with the local improvement plan.

All approved professional development activities shall relate to the following areas: content (K-12); instructional strategies; assessment; advocacy/leadership; systemic change process; standards, frameworks, and curriculum alignment; supervision; mentoring/coaching; educational technology; principles of learning/developmental stages; cognitive research; and building a collaborative learning community. At least six of the 30 hours of required professional development shall be in the area of educational technology.

Code Ark. R. 005 22 009, Not available online.
Teachers may count attendance at approved certified professional instructional staff development sessions as a part of the staff development requirement of the district.

"Instructional Staff Development Sessions" refer to any professional development sessions conducted by bona fide professional organizations within the State of Arkansas that focus on instruction, curriculum, alternative assessment methods or sessions related to Act 236 of 1991 in which staff development programs designed by the local school or school district for the purpose of meeting state and national educational goals.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement A five-year teaching license may be renewed with the completion of 30 hours of professional development annually.

A.C.A. § 6-15-1004, Not available online.
In order for teachers to be able to renew a license, they must have participated in a continuing education and professional development program based on their school improvement plans, performance evaluation results and student achievement scores.

For purposes of the requirement for continuing education and professional development under this section, a three-hour graduate-level college credit course shall be counted as 12 hours of professional development if the college credit is related to and enhances the teacher’s knowledge of the subject area in which the teacher is currently teaching or is part of the requirements for the teacher to obtain additional certification in a subject matter that has been designated by the state department of education as having a critical shortage of teachers.

Note: School districts may require additional inservice training.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Code Ark. R. 005 19 006, Not available online.
A.C.A. § 6-15-1703, Not available online.
Since 2003, the state board of education’s Standards of Accreditation of Arkansas Public Schools has required teachers to complete no less than two hours of professional development designed to enhance understanding of effective parental involvement strategies. These two hours may be included in the 30 hours required for professional development.

A.C.A. § 6-17-703, Not available online.
Every public school district in this state shall provide substantive and meaningful inservice training in Arkansas history for its teachers. The district may contract with an education service cooperative to provide the training.

State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts A.C.A. § 6-15-1004, Not available online.
In order for teachers to be able to renew a license, they must have participated in a continuing education and professional development program based on their school improvement plans, performance evaluation results and student achievement scores.

For purposes of the requirement for continuing education and professional development under this section, a three-hour graduate-level college credit course shall be counted as twelve (12) hours of professional development if the college credit is related to and enhances the teacher’s knowledge of the subject area in which the teacher is currently teaching or is part of the requirements for the teacher to obtain additional certification in a subject matter that has been designated by the state department of education as having a critical shortage of teachers.

Note: School districts may require additional inservice training.

A.C.A. § 6-17-704, Not available online.
Since the 2004-2005 school year, all schools districts have been required to prepare a professional development plan.

Teachers, administrators and classified school employees shall be involved in the design, implementation, and evaluation of their respective professional development offerings under the plan.

The evaluation results shall be given to each group of employees in the school district and used to improve professional development offerings.

The professional development offerings may include approved conferences, workshops, institutes, individual learning, mentoring, peer-coaching, study groups, National Board for Professional Teaching Standards certification, distance learning, internships and college or university coursework..

The professional development offerings may meet the objectives established by the National Staff Development Council and shall comply with the rules of the state department of education governing professional development.

A.C.A. § 6-20-2003, Not available online.
State policy defines professional development as a coordinated set of planned learning activities for teachers that are standards-based. In addition, professional development shall result in individual, school-wide and system-wide improvement designed to ensure that all students demonstrate proficiency in the state academic standards.

A.C.A. § 6-15-404, Not available online.
All professional development activities are tied to the comprehensive school improvement plan and designed to increase student learning and achievement.

Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers A.C.A. § 6-13-1017, Not available online.
The programs and services of each education service cooperative shall be based upon the needs of the school districts included in its service area and upon the educational priorities of the state.

Each education service cooperative shall provide a teacher center as its basic curriculum and staff development capability.

Education service cooperatives may provide shared educational programs and services such as needs assessment and school improvement planning, staff development, curriculum development, itinerant teachers, instructional materials, adult and vocational education, programs for gifted and talented, education for children with disabilities, alternative educational programs, secondary area vocational centers, community-based education programs and other services which the state board of education may approve or which school districts may support with local funds.

Other Professional Development Services and Programs A.C.A. § 6-41-103, Not available online.
The state department of education provides inservice programs to train teachers in the recognition of children with specific learning disabilities and in teaching strategies for those students.

Districts are required to keep on file in their school district a plan for implementing the recognition of children with specific learning disabilities and for incorporating teaching strategies for those students in the regular classroom.

Code Ark. R. 005 25 005, Not available online.
The state department of education's Arkansas Professional Development Network links professional development providers and to sharpen the focus of professional development activities on State priorities and on improvement of student achievement.

A.C.A. § 6-13-1025, Not available online.
Contingent upon funding, each education service cooperative is authorized to establish a mathematics and science center and to employ a mathematics and science coordinator with demonstrated expertise in mathematics and science content, in pedagogy and in staff development.

A mathematics and science coordinator is responsible for, among other things, providing mathematics and science staff development for and individual technical assistance to personnel of member schools.

Arkansas Department of Education, School Improvement and Professional Development Section, http://arkedu.state.ar.us/directory/school_improvement.html#Literacy
Arkansas K-12 Literacy unit of the School Improvement and Professional Development Section of the Arkansas Department of Education coordinates the planning, development, implementation and delivery of statewide and customized literacy professional development.

A.C.A. § 6-13-1008, Not available online.
Within each education service cooperative, there is a teacher center, which provides curriculum development assistance, educational materials and staff development services to teachers within the school districts in the service area.

A.C.A. § 6-1-202, Not available online.
The Arkansas Leadership Institute provides the following services:

  • Creates a network of teachers to communicate and network on issues related to academic standards
  • Provides knowledge and skill-building opportunities for career and new teachers that are directly related to areas of need as indicated by data
  • Provides professional development planning for the wise use and convergence of funding federally funded programs, state funds or programs, and local funds or programs
  • Provides grant-writing expertise to districts to help them access funding needed to improve the quality of their academic programs.

The Arkansas Leadership Institute for Teachers of the Delta is created and shall be known as "A-Lift" and provides for professional development planning, training and implementation of effective teaching strategies in Delta school districts, including providing mentoring to teachers seeking National Board for Professional Teaching Standards certification.

Arkansas Department of Education, School Improvement and Professional Development Section, http://arkedu.state.ar.us/directory/school_improvement.html#Mathematics
The Mathematics unit of the School Improvement and Professional Development Section of the Arkansas Department of Education develops, implements, and delivers statewide and customized mathematics professional development within the context of school improvement plan.

State Financial Support for Teacher Professional Development
Specific Appropriations A.C.A. § 6-20-2005, Not available online.
Professional development funding for the 2004-2005 school year shall be equal to fifty dollars ($50.00) times the school district's previous school year average daily membership.

Funding for professional development for teachers for teachers in Arkansas public schools may be used for professional development training conferences, materials, and other professional development activities as outlined in rules promulgated by the state board.

Tuition Reimbursement No state policy.
National Board

A.C.A. §§6-17-412 and 6-17-413, Not available online.
Code Ark. R. 005 15 001, Not available online.

The Arkansas Department of Education pays the full amount of the National Board for Professional Teaching Standards (NBPTS) participation fee and provide, if determined to be necessary by the department, substitute pay for a maximum of three days of approved paid leave for teachers selected to participate in the national certification program. Individuals who obtain National Board for Professional Teaching Standards receive a one-time "starting bonus" of $2,000 during the school year in which they first obtained national board certification and a "yearly bonus" of 2,000 once every school year following the year of initial certification.

The department may pay increased incentive bonuses each school year that sufficient funds have been appropriated, including:

  • $3,000 in addition to the starting incentive bonus provided in the $2,000 starting incentive bonus
  • $1,000 in addition to the yearly incentive bonus.

Note: These increased incentive bonuses are not retroactive, and no obligations shall accumulate for school years in which sufficient funds are not appropriated or available.

A teacher who receives financial assistance for the national board's participation fee but does not complete the certification process within three years after entry into the program or who becomes national board certified but does not teach or serve as a building-level principal in a state public school system for two continuous school years after receiving the national board's certification shall repay the department the amount it contributed to the national board's participation fee and the total amount if contributed to any yearly bonus.

Any contributed amount must also be repaid if a teacher, principal or assistant principal leaves the employment of a public school district before the two continuous years are completed and is employed by an Arkansas institution of higher education or employed by an education service cooperative and does not teach in a classroom with students.

The state board may suspend the teacher's license of any person who fails, when required to do so, to repay moneys contributed by the department for the national board certification program.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals Code Ark. R. 005 24 001, Not available online.
Paraprofessional aides shall be required to participate in 20 hours of staff development annually on topics pertinent to early childhood education.

Code Ark. R. 005 18 005, Not available online.
Early childhood special education assistants must complete six hours of continuing education/inservice training annually pertaining to the designated duties of early childhood special education aide.

Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

California
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Ann.Cal.Educ.Code § 44277 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44250-44279
State policy has established minimum requirements for maintenance of a valid teaching credential

The minimum requirements for maintaining the validity of the clear multiple or single subject teaching credential are:

  • Successful service as a classroom teacher or successful service authorized by a services credential. The minimum length of service shall be equivalent to one-half of a school year
  • Completion of an individual program of professional growth as prescribed in this section and by the commission.

An individual program of professional growth shall consist of a minimum of 150 clock hours of participation in activities that are aligned with the California Standards for the Teaching Profession that contribute to competence, performance or effectiveness in the profession of education and the teacher’s classroom assignments.

Acceptable activities shall be defined by the commission to include, among other acceptable activities, the completion of courses offered by regionally accredited colleges and universities, including instructor-led interactive courses delivered through online technologies; participation in professional conferences, workshops, teacher center programs, staff development programs, or a California Reading Professional Development Program, service as a mentor teacher, participation in school curriculum development projects, participation in systematic programs of observation and analysis of teaching; service in a leadership role in a professional organization and participation in educational research or innovation efforts.

Note: Employing agencies and employees' bargaining agents may negotiate to agree on the terms of programs of professional growth within their jurisdictions, provided that the agreements are consistent with state policy.

An individual program of professional growth shall be developed and planned by the holder of a clear teaching credential.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts Ann.Cal.Educ.Code § 233 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=00001-01000&file=233-233.8
The state board of education shall:
  • Establish guidelines for use in teacher and administrator inservice training programs to promote an appreciation of diversity and to discourage the development of discriminatory attitudes and practices that prevent pupils from achieving their full potential
  • Establish guidelines for use in teacher and administrator inservice training programs designed to enable teachers and administrators to prevent and respond to acts of hate violence occurring on their school campuses.

Ann.Cal.Educ.Code § 44277 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44250-44279
An individual program of professional growth shall consist of a minimum of 150 clock hours of participation in activities that are aligned with the California Standards for the Teaching Profession that contribute to competence, performance, or effectiveness in the profession of education and the teacher’s classroom assignments.

Ann.Cal.Educ.Code § 52055.625 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=52001-53000&file=52053-52055.55
A school action plan must include a staff component plan that includes at a minimum a plan to achieve, among other goals, the following:

  • An increase in or targeting of professional development opportunities for teachers related to the goals of the action plan and English language development standards adopted by the state board of education aligned with the academic content and performance standards, including, but not limited to, participation in professional development institutes
  • Increasing professional development in state academic content and performance standards, including English language development standards.

Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers Ann.Cal.Educ.Code § 44631, § 44634, § 44635 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44630-44643
Any school district may apply to establish a center. The application shall be submitted to the state board of education and shall contain a detailed plan cooperatively developed with a teacher training institution.

Ann.Cal.Educ.Code § 44631, § 44634, § 44635 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44630-44643
Cal. Admin. Code tit. 5, s 13025 http://www.calregs.com/cgi-bin/om_isapi.dll?clientID=162974&advquery=13025%20&infobase=ccr&record={10AEB}&softpage=Document42&x=48&y=15&zz

California has established professional development and program improvement centers throughout the state to offer comprehensive inservice training programs to strengthen the instructional techniques of classroom teacher in kindergarten and grades 1-12.

Other Professional Development Services and Programs Ann.Cal.Educ.Code § 406 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=00001-01000&file=400-410
English Language Development Professional Institutes are offered at sites widely distributed through the state, and offer programs offered through instructor-led, interactive online courses.

Instruction at the institutes shall consist of an intensive, sustained training period of no less than 40 hours nor more than 80 hours during the summer or during an intersession break or an equivalent instructor-led, online course and shall be supplemented during the following school year with no fewer than 80 hours nor more than 120 hours of instruction and school site meetings, held on at least a monthly basis, to focus on the academic progress of English language learners at that school.

California Department of Education, California Mathematics and Science Partnership, http://www.cde.ca.gov/pd/ca/ma/camspintrod.asp
The California Mathematics and Science Partnership grant program seeks to establish partnerships to improve the academic achievement of students in mathematics and science. The focus of the grant program is to create opportunities for enhanced and ongoing professional development for mathematics teachers in grades five through Algebra I and science teachers in grades four through eight.

Ann.Cal.Educ.Code § 44781http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44780-44787
The California International Studies Project provides a cooperative, intersegmental approach to solving the international studies skills problem in California's schools. This project consists of international studies resource centers operated throughout the state by four-year colleges or universities, or by nonprofit agencies in conjunction with four-year colleges and universities. In addition, the project provides, among other services:

  • Inservice training of classroom teachers
  • The training of a group of highly skilled and knowledgeable teachers to serve as leading international studies resource practitioners in curriculum and staff development projects. The primary role of these teachers shall be to train other teachers in the knowledge, curriculum, and skills associated with the project
  • The development of a support system for teachers learning new international skills, including content training, curriculum demonstrations, instructional resource services, information sharing, and individual assistance and counseling.

California Department of Education, Instructional Time and Staff Development Reform Program, http://www.cde.ca.gov/pd/te/ce/itsdr03.asp
The Instructional Time and Staff Development Reform (ITSDR) program enhances staff development opportunities for K-12 classroom personnel. The program provides reimbursements to districts that provided training in subject-matter knowledge, teaching strategies, classroom management, conflict resolution, hatred prevention, and other topics to improve pupil performance in the core curriculum areas.

California Department of Education, CAL-PRO-NET,http://www.cde.ca.gov/pd/fs/ne/
The California Professional Nutrition Education and Training (CAL-PRO-NET) serves as statewide resource for professional development and training needed to meet federal child nutrition program requirements for serving attractive, nutritious meals to children.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board California Department of Education, http://www.cde.ca.gov/pd/ps/te/nbptscertincentive.asp
California Code §44395-44398 http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=44001-45000&file=44395-44399

The National Board for Professional Teaching Standards Certification Incentive Program awards grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools and have attained certification from the National Board for Professional Teaching Standards.

Commencing July 1, 2000, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty thousand dollars ($20,000) if he or she agrees to teach at a high-priority school for at least four years. According to the California Department of Education, "a teacher shall be assigned to teach for at least 50 percent of a full-time position." For purposes of this award, "assigned to teach" may include, but is not limited to, a teacher leadership role as a peer assistance and review coach, mentor, or other teacher support provider if the position does not require an administrative credential.

A teacher who is licensed to teach in a state other than California and who is certified by the National Board for Professional Teaching Standards shall be issued a "clear teaching credential" authorizing the teacher to teach in the subject area in which the teacher has received national certification.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals Ann.Cal.Educ.Code § 54481http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=54001-55000&file=54480-54486
All teachers’ aides shall be trained in a specially designed inservice education program.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development California Department of Education, High Quality Professional Development, http://www.cde.ca.gov/pd/ps/te/designs4lrng.asp
California’s Designs for Learning presents 10 design elements for high quality professional development based on the California Standards for the Teaching Profession, including:
  1. Uses student performance and achievement data, including student feedback, teacher observation, analysis of student work and test scores, as part of the process for individual and organizational learning
  2. Uses a coherent long-term professional development planning process, connected to the school plan, that reflects both site-based priorities and individual learning needs
  3. Provides time for professional learning to occur in a meaningful manner
  4. Respects and encourages the leadership development of teachers
  5. Develops, refines, and expands teachers' pedagogical repertoire, content knowledge, and the skill to integrate both
  6. Provides for and promotes the use of continuous inquiry and reflection
  7. Provides for collaboration and collegial work, balanced with opportunities for individual learning
  8. Follows the principles of good teaching and learning, including providing comfortable, respectful environments conducive to adult learning
  9. Creates broad-based support for professional development from all sectors of the organization and community through reciprocal processes for providing information and soliciting feedback
  10. Builds in accountability practices and evaluation of professional development programs to provide a foundation for future planning.
Means of Evaluation/Data Collection California Department of Education, High Quality Professional Development, http://www.cde.ca.gov/pd/ps/te/designs4lrng.asp
High quality professional development "builds in accountability practices and evaluation of professional development programs to provide a foundation for future planning".

Colorado
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.

1 Colo. Code Regs. 301-39 http://www.cde.state.co.us/cdeboard/download/bdregs_301-39.pdf
However, no more than 24 hours per school year may be used for parent-teacher conferences or staff inservice programs.

A local board of education may reduce the actual hours of teacher-pupil instruction and teacher-pupil contact to no less than one thousand fifty-six hours for secondary school pupils, no less than nine hundred sixty-eight hours for elementary school pupils, no less than four hundred thirty-five hours for half-day kindergarten pupils, no fewer than eight hundred seventy hours for full-day kindergarten pupils or no less than three hundred fifty-one hours for pupils enrolled in the Colorado Preschool Program for parent-teacher conferences, staff inservice programs and closings deemed by the board to be necessary for the health, safety, or welfare of pupils.

Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement C.R.S.A. § 22-60.5-110 http://198.187.128.12/colorado/lpext.dll/Infobase4/30176/32a2e/32a37/32a77/32af1?fn=document-frame.htm&f=templates">
1 Colo. Code Regs. 301-37
http://www.cde.state.co.us/cdeboard/download/bdregs_301-37.pdf
A teacher must complete six semester hours or 90 clock hours of professional development every five years for licensure renewal.

Professional development may include, but is not limited to, inservice education; college or university credit from an accepted institution of higher education, an institution within the state system of Colorado community and technical colleges, or a Colorado local junior college; educational travel; involvement in school reform; internships; and ongoing professional development training and experiences. The state board of education, by rule and regulation, may establish minimum criteria for professional development; except that such criteria shall not:

  • Specify any particular type of professional development activity as a requirement or partial requirement for license renewal
  • Require completion of more than six credit hours or more than ninety total clock hours of activities during the term of any professional license
  • Prescribe a schedule for completion of professional development activity during the term of any professional license
  • Require prior approval or supervision of professional development activities.

In selecting professional development activities for the renewal of a professional license, each licensee shall choose those activities that will aid the licensee in meeting the standards for a professional educator, including but not limited to the following goals:

  • Knowledge of subject matter content and learning, including knowledge and application of standards-based education
  • Effective use and appreciation of assessments
  • Effective teaching of the democratic ideal
  • Recognition, appreciation, and support for ethnic, cultural, gender, economic, and human diversity to provide fair and equitable treatment and consideration for all
  • Effective communication with students, colleagues, parents, and the community
  • Effective modeling of appropriate behaviors to ensure quality learning experiences for students and for colleagues
  • Effective leadership to ensure a school community that is committed to and focused on learning
  • Consistently ethical behavior and creation of an environment that encourages and develops responsibility, ethics, and citizenship in self and others
  • Achievement as a continuous learner who encourages and supports personal and professional development of self and others
  • Effective organization and management of human and financial resources to create a safe and effective working and learning environment.

C.R.S.A. § 22-60.5-202 http://198.187.128.12/colorado/lpext.dll/Infobase4/30176/32a2e/32a37/32b9a/32bcf?fn=document-frame.htm&f=templates
The department of education may, in its discretion, issue a master certificate to any applicant who holds a valid professional teacher license and who meets the criteria for master certification as specified by rule and regulation of the state board of education. Master certification shall recognize those professional teacher licensees who are involved in ongoing professional development and training and who have advanced competencies or expertise or who have demonstrated outstanding achievements. Any master certificate issued pursuant to this section shall be valid for the period of time for which the applicant's professional teacher license is valid and is renewable at its expiration.

A voluntary Master Teacher Certificate shall be valid for the period of time for which the applicant's Professional License is valid and renewable at its expiration. Issuance of a Master Teacher Certificate shall extend the validity of the Professional Teacher License to seven years.

A Master Teacher Certificate may be issued to an applicant who has met the following requirements:

  • Holds a valid Colorado Professional Teacher License
  • Has been involved in ongoing professional development and training
  • Has demonstrated outstanding achievements in and contributions to education
  • Has displayed excellence and depth in all of the content and performance standards required for the professional license.

A Master Teacher candidate has also demonstrated advance teaching competencies or expertise through:

  • The attainment of National Board for Professional Teaching Certification, as available, or
  • The development of a master certification portfolio of demonstrated excellence.

A portfolio shall:

  • Include evidenced of advanced competencies in teaching in planning, instruction, diagnosis, assessment, leadership and professionalism
  • Include evidence of contributions to the education community through service such as a mentor, teacher of teachers, writer, researcher or member of a state-wide or national board or commission
  • The portfolio shall be evaluated for demonstrated excellence.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts C.R.S.A. § 22-7-605 http://198.187.128.12/colorado/lpext.dll/Infobase4/30176/301ce/3065d/3085d/30951?fn=document-frame.htm&f=templates
Since the academic year 2000-2001, the state department of education has issued accountability reports for each public school in the state. Each public school and school district must report data required to produce a school accountability report, including the number of professional development days required.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers No state policy.
Other Professional Development Services and Programs 1 Colo. Code Regs. 301-49http://www.cde.state.co.us/cdeboard/download/bdregs_301-49.pdf
The Science and Technology Education Center Grant program enables not-for-profit organizations to apply for grant funds for the development and/or the operation of the science and technology education centers.

Grants awards for developing a science and technology education center shall not exceed $500,000 for start-up expenses and may not be renewed.

Grants awards for operating a center shall not exceed $200,000 per year subject to the availability of funds in the fund.

Each center receiving a grant shall provide science and technology education activities to Colorado public school students and materials and educational workshops to Colorado public school teachers.

Note: In effect unless repealed by an act of the Colorado general assembly.

C.R.S.A. § 22-7-702 http://198.187.128.12/colorado/lpext.dll/Infobase4/30176/301ce/3065d/30a85/30a8b?fn=document-frame.htm&f=templates
The Teacher Development Grant program provides grants to assist schools in providing opportunities for teachers to participate in school-based skills-development activities that are focused on mastering skills in instructing student in reading, writing, mathematics and science.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board C.R.S.A. §22-60.5-112.5http://198.187.128.12/colorado/lpext.dll/Infobase/31283/3395f/33968/339a8/33a50?fn=document-frame.htm&f=templates
Since the 2002-2003 budget year, the state department of education has provided individuals seeking national certification, not limited to National Board for Professional Teaching Standards (NBPTS), a portion of the required fees.

Fee assistance is available to any individual:

  • Seeking a national credential from an approved professional organization as a requirement for or in the course of obtaining master teacher certification
  • Receiving national credential fee assistance through a federal assistance program
  • Employed as a teacher in a public school in this state at the time of applying for fee assistance pursuant to this section
  • Applying for national credential fee assistance.

The amount of fee assistance paid is equal to the amount of the national credential fee received by the applying teacher through a federal assistance program.

Applicants must apply for national credential fee assistance and present the following documentation to the state department of education:

  • Proof that they have begun the process to obtain the national credential and identification of the national credential program in which the person will participate to obtain the national credential
  • Proof that the person has received or will receive national credential fee assistance through a federal assistance and the amount of such assistance
  • Proof that the person is employed as a teacher at a public school in this state at the time of applying for national credential fee assistance.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development Colorado Department of Educaiton, http://www.cde.state.co.us/cdeunified/tiia.htm “High Quality Professional Development” incorporates the national staff development standards as well as the state content standards and works to improve the qualifications of teacher as well as the quality of teaching.
Means of Evaluation/Data Collection No state policy.

Connecticut
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.

Regs. Conn. State Agencies § 10-145d-417, Not available online.
However, each board of education shall make available annually, at no cost to its certified employees, not fewer than 18 hours of professional development activities for CEU credit. Such activities may be made available by a board of education directly, through a regional educational service center or cooperative arrangement with another board of education, or through arrangements with any CEU provider approved by the state board.

In addition, each board of education shall determine the specific CEU professional development activities to be made available.

Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Connecticut Department of Education, Connecticut Guidelines for the Issuance of Continuing Education Units Required for Certification, http://www.state.ct.us/sde/dtl/cert/ceuct99.pdf
Regs. Conn. State Agencies § 10-145d-417, Not available online.
C.G.S.A. § 10-145b http://www.cga.ct.gov/2003/pub/Chap166.htm#Sec10-145b.htm
Regs. Conn. State Agencies § 10-145d-433, Not available online.
Regs. Conn. State Agencies § 10-145d-438, Not available online.
Regs. Conn. State Agencies § 10-145d-448, Not available online.
Regs. Conn. State Agencies § 10-145d-453, Not available online.

Continuation of professional educator certificate requires the completion of not less than 90 contact hours of continuing education activities, during each successive five-year period. Such hours may include a combination of CEUs or CEU equivalents, or any successfully completed graduate course taken from an approved institution in an area related to the individual’s endorsement area.

Note: One graduate credit used for the purpose of continuing professional educator certificate represents 15 contact hours.

Regs. Conn. State Agencies § 10-145d-400, Not available online.
"CEU equivalent" means credit awarded by an employing agent of a board of education, or the Commissioner or the Commissioner's designee, to its employees for successful completion of professional development activities based on 10 contact hours of participation in a planned continuing education experience other than an activity granted CEU credit.

"Contact hour" means 60 minutes of instruction or other involvement in a professional development experience, exclusive of activities not directly related to the instructional experience.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.

C.G.S.A. § 10-145b http://www.cga.ct.gov/2003/pub/Chap166.htm#Sec10-145b.htm
Continuing education requirements for certified employees with an early childhood nursery through grade three or an elementary endorsement who hold a position requiring such an endorsement shall include at least fifteen hours of training in the teaching of reading and reading readiness and assessment of reading performance, including methods of teaching language skills necessary for reading, reading comprehension skills, phonics and the structure of the English language during each five-year period.

C.G.S.A. § 10-220a http://www.cga.ct.gov/2003/pub/Chap170.htm#Sec10-220a.htm
Each local or regional board of education must provide an inservice training program for its teachers, administrators and pupil personnel who hold the initial educator, provisional educator or professional educator certificate.

Such program shall provide such teachers, administrators and pupil personnel with information on:

  • The nature and the relationship of drugs and alcohol to health and personality development, and procedures for discouraging their abuse
  • Health and mental health risk reduction education which includes, but need not be limited to, the prevention of risk-taking behavior by children and the relationship of such behavior to substance abuse, pregnancy, sexually transmitted diseases, including HIV-infection and AIDS, violence, child abuse and youth suicide
  • Growth and development of exceptional children, including handicapped and gifted and talented children and children who may require special education, including, but not limited to, children with attention-deficit hyperactivity disorder or learning disabilities, and methods for identifying, planning for and working effectively with special needs children in a regular classroom
  • School violence prevention and conflict resolution
  • Cardiopulmonary resuscitation and other emergency life saving procedures
  • Computer and other information technology as applied to student learning and classroom instruction, communications and data management
  • The teaching of the language arts, reading and reading readiness for teachers in grades kindergarten to three, inclusive
  • Second language acquisition in districts required to provide a program of bilingual education.

The state board of education, with available appropriations and utilizing available materials, shall assist and encourage local and regional boards of education to include:

  • Holocaust education and awareness
  • The historical events surrounding the Great Famine in Ireland
  • African-American history
  • Puerto Rican history
  • Native American history
  • Personal financial management
  • Topics approved by the state board upon the request of local or regional boards of education as part of inservice training programs.

State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts C.G.S.A. § 10-220a http://www.cga.ct.gov/2003/pub/Chap170.htm#Sec10-220a.htm
Each local and regional board of education shall develop a comprehensive professional development plan. Such plan shall be directly related to the educational goals prepared by the local or regional board of education and shall provide for the ongoing and systematic assessment and improvement of both teacher evaluation and professional development of the professional staff members of each such board, including personnel management and evaluation training or experience for administrators, shall be related to regular and special student needs and may include provisions concerning career incentives and parent involvement.

The state board of education shall develop guidelines to assist local and regional boards of education in determining the objectives of the plans and in coordinating staff development activities with student needs and school programs.

Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements C.G.S.A. § 10-221m http://www.cga.ct.gov/2003/pub/Chap170.htm#Sec10-221m.htm
C.G.S.A. § 10-266 http://www.cga.ct.gov/2003/pub/Chap172.htm#Secs10-266%20to%2010-266i.htm

Each local or regional board of education for a priority school district shall develop and implement a three-year inservice reading instruction training plan for the professional development of the district's school librarians, elementary school principals and not less than seventy per cent of its teachers in grades kindergarten to three, inclusive, provided spaces are available at the State-Wide Early Reading Success Institute for such training.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers No state policy.
Other Professional Development Services and Programs C.G.S.A. § 10-262n http://www.cga.ct.gov/2003/pub/Chap172.htm#Secs10-266%20to%2010-266i.htm
The state department of education shall administer, within available appropriations, a program to assist local and regional school districts to improve the use of information technology in their schools. Under the program, the department shall provide grants to local and regional boards of education and may provide other forms of assistance such as the provision of purchasing under statewide contracts with the Department of Information Technology. Grant funds may be used for: (1) Wiring and wireless connectivity, (2) the purchase or leasing of computers, and (3) interactive software and the purchase and installation of software filters.

The plan for the expenditure of grant funds shall include, among other provisions, a professional development strategy to ensure that teachers know how to use the new technologies to improve education.

C.G.S.A. § 10-220a http://www.cga.ct.gov/2003/pub/Chap170.htm#Sec10-220a.htm
The state department of education, in cooperation with one or more regional educational service centers, is authorized to provide institutes annually for Connecticut educators. Such institutes shall serve as model programs of professional and shall be taught by exemplary Connecticut teachers and administrators and by other qualified individuals as selected by the department.

The department may fund, within available appropriations, in cooperation with one or more regional educational service centers: (1) A cooperating teacher program to train Connecticut public school teachers and certified teachers at private special education facilities approved by the commissioner of education and at other facilities designated by the commissioner, who participate in the supervision, training and evaluation of student teachers; (2) institutes to provide continuing education for Connecticut public school educators, assessors and cooperating teachers and teacher mentors, including institutes to provide continuing education for Connecticut public school educators offered in cooperation with the Connecticut Humanities Council; and (3) a beginning teacher support and assessment program to train Connecticut public school teachers and other qualified persons approved by the commissioner of education and certified teachers at such private special education and other designated facilities who serve as mentors or assessors for beginning teachers and who supervise, train and assist or assess beginning teachers in their initial years in teaching and to pay stipends to assessors.

C.G.S.A. § 4d-80 http://www.cga.ct.gov/2003/pub/Chap061a.htm#Sec4d-80.htm
Connecticut’s Commission for Educational Technology develops, oversees and directs the attainment of state-wide technology goals, including a professional development strategy to ensure that teachers and faculty know how to use the new technologies to improve education.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.

C.G.S.A. § 10-155ghttp://www.cga.ct.gov/2003/pub/Chap166.htm#Sec10-155g.htm
However, the state has established the Educational Excellence Trust Fund that provides funds to foster the professional development and excellence of the teachers of the state.

Tuition Reimbursement No state policy.
National Board State of Connecticut Department of Education, http://www.state.ct.us/sde/dtl/curriculum/nbccert1.htm
National Board of Professional Teaching Standards, http://www.nbpts.org/about/stateinfo.cfm?state=Connecticut
Connecticut General Statutes Annotated, Sec. 10-145b http://www.cga.ct.gov/2003/pub/Chap166.htm#Sec10-145g.htm

The Connecticut State Department of Education, through a grant from the National Board for Professional Teaching Standards (NBPTS), offers stipends of $1,000 toward the $2,300 certification fee.

The 2001 legislative session passed a law that allows teachers earning National Board Certification to utilize that experience toward earning their continuing education unit (CEU) requirement. Specifically, Section 10-145b (I)(1) of the General Statutes was amended by Section 15 of Public Act 01-173, to provide the professional educator the option of utilizing "documented completion of National Board Certification assessment in the appropriate endorsement," as continuing education activity valid toward completing the CEU requirement.

For certified employees of local and regional boards of education, except as provided in this subdivision, each professional educator certificate shall be valid for five years and continued every five years thereafter upon the successful completion of professional development activities which shall consist of not less than ninety hours of continuing education, as determined by the local or regional board of education in accordance with this section, or documented completion of a national board certification assessment in the appropriate endorsement area, during each successive five-year period.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Delaware
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 14 Del.C. § 1212 http://www.delcode.state.de.us/title14/c012/sc02/index.htm#P44_4076
14 Del.C. § 121 http://www.delcode.state.de.us/title14/c001/sc02/index.htm#P15_142
14 Del.C. § 1210 http://www.delcode.state.de.us/title14/c012/sc02/index.htm#P15_260

An initial license is valid for 3 years unless revoked. If a licensee intends to apply for a continuing license, the licensee shall, prior to the expiration of his or her initial license, complete professional development and mentoring activities.

A Continuing License may be renewed for an additional five-year term if the educator has completed 90 clock-hours of approved professional development, as well as other professional development and/or mentoring requirements required by state policy.

Note: Clock-hours refer to the actual time spent in professional development, not credit hours.

14 Del.C. §1213 http://www.delcode.state.de.us/title14/c012/sc02/index.htm#P55_6113
Code Del. Regs. 14 390 http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20300%20Certification%20Part%202.htm#P393_36746

An educator who attains National Board for Professional Teaching Standards (NBPTS) certification is issued an Advanced License, which is valid for 10 years unless extended or revoked.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards Code Del. Regs. 14 1500 http://www.state.de.us/research/AdminCode/title14/1500/index.shtml#TopOfPage
Delaware’s professional development standards are aligned with the National Staff Development Council’s standards for high quality staff and professional development.

The state’s standards board has also established criteria for evaluating professional development programs, which are assessed on an annual basis.

Miscellaneous efforts None.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers No state policy.
Other Professional Development Services and Programs No state policy.
State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board 14 Del.C. §1213http://www.delcode.state.de.us/title14/c012/sc02/index.htm#P55_6113
Code Del. Regs. 14 390 http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20300%20Certification%20Part%202.htm#P393_36746

An educator who attains National Board for Professional Teaching Standards (NBPTS) certification is issued an Advanced License, which is valid for 10 years unless extended or revoked.
Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals Not specified.

14 Del.C. § 1205 http://www.delcode.state.de.us/title14/c012/sc01/index.htm#P72_4678
The Professional Standards Board shall develop rules and regulations relating to educators' professional development, licensure requirements, certification requirements and paraprofessional qualifications and training.

Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

District of Columbia
Teacher Professional Development Requirements
Statewide Required Professional Development Days No district policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement District of Columbia Public Schools, http://www.k12.dc.us/dcps/logan/pdfs/PROFESSIONAL%20DEVELOPMENT%20OPPORTUNITIES-3rd1.pdf
Educators must show evidence of having completed at least 15 hours of one in-service or college credit prior to their annual evaluation each school year.

Within a three-year period, educators must complete required professional training in at least three of the five areas listed.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No district policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No district policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No district policy.
Miscellaneous efforts No district policy.
Professional Development Requirements for Low-Performing Schools
School requirements No district policy.
District requirements No district policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No district policy.
Regional Service Centers No district policy.
Other Professional Development Services and Programs District of Columbia Public Schools, http://www.k12.dc.us/dcps/logan/pdfs/PROFESSIONAL%20DEVELOPMENT%20OPPORTUNITIES-3rd1.pdf
The Office of Workforce Development and Professional Development is an organizational unit of the District of Columbia Public Schools, which works with all offices in the school system in order to support the maximum learning of our students. The Workforce Development Model is one that designs and implements programs to motivate all staff in the District of Columbia Public Schools (DCPS) acquire the knowledge, skills, dispositions and ethics that ensure equity and excellence for the children in our city. The overall function of this office is to build capacity to offer quality-learning opportunities to the workforce in order to improve student achievement.
State Financial Support for Teacher Professional Development
Specific Appropriations No district policy.
Tuition Reimbursement No district policy.
National Board National Board for Professional Teaching Standards, State & Local Support & Incentives, District of Columbia,http://www.nbpts.org/about/stateinfo.cfm?state=District of Columbia
District teachers are eligible to receive six in-sevice/recertification credits upon completion of the National Board Certification process, regardless of the outcome. Evidence of completion requires the submission of scored entries for all portfolio and assessment center exercises applicable to the certification sought.

The Washington Teachers’ Union and the District of Columbia Public Schools (DCPS) agreed to provide candidates up to three administrative leave days and provide technical and pedagogical support such as photocopying, media services and portfolio development and provide candidate support through collaboration with local universities. In addition, DCPS (as long as funds are available) pays $1,000 of the fee and provides teachers who achieve certification with a one-time $5,000 stipend.

Note: Not articulated in district policy.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No district policy.
Substitute Teachers No district policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No district policy.
Means of Evaluation/Data Collection No district policy.

Florida
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement F.S.A. § 1012.585 http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&URL=Ch1012/titl1012.htm
Teachers must complete six semester hours or 120 staff development units every five years for renewal of professional certificates.

A teacher with national certification from the National Board for Professional Teaching Standards is deemed to meet state renewal requirements for the life of the teacher’s national certificate in the subject shown on the national certificate.

For each area of specialization to be retained on a certificate, the applicant must earn at least three of the required credit hours or equivalent inservice points in the specialization area.

In lieu of college course credit or inservice points, the applicant may renew a specialization area by passage of a state board approved subject area test.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.

F.S.A. § 1003.32http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1003/PART04.HTM
However, teachers and other instructional personnel must seek professional development to improve classroom management skills when data show that they are not effective in handling minor classroom disruptions.

State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts F.S.A. § 1012.22 http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1012/PART04.HTM
The district school board shall establish a comprehensive program of staff development.

F.S.A. § 1012.98 http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1012/PART06.HTM
The Department of Education, public postsecondary educational institutions, public school districts and public schools in this state shall collaborate to establish a coordinated system of professional development. The purpose of the professional development system is to enable the school community to meet state and local student achievement standards and the state education goals and to succeed in school improvement.

The department shall develop and disseminate to the school community model professional development methods and programs that have demonstrated success in meeting identified student needs. The Commissioner of Education shall use data on student achievement to identify student needs. The methods of dissemination must include a statewide performance support system, a database of exemplary professional development activities, a listing of available professional development resources, training programs, and technical assistance.

Each school district shall develop a professional development system. The system shall be developed in consultation with teachers and representatives of community college and state university faculty, community agencies, and other interested citizen groups to establish policy and procedures to guide the operation of the district professional development program. The professional development system must:

  • Be approved by the department
  • Requires the use of student achievement data; school discipline data; school environment surveys; assessments of parental satisfaction; performance appraisal data of teachers, managers, and administrative personnel; and other performance indicators to identify school and student needs that can be met by improved professional performance
  • Provide inservice activities coupled with followup support necessary to accomplish district-level and school-level improvement goals and standards. The inservice activities for instructional personnel shall primarily focus on subject content and teaching methods, including technology, as related to the Sunshine State Standards, assessment and data analysis, classroom management, parent involvement and school safety
  • Include a master plan for inservice activities, pursuant to rules of the State Board of Education, for all district employees from all fund sources. The master plan shall be updated annually by September 1 using criteria for continued approval as specified by rules of the State Board of Education. Written verification that the inservice plan meets all requirements of this section must be submitted annually to the commissioner by October 1
  • Require each school principal to establish and maintain an individual professional development plan for each instructional employee assigned to the school
  • Provide for systematic consultation with regional and state personnel designated to provide technical assistance and evaluation of local professional development programs
  • Provide for delivery of professional development by distance learning and other technology-based delivery systems to reach more educators at lower costs
  • Provide for the continuous evaluation of the quality and effectiveness of professional development programs in order to eliminate ineffective programs and strategies and to expand effective ones. Evaluations must consider the impact of such activities on the performance of participating educators and their students' achievement and behavior.

The individual professional development plan for each instructional employee must:

  • Be related to specific performance data for the students to whom the teacher is assigned
  • Define the inservice objectives and specific measurable improvements expected in student performance as a result of the inservice activity
  • Include an evaluation component that determines the effectiveness of the professional development plan.

F.S.A. § 1012.985 http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1012/SEC985.HTM&Title=->2004->Ch1012->Section%20985#1012.985
Florida’s statewide system of professional development provides a wide range of targeted inservice training to teachers, managers, and administrative personnel designed to upgrade skills and knowledge needed to reach world class standards in education.

The system shall consist of a network of professional development academies in each region of the state that are operated in partnership with area business partners to develop and deliver high-quality training programs purchased by school districts. The academies shall be established to meet the human resource development needs of professional educators, schools and school districts.

Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers F.S.A. § 1001.451, Not available online.
School districts with 20,000 or fewer unweighted full-time equivalent students may enter into cooperative agreements to form a regional consortium service organization. Each regional consortium service organization shall provide, at a minimum, three of the following services: exceptional student education; teacher education centers; environmental education; federal grant procurement and coordination; data processing; health insurance; risk management insurance; staff development; purchasing; or planning and accountability.

Each regional consortium service organization that consists of four or more school districts is eligible to receive, through the state department of education, an incentive grant of $25,000 per school district to be used for the delivery of services within the participating school districts.

Other Professional Development Services and Programs F.S.A. § 1007.35 http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1007/SEC35.HTM&Title=->2004->Ch1007->Section%2035#1007.35
Florida’s Partnership for Minority and Underrepresented Student Achievement provides, among other services, teacher training and professional development to enable teachers of AP or other advanced courses to have the necessary content knowledge and instructional skills to prepare students for success on AP or other advanced course examinations and mastery of postsecondary course content.

The partnership also provides middle school teachers and administrators professional development that will enable them to educate middle school students at the level necessary to prepare the students to enter high school ready to participate in advanced courses.

And finally, the partnership provides teacher training and materials that are aligned with the Sunshine State Standards and are consistent with best theory and practice regarding multiple learning styles and research on learning, instructional strategies, instructional design, and classroom assessment. Curriculum materials must be based on current, accepted, and essential academic knowledge. Materials for prerequisite courses should, at a minimum, address the skills assessed on the Florida Comprehensive Assessment Test (FCAT).

Note: Funding for the partnership shall be contingent upon annual funding in the General Appropriations Act.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board Florida Department of Education, Reciprocity for Out-of-State Teachers and Administrators, http://www.fldoe.org/edcert/level1.asp

F.S.A. §1012.72 http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1012/SEC72.HTM&Title=->2003->Ch1012->Section%2072

National Board for Professional Teaching Standards (NBPTS), State & Local Support & Incentives, Florida,http://www.nbpts.org/about/stateinfo.cfm?state=Florida
The Dale Hickam Excellent Teaching Program Act increased appropriations for the 2003-2004 school year to $69 million to:

  • Pay 90 percent of the National Board for Professional Teaching Standards (NBPTS) certification fee
  • Provide teachers who achieve NBPTS certification with a 10 percent salary increase for the life of the certificate
  • Provide an additional 10 percent salary increase to National Board Certified teachers who agree, in writing, to provide the equivalent of 12 workdays of mentoring and related services to public school teachers within the state who do not hold NBPTS certification.

The program also provides $150 incentive to help defray costs for portfolio preparation. In addition, Florida recognizes NBPTS certification as a means of meeting the requirements for license renewal and will grant a license to NBPTS teachers from out side the state.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals F.S.A. § 1012.38, Not available online.
State policy requires each school district to adopt a program for the career development of education paraprofessionals, which is based upon education and training advancement, and to furnish economic incentives to encourage excellence among education paraprofessionals.

A district education paraprofessional career development program must include voluntary participation by paraprofessionals in five career development levels, including level I, level II, level III, level IV and level V. The district school board shall adopt a procedure for verifying the competency levels of all persons who participate in the career development program and a procedure to determine the outcomes and results of the program and impact on student performance.

To qualify for Level III a candidate must, in addition to other requirements, completed 30 college semester hours or the equivalent inservice hours.

To qualify for Level IV a candidate must, in addition to other requirements, have completed 60 college semester hours or the equivalent inservice hours.

To qualify for Level V a candidate must, in addition to other requirements, have completed coursework to earn a bachelor of arts or bachelor of science degree from an accredited institution.

Substitute Teachers No state policy.

F.S.A. § 1012.35, Not available online.
However, state policy recommends ongoing training and access to professional development be made available to substitute teachers by the employing district.

In addition, the state department of education must develop web-based resources to enhance district substitute programs.

Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Georgia
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Ga. Code Ann., § 20-2-200 http://www.legis.state.ga.us/cgi-bin/gl_codes_detail.pl?code=20-2-200
Renewal requirements include six semester hours of coursework and no more than one unsatisfactory performance appraisal in a three-year period.

Upon certification from the National Board for Professional Teaching Standards, an applicant shall be deemed to have met state renewal requirements for the life of the teacher’s national certificate.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts GA COMP. R. & REGS. 160-3-3-.10 http://rules.sos.state.ga.us/docs/160/3/3/10.pdf
Local school systems, or any public or private agency, must submit a plan to offer professional development programs for professional learning units (PLUs) to the state department of education for review and approval.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers No state policy.
Other Professional Development Services and Programs No state policy.
State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board Georgia Professional Standards Commission, About NBPTS, http://www.gapsc.com/AboutNBPTS/National_board.asp
Individuals coming into Georgia with National Board for Professional Teaching Standards (NBPTS) certification automatically receive, upon application, a Georgia professional certificate (Clear Renewable) in their National Board field.

Under current state code, 20-2-212.2, Georgia teachers who achieve national certification from NBPTS are eligible to receive an annual salary supplement of 10% of state base pay for the life of the certificate. The certificate is valid for 10 years, effective the date of achieving NBCT and may be renewed. In addition, the designation renews the Georgia certificate for the 10 years.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals Ga. Code Ann., § 20-2-217http://www.legis.state.ga.us/cgi-bin/gl_codes_detail.pl?code=20-2-17
Ga. Code Ann., § 20-2-232 http://www.legis.state.ga.us/cgi-bin/gl_codes_detail.pl?code=20-2-232

The state board of education is authorized and directed to devise a program to provide professional and staff development stipends sufficient to allow eligible licensed personnel, paraprofessionals, and aides to participate in development programs which will enable such employees to increase their education pertaining to their job classification or to obtain appropriate degrees to become certified teachers. Such stipends shall be provided to individuals on a reimbursable basis on a state approved schedule.

The state board of education is authorized to require the local professional and staff development plan to include professional and staff development for licensed personnel, paraprofessionals, aides and education secretaries before state funding will be made available to a local system.

Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Hawaii
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Hawaii Teacher Standards Board, http://www.htsb.org/licensing/proposedchanges.html
Completion of the national certification process will earn one renewal and achieving national certification will earn an additional renewal for a total of two renewals for National Board Certification.

HRS § 302A-805 http://www.capitol.hawaii.gov/hrscurrent/Vol05_Ch0261-0319/HRS0302A/HRS_0302A-0805.htm
All licenses issued by the Hawaii Teacher Standards Board are renewable every five years if the holder continues to:

  • Satisfy the board's licensing standards
  • Show evidence of successful teaching in the previous five years
  • Satisfy the board's requirements for renewal of licenses.

HAR § 8-54-10, Not available online.
In addition, the licensee must perform satisfactorily in accordance with the board's licensing standards as established in the state's Teacher Performance Standards.

Hawaii Teacher Standards Board, Professional Growth Experience, http://www.htsb.org/licensing/Rev2.PGP.table.pdf
A teacher must complete professional development related to licensure goals and standards contained in their approved Professional Growth Plan with a minimum of 60 total points to be eligible for license renewal. Points may be earned through:

  • National Board Certification
  • Curriculum development
  • Professional programs/committees
  • College credit
  • Presentation
  • In-service credit
  • Professional conference/workshop institute
  • Educational publication
  • Educational research
  • Mentoring, coaching, or cooperating teacher
  • Other experience/activity
  • License renewal professional growth team member
  • Accreditation activities
  • Educational travel.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts HRS § 302A-1004 http://www.capitol.hawaii.gov/hrscurrent/Vol05_Ch0261-0319/HRS0302A/HRS_0302A-1004.htm
Hawaii has implemented a comprehensive system of educational accountability to motivate and support the improved performance of students and the education system, including:
  • Requiring that teachers and administrators engage in the continuous professional growth and development that ensure their currency with respect to disciplinary content, leadership skill, knowledge or pedagogical skill, as appropriate to their position. This requirement may be established by the department in terms of credit hours earned or their equivalent in professional development activity certified by the department as appropriate in focus and rigor
  • Establishing an explicit link between professional evaluation results and individual accountability through professional development of the knowledge, skill, and professional behavior necessary to the position, by requiring that results of the professional evaluation be used by the department to prescribe professional development focus and content, as appropriate.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers No state policy.
Other Professional Development Services and Programs HRS § 302A-301 http://www.capitol.hawaii.gov/hrscurrent/Vol05_Ch0261-0319/HRS0302A/HRS_0302A-0301.htm
Hawaii's incentive and innovation grant trust fund provides incentive and innovation grants to qualified schools. Grants may be used for such purposes as the funding of experimental and innovative instructional programs, inservice training and other activities that promote innovation.
State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board HRS § 302A-702 http://www.capitol.hawaii.gov/hrscurrent/Vol05_Ch0261-0319/HRS0302A/HRS_0302A-0701.htm
Hawaii's national board certification support program provides assistance to any teachers in a public school who becomes a candidate for national board certification.
Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Idaho
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.

IDAPA 08.02.01.250 http://www2.state.id.us/adm/adminrules/rules/idapa08/0201.pdf
However, schools must schedule at least the following instructional times:

  • Kindergarten: 450 hours per year
  • Grades 1-3: 810 hours per year
  • Grades 4-8: 900 hours per year
  • Grades 9-12: 990 hours per year.

For grades one through twelve (1-12), not more than twenty-two (22) hours may be utilized for teacher inservice activities, based on the district approved calendar.

Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement IDAPA 08.02.02.060http://www2.state.id.us/adm/adminrules/rules/idapa08/0202.pdf
Idaho Department of Education, Idaho Certification and Professional Standards, http://www.sde.state.id.us/certification/faq.asp
All certificated personnel will be required to complete at least six semester hours or the equivalent within the five year period of validity of the certificate being renewed, with at least three semester credits will be taken for university or college credit.

Credits taken for recertification must be educationally related to the professional development of the applicant.

Graduate or undergraduate credit will be accepted for recertification. Credit must be college transferable and completed through an accredited college or university.

All requests for equivalent inservice training to apply toward recertification must be made through the state department of education upon recommendation of the board of trustees consistent with the state department of education guidelines.

Note: At least fifteen hours of formal instruction must be given for each hour of inservice credit granted.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) I.C. § 33-1207A http://www3.state.id.us/cgi-bin/newidst?sctid=330120007A.K
Each teacher employed in a classroom for kindergarten through grade eight (8), Title I, or special education and each school administrator of a school which includes kindergarten through grade eight, Title I, or special education shall complete three credits (or 45 contact hours of inservice training) of a state approved reading instruction course titled "Idaho Comprehensive Literacy Course" based on the state approved research based "Idaho Comprehensive Literacy Plan" in order to recertify.

The board of trustees of every school district shall include in its plan for inservice training, coursework covering reading skills development, including diagnostic tools to review and adjust instruction continuously, and the ability to identify students who need special help in reading. The district plan for inservice training in reading skills shall be submitted to the state department of education for review and approval, in a format specified by the department.

State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts IDAPA 08.02.02.060 http://www2.state.id.us/adm/adminrules/rules/idapa08/0202.pdf
Idaho has established state professional development requirements and all districts must establish professional development plans.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers No state policy.
Other Professional Development Services and Programs No state policy.
State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board National Board for Professional Teaching Standards, State & Local Support & Incentives, http://www.nbpts.org/about/stateinfo.cfm?state=Idaho
Idaho has signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical, and mental fitness.

Legislation has also established that National Board Certified teachers will be designated as master teachers and will receive a one-time $10,000 bonus paid at $2,000 per year for five years.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Illinois
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.

105 ILCS 5/3-11

However, in counties of less than 2,000,000 inhabitants, the regional superintendent may arrange for or conduct district, regional, or county institutes, or equivalent professional educational experiences, not more than four days annually. Of those four days, two days may be used as a teacher’s workshop, when approved by the regional superintendent, up to two days may be used for conducting parent-teacher conferences or up to two days may be utilized as parental institute days.

A school district may use one of its four institute days on the last day of the school term. "Institute" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, or sexual abuse and sexual assault awareness seminar held or approved by the regional superintendent and declared by him to be an institute day, or parent-teacher conferences. With the concurrence of the state superintendent of education, he or she may employ such assistance as is necessary to conduct the institute. Two or more adjoining counties may jointly hold an institute. Institute instruction shall be free to holders of certificates good in the county or counties holding the institute, and to those who have paid an examination fee and failed to receive a certificate.

In counties of 2,000,000 or more inhabitants, the regional superintendent may arrange for or conduct district, regional, or county inservice training workshops, or equivalent professional educational experiences, not more than four days annually. Of those four days, two days may be used for conducting parent-teacher conferences and up to two days may be utilized as parental institute days. A school district may use one of those four days on the last day of the school term. "Inservice Training Workshops" or "Professional educational experiences" means any educational gathering, demonstration of methods of instruction, visitation of schools or other institutions or facilities, or sexual abuse and sexual assault awareness seminar held or approved by the regional superintendent and declared by him to be an inservice training workshop, or parent-teacher conferences. With the concurrence of the state superintendent of education, he may employ such assistance as is necessary to conduct the inservice training workshop. With the approval of the regional superintendent, 2 or more adjoining districts may jointly hold an inservice training workshop. In addition, with the approval of the regional superintendent, one district may conduct its own inservice training workshop with subject matter consultants requested from the county, State or any State institution of higher learning.

Teachers' institutes may be held on consecutive or separate days at the option of the regional superintendent having jurisdiction thereof and includes inservice training workshops or equivalent professional educational experiences.

The teachers institutes shall include teacher training committed to peer counseling programs and other anti-violence and conflict resolution programs, including without limitation programs for preventing at risk students from committing violent acts.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Certification renewal requires eight semester hours of college coursework, 24 continuing education units; or 120 continuing professional development units every four years.

105 ILCS 5/21-2 and 105 ILCS 5/21-14

Initial Teaching Certificates are valid for four years of teaching and are renewable upon proof of continuing professional development.

Standard Teaching Certificates are valid for four years and are renewable upon proof of continuing professional development, including any of the following:

  • Completing an advanced degree from an approved institution in an education related field
  • Completing at least eight semester hours of coursework
  • Earning at least 24 continuing education units
  • Completing the National Board for Professional Teaching Standards
  • Earning 120 continuing professional development units (CPDU).

Continuing professional development activities may include, but are not limited to, the following activities:

  • Completion of an advanced degree from an approved institution in an education related field
  • At least eight semester hours of coursework in an approved education related program, of which at least two semester hours relate to the continuing professional development.
Teachers may not receive credit for conferences, workshops, institutes, seminars, or symposiums that are designed for entertainment, promotional, or commercial purposes or that are solely inspirational or motivational.
Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement)

105 ILCS 5/10-22.39

Teachers and other school personnel who work with pupils in grades 7 through 12 shall be trained to identify the warning signs of suicidal behavior in adolescents and teens and shall be taught appropriate intervention and referral techniques.

In addition, school guidance counselors, nurses, teachers and other school personnel who work with pupils “may” be trained to have a basic knowledge of matters relating to acquired immunodeficiency syndrome (AIDS), including the nature of the disease, its causes and effects, the means of detecting it and preventing its transmission, and the availability of appropriate sources of counseling and referral, and any other information that may be appropriate considering the age and grade level of such pupils.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts

105 ILCS 5/34-2.4

A three-year local school improvement plan shall be developed and implemented at each attendance center. This plan shall reflect the overriding purpose of the attendance center to improve educational quality.

The school improvement plan shall include, but is not limited to, a description of any staff development program for all school staff and volunteers tied to the priority goals, objectives, and activities specified in the plan.
Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities No state policy.
Regional Service Centers

105 ILCS 5/2-3.62

The state board of education has established a regional network of educational service centers that coordinate and combine existing services in a manner which is practical and efficient and to provide new services to schools.

Services include, but are not limited to, mathematics, science and reading resources for teachers including continuing education, inservice training and staff development.
Other Professional Development Services and Programs

105 ILCS 5/2-3.51a

Illinois’ Continued Reading Improvement Block Grant program was established to improve the reading and study skills of student in seventh through 12th grade who are reading significantly below grade level.

No more than two percent of funds distributed to school districts may be used for the purpose of providing teacher training and re-training in the teaching of reading based on scientifically based research and best practices and delivered by providers approved by the state board of education.

105 ILCS 5/1G-5

Illinois’ Mathematics and Science Block Grant program provides, among other things, funds to train and retrain teachers of grades kindergarten through 12 to be more proficient in the teaching of mathematics and science by providing professional development opportunities.

105 ILCS 5/2-3.43

Illinois’ Computer Literacy Grants provide qualifying school districts and educational service regions for the staff development, hardware, software and teacher training necessary for the implementation of programs designed to achieve computer literacy and high-tech competency.

105 ILCS 5/2-3.94

The state board of education may enter into contracts and award grants to school districts, the regional educational service centers, the Illinois Mathematics and Science Academy, Illinois colleges and universities and other not-for-profit organizations devoted to scientific literacy, to provide inservice staff development for elementary and secondary teachers.

The state board may also provide grants for colleges and universities to review and revise the preservice curriculum in mathematics and science in order to address an intensified focus on scientific literacy.

105 ILCS 5/21-27

The Illinois Teaching Excellence Program provides categorical funding for monetary incentives and bonuses for teachers who are employed by school districts and who hold a Master Certificate.

An annual payment of $3,000 to be paid to each teacher who successfully completes the program leading to and who receives a Master Certificate and is employed as a teacher by a school district. The school district shall distribute this payment to each eligible teacher as a single payment or in not more than three payments.

An annual incentive equal to $1,000 shall be paid to each teacher who holds a Master Certificate, who is employed as a teacher by a school district, and who agrees, in writing, to provide 60 hours of mentoring during that year to classroom teachers. This mentoring may include, either singly or in combination, (i) providing high quality professional development for new and experienced teachers, and (ii) assisting National Board for Professional Teaching Standards (NBPTS) candidates through the NBPTS certification process. The school district shall distribute 50% of each annual incentive payment upon completion of 30 hours of the required mentoring and the remaining 50% of the incentive upon completion of the required 60 hours of mentoring. Credit may not be granted by a school district for mentoring or related services provided during a regular school day or during the total number of days of required service for the school year.

An annual incentive equal to $3,000 shall be paid to each teacher who holds a Master Certificate, who is employed as a teacher by a school district, and who agrees, in writing, to provide 60 hours of mentoring during that year to classroom teachers in schools on academic early warning status or in schools in which 50 percent or more of the students receive free or reduced price lunches, or both. The school district shall distribute 50 percent of each annual incentive payment upon completion of 30 hours of the required mentoring and the remaining 50 percent of the incentive upon completion of the required 60 hours of mentoring. Credit may not be granted by a school district for mentoring or related services provided during a regular school day or during the total number of days of required service for the school year.

105 ILCS 5/2-3.25h

The state board of education may provide technical assistance, including professional development opportunities for teachers and administrators.
State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board

Illinois State Board of Education, 105 ILCS 5/21-27

Illinois provides assistance with the payment of the candidate application fees for Illinois teachers seeking NBPTS certification. The State generally will pay $2,000 of the $2,300 application fee.

The Illinois Teaching Excellence Program was established to provide categorical funding for monetary incentives and bonuses for teachers who are employed by school districts and who hold a Master Certificate:

  1. An annual payment of $3,000 to be paid to each teacher who successfully completes the program leading to and who receives a Master Certificate and is employed as a teacher by a school district. The school district shall distribute this payment to each eligible teacher as a single payment or in not more than 3 payments.
  2. An annual incentive equal to $1,000 shall be paid to each teacher who holds a Master Certificate, who is employed as a teacher by a school district, and who agrees, in writing, to provide 60 hours of mentoring during that year to classroom teachers. This mentoring may include, either singly or in combination, (i) providing high quality professional development for new and experienced teachers, and (ii) assisting National Board for Professional Teaching Standards (NBPTS) candidates through the NBPTS certification process. The school district shall distribute 50% of each annual incentive payment upon completion of 30 hours of the required mentoring and the remaining 50% of the incentive upon completion of the required 60 hours of mentoring. Credit may not be granted by a school district for mentoring or related services provided during a regular school day or during the total number of days of required service for the school year.
  3. An annual incentive equal to $3,000 shall be paid to each teacher who holds a Master Certificate, who is employed as a teacher by a school district, and who agrees, in writing, to provide 60 hours of mentoring during that year to classroom teachers in schools on academic early warning status or in schools in which 50% or more of the students receive free or reduced price lunches, or both. The school district shall distribute 50% of each annual incentive payment upon completion of 30 hours of the required mentoring and the remaining 50% of the incentive upon completion of the required 60 hours of mentoring. Credit may not be granted by a school district for mentoring or related services provided during a regular school day or during the total number of days of required service for the school year.
Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals No state policy.
Substitute Teachers No state policy.
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development No state policy.
Means of Evaluation/Data Collection No state policy.

Indiana
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Indiana Professional Standards Board, Licensing Renewal Frequently Asked Questions, http://www.state.in.us/psb/faq/renewal.html
Individuals who do not hold a life license must renew their licenses by completing six semester hours of approved college courses every five years. Beginning July 1, 2004, individuals holding a standard license may opt to renew their license using the Professional Growth Plan renewal option.

After educators earn a master's degree or complete 36 semester hours of approved academic credit, they may renew their licenses with Certification Renewal Credits (CRUs).

CRUs are earned by completing approved experiences that do not result in the award of college credit.

The professional license is initially valid for 10 years. After the initial term, the professional license must be renewed every five years. The license may be renewed by completing six semester hours of approved college courses or 90 Certification Renewal Units (CRUs) every five years.

Professional license will not be issued after July 1, 2006. The Accomplished Practitioner License will replace this option.

Any Standard, Provisional, or Professional license may be renewed with six semester hours of approved courses.

Approved renewal course work may include education courses and/or courses taken in one or more areas on the teaching license.

Coursework completed as part of a Professional Growth Plan for license renewal does not require prior approval. Candidates supply official transcripts of completed courses as part of the documentation in the Professional Growth Plan.

Any credits earned as semester hours or quarter hour units taken from an accredited institution are acceptable for renewal of a license. Otherwise only seminars or conferences approved for Indiana Certification Renewal Units (CRUs) may be used toward renewal of your Indiana educator's license. Please refer to Question 1 for eligibility to use CRUs for license renewal.

Certification Renewal Units are credits, which may be applied toward license renewal only after earning a Master's degree, or after completion of thirty-six (36), semester hours beyond the Bachelor's Degree of approved academic credit. IPSB's one CRU is equivalent to two contact hours in an approved seminar or program. Ninety (90) CRUs are required for renewal. A total of 15 CRUs equals one semester hour. CRUs can be used with semester or quarter hours in any combination providing the equivalent of six semester hours is reached. For a CRU to be valid, the program provider must be pre-approved by the Division Assessment. Make sure that you have verified this information prior to taking any seminar or program.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) IC 20-3.1-11-3 http://www.in.gov/legislative/ic/code/title20/ar3.1/ch11.html
IC 20-3.1-8-1 http://www.in.gov/legislative/ic/code/title20/ar3.1/ch8.html

A staff performance evaluation plan must do the following:
  • Provide for evaluation of the school's and the school's educators' performance based upon the school's students' performance improvement level (i.e. student achievement on assessment tests and assessment programs, graduation rates, scholastic aptitude test scores, other objective standards developed by the board for measuring student, teacher and administrator performance improvement consistent with state academic standards and student performance improvement levels)
  • Provide for the continuing professional development and improvement of the performance of the individuals evaluated
  • Require periodic assessment of the effectiveness of the plan.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards 511 IAC 6.2-4-3http://www.ai.org/legislative/iac/T05110/A00062.PDF
IC 20-1-1-6.3 and 21-1-1-6.5http://www.in.gov/legislative/ic/code/title20/ar1/ch1.html

The following are Indiana's core principles of professional development:
  1. Professional development programs will address issues that are relevant to the priorities of education improvement and reflect the knowledge base of the profession by doing the following:
    • Reflecting research-based approaches to effective adult learning, student learning, and organizational change to support ongoing developmental activities. While tapping educators' life experiences and drawing on the knowledge base from effective research, a variety of modes of learning are used to foster self-directed professional development opportunities
    • Integrating education improvement priorities. Consistent and continuous links are made with the school improvement plan, the Indiana professional standards board, and the Indiana state board of education policy
    • Incorporating both discipline-specific and interdisciplinary approaches to teaching, assessment and preparation for the world of work. Professional growth experiences enhance educators' knowledge within and across subject areas and their ability to foster and assess students' problem solving and critical thinking skills
    • Including explicit strategies for setting high expectations and meeting the diverse learning needs of all students. Training activities increase educators' capacity to implement developmentally-appropriate practices to establish challenging learning goals and respond to the uniqueness of each student
    • Receiving adequate resources. Every public school in Indiana must receive the financial resources and support services needed to provide the most effective professional development program, as described within these principles.
  2. Professional development program will engage educators in an effective learning process that impacts practice by doing the following:
    • Actively involving participants in program design, delivery, and implementation. Professional growth opportunities reflect educators' needs as determined from multiple data sources grounded in and linked with the school improvement plan. All stakeholders shall be engaged in meaningful job-embedded opportunities to effectively support practice that lead to improved student learning
    • Promoting multiple strategies that model recommended strategies. Opportunities for professional development incorporate varied approaches, such as theory, demonstration, reflection, practice, mentoring, technology applications, and peer dialogue and coaching
    • Incorporating follow-up activities that are sustained over time and provide educators with ongoing feedback. The professional development program provides a range of opportunities for staff to integrate the new strategies into their work with children through practice, feedback, and reflection
    • Continuously evaluating impact on educators' practice and student learning. The effectiveness of professional development is determined by its impact on staff performance and student learning.
  3. Professional development programs will contribute to developing an environment that support educators' professional growth by doing the following:
    • Fostering collegiality and collaboration. Professional growth opportunities encourage staff to build a community of educators, parents, business, and community partners who exchange ideas for innovation, cooperate in developing curricula, and discuss approaches to strengthening student learning by focusing on the school community as a culture of inquiry
    • Building capacity through a continuum of ongoing improvement activities. Professional development activities maintain a focus on the improvement of practices that increase student learning and link to the school improvement plan and the standards developed by the Indiana professional standards board and the Indiana state board of education policy
    • Integrating staff development into educators' practice. The professional development program incorporates supports for staff to implement newly acquired strategies and assess them for their impact on student learning
    • Encouraging innovation and risk-taking. As a result of staff development activities, the school community recognizes the need for action research, which assists educators, leading toward innovations improving student learning.
Miscellaneous efforts

IC 20-10.1-16-5 http://www.ai.org/legislative/ic/code/title20/ar10.1/ch16.html#IC20-10.1-16-5
The Indiana Statewide Testing for Educational Progress (ISTEP) provides a source of information for state and local decision makers with regard to education matters, including teacher training and staff development activities.

IC 20-1-1-6.5 http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6.5
IC 20-10.2-3-1 http://www.ai.org/legislative/ic/code/title20/ar10.2/ch3.html#IC20-10.2-3-1
511 IAC 6.2-4-2http://www.ai.org/legislative/iac/T05110/A00062.PDF

Each school must establish a professional development program that:

    ·
  • Emphasizes improvement of student learning and performance
  • ·
  • Is developed by the committee that develops the school's strategic and continuous improvement and achievement plan and is integrated with the school's strategic and continuous improvement and achievement plan developed.

The program is approved only if it meet's the state board's core principals for professional development and the following additional criteria:

  1. To ensure high quality professional development, the program:
    • Is school based and collaboratively designed, and encourages participants to work collaboratively
    • Has a primary focus on state and local academic standards, including a focus on Core 40 subject areas
    • Enables teachers to improve expertise in subject knowledge and teaching strategies, uses of technologies, and other essential elements in teaching to high standards
    • Furthers the alignment of standards, curriculum, and assessments
    • Includes measurement activities to ensure the transfer of new knowledge and skills to classroom instruction.
  2. A variety of resources, including needs assessments, an analysis of data regarding student learning needs, professional literature, research, and school improvement programs, are used in developing the program.
  3. The program supports professional development for all stakeholders.
  4. The program includes ongoing professional growth experiences that provide adequate time and job embedded opportunities to support school improvement and student learning, including flexible time for professional development that provides professional development opportunities before, during, and after the regular school day and school year.
  5. Under the program, teacher time for professional development sustains instructional coherence, participant involvement, and continuity for students.
  6. The program includes effective, research-based strategies to support ongoing developmental activities.
  7. The program supports experiences to increase the effective use of technology to improve teaching and learning.
  8. The program encourages diverse techniques, including inquiry, reflection, action research, networking, study groups, coaching, and evaluation.
  9. The program includes a means for evaluating the effectiveness of the program and activities under the program.

The state department of education shall develop a means for measuring successful programs and activities in which schools participate. The measurements must include the following:

  • A mechanism to identify and develop strategies to collect multiple forms of data that reflect the achievement of expectations for all students. The data may include the results of ISTEP tests (See, IC 20-10.1-16) local tests, classroom work and teacher and administrator observations
  • A procedure for using collected data to make decisions
  • A method of evaluation in terms of educator's practice and student learning, including standards for effective teaching and effective professional development.

A school qualifies for a grant from the department when the school's program, developed and submitted under this section, is approved by the board upon recommendation of the department. The grant must be used to implement all or part of the school's program by funding activities that may include the following:

  • Partnership programs with other entities, including professional development schools
  • Teacher leadership academies, research teams and study groups
  • Workshops, seminars and site visits
  • Cooperative programs with other school corporations
  • National board certification for teachers.

A grant received under this section must be:

  • Expended only for the conduct of activities specified in the program
  • Coordinated with other professional development programs and expenditures of the school/school corporation.

Note: A school may contract with private or public sector providers to provide professional development activities under this section.

For plan components, see IC 20-10.2-3-5 at http://www.ai.org/legislative/ic/code/title20/ar10.2/ch3.html#IC20-10.2-3-5

Professional Development Requirements for Low-Performing Schools
School requirements IC 20-3.1-3-1http://www.ai.org/legislative/ic/code/title20/ar3.1/ch3.html#IC20-3.1-3-1
IC 20-10.2-6-4http://www.ai.org/legislative/ic/code/title20/ar10.2/ch6.html#IC20-10.2-6-4

Improved opportunities for teacher professional development may be required for schools failing to meet student achievement levels.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities The Indiana Staff Development Council Link, http://home.bluemarble.net/~laughlin/ISDCLink/introduction.html
The Indiana Staff Development Council Link (ISDC) brings together the very best in Indiana professional development, including people, research, models and frameworks. It also provides teachers with a convenient, inexpensive way to participate in Indiana's professional development learning community.
Regional Service Centers No state policy.
Other Professional Development Services and Programs Indiana Accountability System for Academic Progress,http://ideanet.doe.state.in.us/asap/prodev1.html
The Indiana Department of Education Web site provides links to state and national professional development information and resources.

IC 20-10.1-25.3-10 http://www.ai.org/legislative/ic/code/title20/ar10.1/ch25.3.html#IC20-10.1-25.3-10
Indiana's Technology Plan Grant Program may be used by a school corporation to implement all or part of the school corporation's technology plan by funding, among other things, professional development related to technology.

IC 20-6.1-7-2http://www.ai.org/legislative/ic/code/title20/ar6.1/ch7.html#IC20-6.1-7-2
The state board shall work with local school corporations to provide additional professional development opportunities for individual teachers, including the following programs:

  • Continuing education scholarships for teachers
  • Professional development training for teachers
  • Paid sabbatical leave for teachers
  • Teacher fellowships
  • Grants to schools for extended teacher contracts
  • Grants for inschool projects for upgrading curriculum or improving instruction.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board National Board for Professional Teaching Standards, State & Local Support & Incentives, Indiana, http://www.nbpts.org/about/stateinfo.cfm?state=Indiana
In June, l997, the Indiana Professional Standards Board (IPSB) approved a new assessment system for Indiana education professionals that will encompass a staged system of licensure/re-licensure. Currently, a teacher certified by the National Board for Professional Teaching Standards (NBPTS) is eligible for a Professional License.

Beginning in 2003, teachers certified by NBPTS will be eligible for the Accomplished Practitioner License under the performance-based licensing system. In June 1998, the IPSB approved a waiver of current continuing education requirements for teachers who complete the NBPTS certification process and are renewing a standard license, effective until new continuing education rules are promulgated.

Public Law 221 established a grant system through the Indiana Department of Education to fund school improvement plans with the goal of improving student learning. The school improvement plan must include a professional development component and monies may be used for National Board Certification for teachers.

The state of Indiana has signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical, and mental fitness.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals Requirements for paraprofessionals working with special education students only.

511 IAC 7-21-2 http://www.ai.org/legislative/iac/T05110/A00070.PDF
IC 20-1-1-6 http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6
IC 20-1-6-4 http://www.ai.org/legislative/ic/code/title20/ar1/ch6.html#IC20-1-6-4

Public agencies may allow paraprofessionals and assistants who are appropriately trained to work under the direction and supervision of licensed teachers or related services personnel to assist students in areas that relate to personal, social and educational needs.

The public agency must provide preservice and inservice training to paraprofessionals in the following areas:

  • The role of the paraprofessional related to the role of the professional person providing supervision and direction
  • The specific skills necessary to carry out the assigned responsibilities
  • Information on the specific special needs and characteristics of the students with whom the paraprofessional will be working
  • Information on special education procedures, including the confidentiality of personally identifiable information.

Substitute Teachers 515 IAC 1-2-17 http://www.ai.org/legislative/iac/T05150/A00010.PDF
School corporations are "encouraged" to offer inservice training to their respective substitutes and to involve classroom teachers in such programs.

No professional development requirements for substitute certificate renewal.

Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development IC 20-1-1-6.5http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6.5
IC 20-10.2-3-1 http://www.ai.org/legislative/ic/code/title20/ar10.2/ch3.html#IC20-10.2-3-1

Each school must establish a professional development program that ensures high quality professional development that:
  • Is school based and collaboratively designed, and encourages participants to work collaboratively
  • Has a primary focus on state and local academic standards, including a focus on Core 40 subject areas
  • Enables teachers to improve expertise in subject knowledge and teaching strategies, uses of technologies, and other essential elements in teaching to high standards
  • Furthers the alignment of standards, curriculum, and assessments
  • Includes measurement activities to ensure the transfer of new knowledge and skills to classroom instruction.

511 IAC 6.2-4-3http://www.ai.org/legislative/iac/T05110/A00062.PDF
IC 20-1-1-6.3http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6.3
IC 20-1-1-6.5http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6.5

The state's core principals of professional development clearly articulate the purpose and requirements that must be incorporated in all professional development programs.

Means of Evaluation/Data Collection 511 IAC 6.2-4-3http://www.ai.org/legislative/iac/T05110/A00062.PDF
IC 20-1-1-6.3http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6.3
IC 20-1-1-6.5http://www.ai.org/legislative/ic/code/title20/ar1/ch1.html#IC20-1-1-6.5

State policy requires that the effectiveness of professional development be determined by its impact on staff performance and student learning.

The Indiana Statewide Testing for Educational Progress (ISTEP) provides a source of information for state and local decision makers with regard to education matters, including teacher training and staff development activities.


Iowa
Teacher Professional Development Requirements
Statewide Required Professional Development Days No state policy.
Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Iowa Admin. Code 282-17.11(272), Not available online.
Six credits every five years, which may be composed of staff development activities, are required for licensure renewal.

Licensure renewal programs may be provided by:

  • Area education agencies, local education agencies, individually or in consortium arrangements
  • Approved nonpublic districts, individually or in consortium
  • Iowa educational professional organizations
  • Iowa colleges and universities approved for teacher education.

Fifteen scheduled clock hours of contact with an instructor equals one renewal unit. In addition, only whole units may be submitted to the board of educational examiners for license renewal and only renewal units offered through board of educational examiners approved licensure renewal programs will be accepted for license renewal.

Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
State Efforts to Improve Professional Development (i.e. alignment with state standards)
Alignment with state standards No state policy.
Miscellaneous efforts Iowa Admin. Code 282-17.11(272), Not available online.
The Iowa Professional Development Model, http://www.state.ia.us/educate/ecese/tqt/tc/doc/ipdm02.html

Licensure renewal courses are planned experiences, activities, and studies designed to develop skills, techniques, knowledge, and understanding of educational research and best practice, and model best practices in professional and organizational development. These courses support school improvement processes and practices and provide for the development of leadership in education.

The following indicators of quality are used in evaluating the approved license renewal programs:

  • The courses address specific student, teacher and school needs evidenced in local school improvement plans, or
  • The courses assist teachers in improving student learning, or
  • The courses assist teachers in improving teaching evidenced through the adoption or application of practices, strategies, and information.

Approved teacher licensure renewal programs must offer and conduct a minimum of ten different courses for teachers during the calendar year.

Iowa Admin. Code 281-12.7(256), Not available online.
Each school or school district shall incorporate into its comprehensive school improvement plan provisions for the professional development of all staff. To meet the professional needs of all staff, staff development activities shall:

  • Align with district goals
  • Be based on student and staff information
  • Prepare all employees to work effectively with diverse learners and to implement multicultural, gender fair approaches to the educational program
  • Emphasize the research-based practices to achieve increased student achievement, learning and performance as stated in the comprehensive school improvement plan.

Iowa Admin. Code 282-17.11(272), Not available online. The state’s licensure renewal advisory committee is responsible for, among other things, the annual evaluation of all courses or units offered for licensure renewal programs.

In addition, local school districts are encouraged to work cooperatively with their respective area education agency in assessing needs and designing and conducting courses and the board of educational examiners reserves the right to evaluate any course, to require submission of evaluation data and to conduct sufficient on-site evaluation to ensure high quality of licensure renewal programs.

Each approved staff development agency/institution shall retain program descriptions, course activities, and documentation of the qualifications of delivery personnel, evaluation reports, and completed renewal units for a period of five years. This information shall be kept on file in the offices of the area education agency licensure renewal coordinators and shall be made available to the board of educational examiners upon request.

Each approved licensure renewal program will be monitored by the board of educational examiners to determine the extent to which the program meets/continues to meet program standards and is moving toward the attainment of program objectives. This will include an annual report which shall include an annotated description of the courses provided, evidence of the collaborative efforts used in developing the courses, evidence of the intended results of the courses and the data for demonstrating progress toward the intended results.

Professional Development Requirements for Low-Performing Schools
School requirements No state policy.
District requirements No state policy.
State Support for Professional Development Services and Programs
On-line Professional Development Opportunities Iowa Department of Education, The Iowa Professional Development Content Network Web site,http://www.state.ia.us/educate/ecese/tqt/tc/prodev.html
The Iowa Professional Development Content Network Web site provides a tool for local districts to use when selecting professional development content in reading, mathematics, and science. The site includes reviews of research studies that describe the research conducted on specific instructional strategies and programs. The site also includes ideas for selecting content, resources, and links to other sources of information about scientifically based research practices.
Regional Service Centers No state policy.
Other Professional Development Services and Programs I.C.A. § 256.39http://www.legis.state.ia.us/IACODE/2003SUPPLEMENT/256/39.html
The state department of education has developed a career pathways grant program for consortiums to develop career pathways programs that include, but are not limited to, staff development to implement the high-standard curriculum. These efforts may include team teaching techniques that utilize expertise from partnership businesses and postsecondary institutions.

I.C.A. § 256Dhttp://www.legis.state.ia.us/IACODE/2003SUPPLEMENT/256D/
Iowa’s Early Intervention Block Grant Program provides funds at the kindergarten through grade three levels to, among other things, provide classroom teachers with intensive training programs to improve reading instruction and professional development in best practices, including but not limited to training programs related to instruction to increase students' phonemic awareness, reading abilities, and comprehension skills.

I.C.A. § 256.36http://www.legis.state.ia.us/IACODE/2003SUPPLEMENT/256/36.html
The state department of education has established a math and science education grant program. Such funds may be used, among other things, to design and implement a statewide model for staff development in science and math education.

State Financial Support for Teacher Professional Development
Specific Appropriations No state policy.
Tuition Reimbursement No state policy.
National Board I.C.A. § 256.44http://www.legis.state.ia.us/IACODE/2003SUPPLEMENT/256/44.html
The Iowa Department of Education has established a national board certification pilot project.

A teacher who registers for or achieves national board for professional teaching standards certification, and who is employed by a school district in Iowa and receiving a salary as a classroom teacher, may be eligible for the following:

  • If a teacher registers for national board for professional teaching standards certification prior to June 30, 2005, a one-time initial reimbursement award in the amount of up to one-half of the registration fee paid by the teacher for registration for certification by the national board for professional teaching standards. The teacher shall apply to the department of education within one year of registration, submitting to the department any documentation the department requires. A teacher who receives an initial reimbursement award shall receive a one-time final registration award in the amount of the remaining national board registration fee paid by the teacher if the teacher notifies the department of the teacher's certification achievement and submits any documentation requested by the department
  • If, by May 1, 2000, the teacher applies to the department for an annual award and submits documentation of certification by the national board for professional teaching standards, an annual award in the amount of five thousand dollars. However, if the teacher does not achieve certification on the teacher's first attempt to pass the national board for professional teaching standards assessment, the teacher shall be paid the annual award upon achieving certification. The department shall award not more than a total of fifty thousand dollars in annual awards to an individual during the individual's term of eligibility for annual awards
  • If the teacher registers for national board for professional teaching standards certification between January 1, 1999, and January 1, 2005, and achieves certification within three years from the date of initial score notification, an annual award in the amount of two thousand five hundred dollars upon achieving certification by the national board of professional teaching standards.

Note: To receive an annual award a teacher shall apply to the department for an award within one year of eligibility. Payment for awards shall be made only upon departmental approval of an application or recertification of eligibility. A term of eligibility shall be for ten years or for the years in which the individual maintains a valid certificate, whichever time period is shorter. In order to continue receipt of payments, a recipient shall annually recertify eligibility.

A teacher receiving an annual award pursuant to this section may provide additional services to the school district that employs the teacher. The additional services to be provided by the teacher may be mutually agreed upon by the school district and the teacher.

Professional Development Policies for Paraprofessionals and Substitute Teachers
Paraprofessionals State policy specifies professional development for special education paraprofessionals only.

I.C.A. 281-41.10(256B), Not available online.
Special education personnel may be employed to assist in the provision of special education and related services to children with disabilities and shall complete appropriate preservice and ongoing staff development specific to the functions to be performed.

The agency shall make provisions for or require such completion prior to the beginning of service wherever practicable and within a reasonable time of the beginning of service where the preentry completion is not practicable.

Substitute Teachers No state policy
Alignment with Federal No Child Left Behind Requirements
State Definition Of High Quality Professional Development The Iowa Professional Development Model, http://www.state.ia.us/educate/ecese/tqt/tc/doc/ipdm02.html
Iowa Department of Education, No Child Left Behind Act,http://www.state.ia.us/educate/ecese/nclb/programs.html

The purpose of professional development is to provide a structured, supportive, and collaborative environment to promote professional growth that will further the district’s comprehensive school improvement plan (CSIP) goals in order to increase student achievement.

In the No Child Left Behind Act (2001) professional development is defined as activities that:

  • Improve and increase teachers’ knowledge of the academic subjects the teachers teach, and enable teachers to become highly qualified
  • Are an integral part of broad school-wide and district-wide educational improvement plans
  • Are high quality, sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classsroom; and are not one-day or short-term workshops or conferences
  • Advance teacher understanding of effective instructional strategies that are:
  • Based on scientifically based research
  • Strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers (No Child Left Behind Act, Title IX, Sec. 9101 [34]).
  • Means of Evaluation/Data Collection The Iowa Professional Development Model, http://www.state.ia.us/educate/ecese/tqt/tc/doc/ipdm02.html
    Iowa Department of Education, No Child Left Behind Act,http://www.state.ia.us/educate/ecese/nclb/programs.html

    Ongoing data collection is required, however, the means are not specified.

    Kansas
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement K.A.R. 91-1-203http://www.kslegislature.org/ksadminregs/91-1-203.shtml
    An individual may advance from a conditional license to a professional license by completing a performance assessment.

    An individual may advance from a professional license to an accomplished license by verifying they have achieved National Board Certification.

    K.A.R. 91-1-205http://www.kslegislature.org/ksadminregs/91-1-205.shtml
    A conditional license must be renewed within five years of the date the license was issued.

    An individual may renew a professional license if they meet any of the following requirements:

    • Has completed all components of the national board for professional teaching standards assessment for board certification
    • Has been granted national board certification
    • Has earned a minimum of 120 professional development points under an approved individual development filed with a local professional development council if the applicant holds and advanced degree
    • Has earned a minimum of 160 professional development points under an approved individual development plan filed with a local professional development council, including at least 80 points for college credit, if the applicant does not hold an advanced degree
    • Has completed a minimum of eight credit hours in an approved program or completed an approved program.

    An individual may renew an accomplished teaching license by submitting to the state board of education verification of achieving renewal of national board certification since the issuance of the most recent accomplished teaching license.

    K.A.R. 91-1-215http://www.ksde.org/outcomes/91_1_215.html

    "Inservice education" means professional development and staff development and includes any planned learning opportunities provided to certificated personnel employed by a school district or other authorized educational agency for purposes of improving the performance of such personnel in already held or assigned positions.

    "Inservice education plan" or "plan" means a detailed program for provision of professional or staff development, or both.

    "Professional development point" means one clock hour of inservice education. One semester hour of college credit shall count as 20 professional development points. "Professional development" means continuous learning that is based on individual needs and meets both of the following criteria:

    • Prepares a person for access to practice, maintains the person's access to practice, builds an individual's knowledge or skills, or is requested by the employing educational agency
    • Positively impacts the individual or the individual's students, school or school district.
    • "Professional development council" or "PDC" means a representative group of certified or licensed personnel from an educational agency that advises the governing body of the educational agency in matters concerning the planning, development, implementation, and operation of the educational agency's inservice education plan.

      "Professional development plan" means a written document describing the inservice education activities to be completed during a specified period of time by the individual filing the plan. "Professional education standards" means those standards adopted by the state board that specify the knowledge, competencies and skills necessary to perform in a particular role or position.

      "Service to the profession" means any activity that assists others in acquiring proficiency in instructional systems, pedagogy, or content, or that directly relates to licensure of professional educators, accreditation processes, or professional organizations.

      "Staff development" means continuous learning offered to groups of professionals that develops the skills of those professionals to meet common goals, or goals of a school or school district.

      K.A.R. 91-1-218 http://www.ksde.org/outcomes/91_1_218.html
      In awarding professional development points, each educational agency shall designate that one professional development point is equal to one clock hour of inservice education.

      If a person documents completion of an inservice activity, the person shall be awarded professional development points equal to the number of clock hours completed.

      If a person who has earned points for completion of an inservice activity later verifies that he or she has applied the skills or knowledge gained, the person shall be awarded two times the number of professional development points that were earned for completion of the inservice activity. Evidence of application of the knowledge gained through the inservice activity shall be presented to the professional development council and may include the following:

      • Independent observation
      • Written documentation
      • Other evidence that is acceptable to the PDC.

      If a person who has earned points for application of knowledge or skills learned through inservice activities verifies that application of the knowledge or skills has had an impact on student performance or the educational program of the school or school district, the person shall be awarded three times the number of professional development points that were earned for completion of the inservice activity. Evidence of impact upon student performance or school improvement shall be presented to the professional development council and may include the following:

      • Independent observation
      • Written documentation
      • Evidence of improved student performance
      • Other evidence that is acceptable to the PDC.

      A person shall be awarded professional development points for activities related to service to the profession upon the basis of the number of clock hours served. The person shall be awarded one point for each clock hour of service. The person shall submit verification of service to the professional development council.

      For purposes of renewing a certificate or license, a professional development council shall not impose a limit on the number of professional development points that may be earned. However, a council may impose limits on the number of professional development points that may be earned for purposes related to employment or other local matters.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards Kansas Professional Development Program Guidelines, 2004-2005 Guidelines, http://ksde.org/outcomes/PDCGuide.doc
    The Kansas Staff Development Rubric for District/School Assessment was designed by the Kansas Learning-First Alliance and was published in March 2002. It is based upon the twelve National Staff Development Council (NSDC) Standards for Staff Development and addresses the quality of a district’s staff development related to Context, Process and Content. Kansas’ school districts can use this rubric to gauge the quality of staff development. On April 11, 2002 the Kansas State Board of Education endorsed the use of this rubric.

    K.A.R. 91-1-205http://www.kslegislature.org/ksadminregs/91-1-205.shtml
    K.A.R. 91-1-206http://www.kslegislature.org/ksadminregs/91-1-206.shtml
    K.A.R. 91-1-215http://www.ksde.org/cgi-bin/searchregs?citation=91-1-215&rpttype=1&search=&maxres=25&andor=AND
    K.A.R. 91-1-219http://www.ksde.org/cgi-bin/searchregs?citation=91-1-219&rpttype=1&search=&maxres=25&andor=AND
    In addition, the state's professional development program is aligned with state licensure requirements.

    Miscellaneous efforts

    K.A.R. 91-31-18http://www.ksde.org/cgi-bin/searchregs?citation=91-31-18&rpttype=1&search=&maxres=25&andor=AND
    Each school improvement plan must include a results-based staff development plan focusing on the results of the instruction or training for individuals and schools.

    K.S.A. § 72-9603http://www.kslegislature.org/cgi-bin/statutes/index.cgi
    The state board is responsible for establishing standards and criteria for:

    • Procedures, activities and services to be provided in professional development programs
    • Reviewing, evaluating and approving school district professional development programs and applications of boards for state aid.

    The standards and criteria established for evaluating school district professional development programs shall include measures for assessing the impact of programs on improvement of the skills of certificated personnel in effectuation of effective instructional skills and improvement of the academic performance of pupils.

    K.A.R. 91-31-32http://www.ksde.org/cgi-bin/searchregs?citation=91-31-32&rpttype=1&search=&maxres=25&andor=AND
    Each school is assigned its accreditation status based upon the extent to which the school has met the performance and quality criteria established by the state board. Quality criteria includes:

    • A school improvement plan that includes a results-based staff development plan
    • Formal training for teachers regarding the state assessments and curriculum standards.

    K.A.R. 91-1-206http://www.ksde.org/outcomes/91_1_206.html
    Professional development plans are required for licensure renewal. Any individual filing a professional development plan with a local professional development council for licensure renewal purposes must develop a plan that includes activities in at least two of the following areas:

    • Content endorsement standards as adopted by the state board
    • Professional education standards as adopted by the state board
    • Service to the profession.

    Each individual submitting a professional development plan shall ensure the plan meets the following requirements:

    • Result from cooperative planning with a designated supervisor
    • Be signed by the individuals submitting the plan
    • Be signed by the individual's supervisory, if the supervisor agrees with the plan
    • Be reviewed and approved by the local professional development council.

    If a person is unable to attain approval of an individual development plan through a local professional development council, the person may appeal to the licensure review committee for a review of the proposed individual plan.

    K.A.R. 91-1-216http://www.ksde.org/outcomes/91_1_216.html
    The board of education or other governing body of an educational agency, or the governing bodies of any two or more educational agencies, with the advice of representatives of the certified or licensed personnel who will be affected, may design and implement an inservice education plan to be offered by the educational agency or agencies.

    Procedures for development of an inservice plan must include the following:

    • Establishment of a professional development council
    • An assessment of inservice needs
    • Identification of goals and objectives
    • Identification of activities
    • Evaluative criteria.

    The state board shall approve the plan or approve the plan subject to modifications, or disapprove the plan, and notify the educational agency of the decision within 60 days of submission of the plan.

    An approved plan may be amended at any time by following the procedures specified in this regulation.

    Area professional development centers providing inservice education for licensure renewal shall provide the inservice education through a local school district, an accredited nonpublic school, an institution of postsecondary education, or an educational agency, which has a state-approved inservice education plan.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs K.S.A. § 72-9510 http://www.kslegislature.org/cgi-bin/statutes/index.cgi
    The state board, in cooperation with the advisory committee on Hispanic affairs and with other appropriate agencies and organizations, may provide any board, upon its request therefore, with technical advice and assistance in the establishment and operation of a program of bilingual education, including assistance in conducting in-service training programs for qualified teachers.
    State Financial Support for Teacher Professional Development
    Specific Appropriations The legislature has not provided funding in the state budget for professional development.

    K.A.R. 91-1-219 http://www.ksde.org/cgi-bin/searchregs?citation=91-1-219&rpttype=1&search=&maxres=25&andor=AND
    K.S.A. 72-9603http://www.kslegislature.org/cgi-bin/statutes/index.cgi

    Education agencies may receive in-service education funds for the following expenditures:

    • Consultant fees and honorariums
    • Travel expenses for consultants
    • Cost of materials used in training
    • Salaries of substitute teachers for certified staff who have filed an individual development plan, but these salaries shall not exceed 25 percent of the total in-service education expenditures
    • Registration fees for, and travel expenses to, in-service workshops and conferences, both in state and out of state, for certified individuals who have individual development plans on file
    • Salaries of secretarial personnel, but these salaries shall not exceed the amount of one hour of secretarial wages for each certified employee having an approved individual development plan on file
    • Salaries paid to certified staff, during non-contractual times, for participation in district-level or building-level training or other staff development activities.

    Education agencies shall not receive in-service education funds for the following expenditures:

    • Rental or facilities
    • Utilities
    • Equipment
    • Administrative expenses
    • Salaries of teachers attending in-service workshops or conferences during contractual times, or the salaries of council members.

    Tuition Reimbursement No state policy.
    National Board Kansas State Department of Education,http://www.ksbe.state.ks.us/cert/nbpts.html, http://www.ksde.org/cert/NatBoardSubsidyApp.pdf
    K.S.A. § 72-1398http://www.kslegislature.org/cgi-bin/statutes/index.cgi/74-32,102.html
    Kansas teachers seeking National Board Certification have the opportunity to apply for assistance in paying the $2,300 fee. Fee subsidies are provided through funds allocated by the National Board for Professional Teaching Standards (NBPTS) with matching state funds provided through the Governor’s Teaching Excellence Scholarships program. The amount of the fee subsidy awarded to an applicant will be dependent upon the amount and type of funds still available when the application is received. The maximum amount of a subsidy award will not exceed $2,000. Individuals applying for a fee subsidy will be required to provide the remaining unsubsidized portion of the $2,300 application fee.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Special education paraprofessionals are required to complete 20 hours of staff development every year with specific requirements for the professional development hours. State policy for special education can be found at http://www.kansped.org/ksde/resources/AudGuide04.pdf. See pages 31-34.

    No state policy for other paraprofessionals.

    Substitute Teachers K.A.R. 91-1-205 http://www.kslegislature.org/ksadminregs/91-1-205.shtml
    An individual may renew a substitute teaching license by submitting to the state board verification of completion, within the last five years, a minimum of 100 professional development points under an approved individual development plan filed with a local professional development council.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Kentucky
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days KRS § 158.070, KRS § 156.095, KRS § 158.060
    Each local board of education shall use four days of the minimum school term for professional development and collegial planning activities for the professional staff without the presence of pupils.

    At the discretion of the superintendent, one day of professional development may be used for district-wide activities and for training that is mandated by federal or state law. Three days must be used by each school council and the district is encouraged to provide technical assistance and leadership to school councils to maximize existing resources and to encourage shared planning.

    A local board may approve a school's flexible professional development plan that permits teachers or other certified personnel within a school to participate in professional development activities outside the days scheduled in the school calendar or the regularly scheduled hours in the school work day and receive credit towards the four day professional development requirement within the minimum one hundred eighty-five (185) days that a teacher shall be employed.

    A flexible schedule option shall be reflected in the school's professional development component within the school improvement plan or consolidated plan and approved by the local board. Credit for approved professional development activities may be accumulated in periods of time other than full day segments.

    No teacher or administrator shall be permitted to count participation in a professional development activity under the flexible schedule option unless the activity is related to the teacher's classroom assignment and content area, or the administrator's job requirements, or is required by the school improvement or consolidated plan, or is tied to the teacher's or the administrator's individual growth plan. The supervisor shall give prior approval and shall monitor compliance with the requirements of this paragraph. In the case of teachers, a professional development committee or the school council may be responsible for reviewing requests for approval.

    Note: The minimum school term shall be one hundred eighty-five (185) days, including no less than the equivalent of 175 six-hour instructional days. A board of education may extend its term beyond the minimum term.

    KRS § 156.095
    In planning the use of the four days for professional development school councils and districts shall give priority to programs that increase teachers' understanding of curriculum content and methods of instruction appropriate for each content area based on individual school plans. The district may use up to one day to provide district-wide training and other training mandated by state or federal law. Only those employees identified in the mandate or affected by the mandate shall be required to attend the training.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 16 KAR 4:060, 16 KAR 8:020, 16 KAR 8:021, 16 KAR 2:010
    A Provisional Teaching Certificate is issued to an individual for the duration of the required beginning teacher internship program.

    A Professional Teaching Certificate is issued to an individual upon successful completion of the internship and is valid for a four-year period.

    The first five-year renewal requires completion of one of the following:

    • A minimum of 15 semester hours of graduate credit applicable to the fifth-year program by September 1 of the year of expiration
    • A professional development plan and a partial portfolio for the continuing education option.

    The second five-year renewal requires completion of one of the following:

    • A fifth-year program by September 1 of the year of expiration
    • Completion of a professional development plan and a full portfolio for the continuing education option.

    16 KAR 7:010, 16 KAR 1:010
    Each subsequent five-year renewal shall require completion of state established renewal requirements based on grade levels and specializations and linked to state's teacher standards.

    KRS § 161.010, KRS § 161.020, KRS § 161.120, KRS § 156.095
    "Continuing education" means study or other activities to provide professional improvement and personal growth for certified teachers throughout their career. It may include, but shall not be limited to, university courses, an advanced degree, or a combination of university courses, field-based experience, individual research, and approved professional development activities.

    "College or university work of graduate grade" means academic preparation, which extends beyond the usual four year program of undergraduate studies leading to a bachelor's degree and which is completed at a college or university accredited for the graduate level.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) 703 KAR 5:010
    To ensure that a reasonable amount of time is devoted to writing portfolios, a five-piece portfolio shall be produced in 12th grade, a five-piece portfolio shall be produced in 7th grade, and a four-piece portfolio shall be produced in 4th grade.

    Each public school and district shall provide support for teachers across the curriculum and across grade levels to attend professional development focused on the types of writing assessed in the portfolio.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts 704 KAR 3:035, KRS 158.6451
    Each local school and district shall develop a process for professional development. This process shall lead to a plan that describes training activities, which the school and district will provide for its certified staff within the goals as established in state policy and local needs assessment. The local district and school plans shall be submitted to the state department of education prior to the implementation of the plans.

    Each school and local district shall have on file with the state department of education a professional development plan that meets the following six standards:

    1. There is a clear statement of the school or district mission
    2. There is evidence of representation of all persons affected by the professional development program
    3. Application of needs assessment analysis is evident
    4. Professional development objectives are focused on the school or district mission and derived from needs assessment
    5. The professional development program and implementation strategies are designed to support school or district goals and objectives
    6. A process for evaluating professional development experiences and improving professional development initiatives is incorporated in the plan.

    Appropriate professional development experiences address instructional improvement for the school district, an individual school or a group of teachers in accordance with goals identified from the needs assessment.

    KRS § 161.095
    Kentucky's Education Professional Standards Board shall establish a system of quality assurance related to continuing education activities and certification requirements.

    16 KAR 2:010, 16 KAR 1:010
    Kentucky's experienced teacher standards identify what an effective experienced teacher shall know and do. Renewal of a Professional Teacher Certificate requires completion of a fifth-year program of preparation, which is consistent with the state's experienced teacher standards and standards adopted by the Kentucky Education Professional Standards Board for a particular professional education specialty.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policies.

    703 KAR 5:120
    However, there are professional development requirements for principals of schools in need of assistance.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities KRS § 156.670
    The Council for Education Technology shall develop the master plan for education technology and submit the plan to the Kentucky Board of Education and the Legislative Research Commission for approval. The plan shall outline the Commonwealth's five year activities related to purchasing, developing and using technology to, among other things, improve delivery of professional development.

    KRS § 158.622
    The state department of education shall, upon receipt of adequate federal funding, expand advanced placement teacher training institutes, including offering advanced placement teacher training instruction and assistance through the Kentucky Virtual High School or in conjunction with the Council on Postsecondary Education through the Kentucky Virtual University.

    16 KAR 8:030
    A school district, group of districts, or any Kentucky post-secondary institution with an accredited educator preparation program may make application to the Education Professional Standards Board for approval to sponsor a seminar.

    The seminar shall be led by a continuing education option coach approved by the Education Professional Standards Board and shall be a blend of web-based instruction and face-to-face cohort meetings.

    The web-based instruction shall be provided by the Education Professional Standards Board through an on-line module at www.KyEducators.org
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs 701 KAR 5:070
    Kentucky's Commonwealth Institute for Teachers provides a minimum of one week of training during the summer. In addition, each institute may be followed by weekend sessions during the school year following the institute session. A program of professional development shall be selected for each year's institute that is designed to improve instruction in the classroom and shall contribute to the goals of the Kentucky Education Reform Act of 1990. The Commonwealth Institute selects approximately 100 outstanding teachers with a record of effective teaching. Each teacher is paid a stipend of $400 for the week-long seminar and follow-up sessions upon the completion of the institute and its requirements and meals and lodging expenses are paid by the Department of Education.

    KRS § 164.0207
    The Collaborative Center for Literacy Development: Early Childhood through Adulthood was created to provide training for educators in reliable, replicable research-based reading models, and to promote literacy development. With regards to professional development, it is responsible for:

    • Developing and implementing a clearinghouse for information about models addressing reading and literacy from the elementary grades through adult education
    • Collaborating with public and private institutions of postsecondary education and adult education providers to provide for teachers and administrators quality preservice and professional development in early reading instruction, including phonics instruction
    • Providing professional development and coaching for classroom teachers, including adult education teachers, implementing selected reliable, replicable research-based reading models
    • Establishing a demonstration and training site for early literacy located at each of the public universities

    KRS § 156.555
    The Center for Middle School Academic Achievement was established to improve the content knowledge and instructional practice of middle school teachers through the coordination of professional development programs for middle school teachers, the provision of technical assistance to schools and teachers, and the collection and dissemination of information and research regarding effective models of teaching the core disciplines to middle school students.

    With regards to professional development, it is expected to:

    • Foster collaboration between the center, the Department of Education, the Education Professional Standards Board, postsecondary institutions of education, postsecondary departments or colleges of arts and sciences, and other entities to develop content-based teacher preparation programs and ongoing professional development programs for middle school teachers, aligned with the Department of Education's core content for assessment
    • Assist middle school teachers in establishing and maintaining networks of communication to share information regarding middle school instructional practice, curriculum development, and other areas of common interest, building upon existing networks.

    KRS § 156.095
    Each local school district superintendent should appoint a certified school employee to the role of professional development coordinator who disseminates professional development information to schools and personnel. The coordinator shall provide technical assistance to the council or the personnel that may include assisting with needs assessments, analyzing school data, planning and evaluation assistance, organizing districtwide programs requested by school councils or groups of teachers, or other coordination activities.

    The Kentucky Department of Education shall provide or facilitate optional, professional development programs for certified personnel throughout the Commonwealth that are based on the statewide needs of teachers, administrators, and other education personnel. Programs may include classified staff and parents when appropriate. Programs offered or facilitated by the department shall be at locations and times convenient to local school personnel and shall be made accessible through the use of technology when appropriate.

    Professional development programs may include, but not be limited to, focus on the following areas:

    • Strategies to reduce the achievement gaps among various groups of students
    • Curriculum content and methods of instruction for each content area
    • School-based decision making
    • Performance-based student assessment
    • Nongraded primary programs
    • Research-based instructional practices
    • Instructional uses of technology
    • Curriculum design to serve the needs of students with diverse learning styles and skills and of students of diverse cultures
    • Instruction of phonics
    • Educational leadership
    • Strategies to incorporate character education throughout the curriculum.

    The department shall utilize its regional service centers, in addition to collaboration with postsecondary education institutions, education cooperative and consortia, and professional education organizations, to provide local district personnel with access to high quality programming. The department shall assist school personnel in assessing the impact of professional development on their instructional practices and student learning. It shall also assist districts and school councils with the development of long-term school and district improvement plans that include multiple strategies for professional development based on the assessment of needs at the school level.

    The department shall establish an electronic consumer bulletin board that posts information regarding professional development providers and programs as a service to school district central office personnel, school councils, teachers and administrators. Participation on the electronic consumer bulletin board shall be voluntary for professional development providers or vendors, but shall include all programs sponsored by the department.

    The department shall provide training to address the characteristics and instructional needs of students at risk of school failure and most likely to drop out of school. It shall be designed to provide and enhance skills of personnel to:

    • Identify at-risk students early in elementary schools as well as at-risk and potential dropouts in the middle and high schools
    • Plan specific instructional strategies to teach at-risk students
    • Improve the academic achievement of students at risk of school failure by providing individualized and extra instructional support to increase expectations for targeted students
    • Involve parents as partners in ways to help their children and to improve their children's academic progress
    • Significantly reduce the dropout rate of all students.
    The department shall, to the extent that funding is available, establish teacher academies in cooperation with postsecondary education institutions for elementary, middle school, and high school faculty in core disciplines, utilizing facilities and faculty from universities and colleges, local school districts, and other appropriate agencies throughout the state. Priority for participation shall be given to those teachers who are teaching core discipline courses for which they do not have a major or minor or the equivalent. Participation of teachers shall be voluntary.
    State Financial Support for Teacher Professional Development
    Specific Appropriations 704 KAR 3:500
    Kentucky's Professional Development Leadership and Mentor Fund provides competitive grants to pay one or more teachers or administrators additional compensation to develop and implement an action plan for improving the academic performance of students.

    Classroom mentors are highly-skilled, experienced teachers or administrators possessing current professional knowledge and the specific pedagogy in mathematics, language arts, writing, science, social studies, arts and humanities, practical living and vocational studies, or reading who provides systematic and on-going support and assistance to other teachers in a school or school district to help them improve their teaching skills and practices.

    A public school that enrolls students that includes grades P-12 shall be eligible to compete for a $10,000 grant. Preference shall be given to schools with a high percentage of students scoring at the novice level on the core content section of the Kentucky Core Content Test (KCCT) that relates to the area for which the mentor program is focused.

    Districts receiving funds must provide for ongoing professional development, funded by the school or district, to provide for continuous improvement of the knowledge and skills of the classroom mentor, teaching partner or professional development leader.

    KRS § 156.095
    State funds allocated for professional development shall be used to support professional development initiatives that are consistent with local school improvement and professional development plans and teachers' individual growth plans. The funds may be used throughout the year for all staff, including classified and certified staff and parents on school councils or committees. A portion of the funds allocated to each school council may be used to prepare or enhance the teachers' knowledge and teaching practices related to the content and subject matter that are required for their specific classroom assignments.

    No more than 15 percent of a district's professional development grant "may" be used for administrative purposes.

    704 KAR 3:490, KRS 156.553, KRS 156.095
    Kentucky's Teachers' Professional Growth Fund provides individual teachers up to $2,500 per fiscal year to pursue high-quality professional development in content knowledge in mathematics, science, language arts, social studies, arts and humanities, practical living, vocational studies and foreign languages as well as teaching methodologies to impart the content to students.

    The fund may provide moneys to teachers for:

    • Tuition reimbursement for successful completion of college or university level courses, including on-line courses and seminars, approved for this purpose by the Education Professional Standards Board
    • Stipends for participation in and successful completion of:
      1. College or university courses, including on-line courses and seminars, approved for this purpose by the Education Professional Standards Board
      2. Teacher institutes developed for core content instructors by the Department of Education
      3. Other professional development programs approved by the Kentucky Department of Education.
    • Reimbursement for the purchase of materials required for professional development programs
    • Reimbursement for other approved professional development activities throughout the school year, including reimbursement for:
      1. Travel to and from professional development workshops
      2. Travel to and from other schools for the observation of, and consultation with, peer mentors.
    The Education Professional Standards Board shall determine the college and university courses, including on-line courses and seminars, for which teachers may receive reimbursement from the fund.
    Tuition Reimbursement 704 KAR 3:035, KRS 158.6451
    Professional development grant dollars may be used for college or graduate course tuition reimbursement for a teacher in specific academic subject content areas in math, science, English/language arts, social studies, arts and humanities for which he is assigned to teach.

    The use of professional development funds for this purpose shall be specified in the district professional development plan approved by the school board or the school plan approved by the school council as to funds under its control. Particular content areas and grade levels, which qualify for reimbursement may be specified based upon information about the level of academic preparation of the teacher employed, local student performance data, and instructional need.
    National Board 16 KAR 1:040E , KRS § 161.134
    Kentucky's Teachers’ National Certification Incentive Trust Fund provides (to the extent that funds are available) National Board certified teachers with an annual $2000 for the life of the certificate, reimburses 75% of a candidate’s first year out-of-pocket expenses and allows up to five days release time for portfolio preparation.

    Once a candidate submits a portfolio, they are eligible for a stipend of up to $400. State policy provides the Education Professional Standards Board (EPSB) the flexibility of distributing incentive trust fund money in an equitable manner to all candidates fund also established a candidate mentoring programs.

    Local school districts submit annual plans to the EPSB for approval of their candidate support and mentoring programs and National Board certified teachers may mentor up to six candidates, earning a $500 stipend for each candidate.

    Previous legislation established the creation of a new professional development and advanced certification system. Under this new system, created by the EPSB, teachers can obtain the highest level - Rank I - automatically by achieving National Board Certification. This certification rank carries with it a salary increase that averages approximately $2,000.

    The state of Kentucky has also signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical and mental fitness.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development 703 KAR 5:140
    Kentucky defines content-focused professional development as professional development that is teacher focused, discipline-based and content grounded, and provides teachers with in-depth learning experiences in the chosen core discipline.
    Means of Evaluation/Data Collection 703 KAR 5:140
    State policy requires "district report cards", a summary of district and school information, to be published in the newspaper with the largest paid circulation in the county in which the district resides.

    Report cards must include, among other things, the following:

    • Percent of classes taught by teachers participating in content-focused professional development related to the content being taught during the base year
    • Percent of teachers with a masters degree or greater or the equivalent.

    Louisiana
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days

    No state policy.

    LSA-R.S. 17:154.3
    However, all teachers shall work not less than one hundred eighty-two days per school year and no fewer than one hundred seventy-seven of such days shall be used to provide instruction to students.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Louisiana Department of Education, Teacher Certification Overview, http://www.doe.state.la.us/lde/tsac/603.html
    In 2002 the State Board of Elementary and Secondary Education adopted a new licensure structure for purposes of issuing professional teaching certificates. The new licensure structure provides for Level 1, Level 2, and Level 3 professional licenses. Level 1 is an entry-level license; Level 2 and Level 3 licenses are more advanced levels and require renewal every five years, based on evidence of successful completion of 150 continuing level units over the five-year period.

    LSA-R.S. 17:3652http://www.legis.state.la.us/lss/lss.asp?doc=80837
    Certificates subsequent to the initial certificate issued to a participating teacher must contain an endorsement of participation in a professional improvement program.

    LSA-R.S. 17:3622http://www.legis.state.la.us/lss/lss.asp?doc=80828
    LSA-R.S. 17:3603http://www.legis.state.la.us/lss/lss.asp?doc=80812

    Each teacher participating in a professional improvement program, which is voluntary, must pursue activities in each of two categories, namely, inservice training (i.e. attending educational conferences) and academic pursuits (i.e. formal college coursework at either the undergraduate or graduate level).

    LSA-R.S. 17:3623http://www.legis.state.la.us/lss/lss.asp?doc=80829
    Each participating teacher shall submit to his local committee, in writing, a professional improvement program plan for five years, which shall be based on his needs as determined through self evaluation of career needs and interests as determined in conjunction with the local committee. Each plan shall indicate as specifically as possible the activities intended to be pursued, the time for completion, and the goals to be reached. Each plan shall be subdivided into one-year increments and shall contain an estimate by the teacher of the number of Professional Improvement Points (PIPS) each activity should be awarded.

    Each submitted plan shall be reviewed, evaluated, and if necessary, modified by the local committee, which shall assign the number of PIPS, to be awarded for each activity planned. The local committee shall require that the total PIPS planned to be earned in each five-year plan is the number required by the state committee.

    Each participant may modify his plan during the five years with the approval of the local committee if such modification does not reduce the total number of PIPS required to be earned for successful completion of the program. A participant who transfers from one public school system to another may continue to follow the plan approved by the local committee in the system from which the transfer was made.

    LSA-R.S. 17:3624http://www.legis.state.la.us/lss/lss.asp?doc=80830
    Periodically, but not less than once each year, each participant shall submit a written report with proper documentation of the activities completed, as of that time. The local committee shall review the report, fix the number of PIPS actually earned for the completed activities, and recommend any necessary modification of the plan.

    At the completion of each five-year plan, the local committee shall review the activities completed and notify the teacher and the state committee in writing that:

    • The five-year program has been successfully completed by the teacher
    • The five-year program has not been successfully completed, with reasons for such decision
    • Upon application of the participant, a one-year extension for completion has been granted because of extenuating circumstances.

    Since 1985, any teacher who obtains fifteen hours of college credit in his field, or its equivalent, and seventy-five clock hours of inservice education in a five-year period shall be considered as having obtained the reasonable quota of self-improvement required by state policy.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) LSA-R.S. 17:3902 http://www.legis.state.la.us/lss/lss.asp?doc=80921
    A teacher who has been employed for three or more years must be formally evaluated not less than once every three years by the local board.

    In every school year when the performance of a teacher or administrator is not formally evaluated, the local board shall evaluate such employee informally.

    At the conclusion of each year's evaluation, the evaluator shall determine whether the teacher or administrator is satisfactory or unsatisfactory pursuant to the local board's evaluation plan. Such determination shall be transmitted to the local board.

    Any teacher or administrator who fails to meet the local board's standard of performance shall be placed in an intensive assistance program and shall be formally re-evaluated. A teacher or administrator shall be informed in writing of placement in an intensive assistance program and provided in writing with the reasons for such placement.

    Each intensive assistance program shall be individually designed collaboratively with the evaluator and the teacher or administrator and shall include at a minimum:

    • Specific steps that should be taken to improve
    • The assistance, support and resources that are to be provided by the local board
    • An expected timeline for achieving the objectives and the procedures for monitoring progress including observations and conferences. The timeline shall not exceed two years
    • The action that will be taken if improvement is not demonstrated.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) LSA-R.S. 17:437http://www.legis.state.la.us/lss/lss.asp?doc=81088
    The State Board of Elementary and Secondary Education shall provide inservice training to educate all school employees on generally accepted practices and precautions to prevent the occurrence and/or spread of communicable diseases in the school setting.

    The board shall provide the necessary materials and supplies to each school employee who is deemed by the board to need them and those who request them for the use of the employee in preventing the occurrence and/or spread of communicable diseases in the school setting.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts LAC 28:I.923http://www.state.la.us/osr/lac/28v01/28v01.pdf
    School accreditation policies require, in addition to other areas of compliance, local education agencies to provided opportunities for teachers to participate in professional development activities.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers LSA-R.S. 17:3782 http://www.legis.state.la.us/lss/lss.asp?doc=80883
    LSA-R.S. 17:3781http://www.legis.state.la.us/lss/lss.asp?doc=80882

    Louisiana's regional service centers provide for the delivery of various services from the state department of education to the school systems within the region. The centers also approval all plans for activities and programs on the regional level.
    Other Professional Development Services and Programs LSA-R.S. 17:3921.1
    The office of instructional technology, created within the state department of education, is responsible for maintaining and expanding the technological capabilities and expertise of school teachers, school districts and regional service centers to provide comprehensive delivery of curricula and inservice training and technical assistance.

    LSA-R.S. 17:24.1, LSA-R.S. 17:7.3
    The superintendent of education and the department of education provides inservice educational training for teachers in the parish and city public school systems in the state. The department shall provide a training unit to be used with large or small groups of teachers, including written materials that document and explain all relevant laws and rules, state and federal, pertinent to the needs of students for whom modifications in the regular classroom environment, including revised modes of instruction or other revisions in elements of school life.

    The program shall include at a minimum the following information, material and instruction:

    • Appropriate materials of instruction
    • Instructional techniques
    • Identification of areas of student difficulty
    • Employee rights
    • Information relative to the Rehabilitation Act of 1973 and all other pertinent laws and regulations, whether state or federal
    • Methods for maximizing the involvement of all students in the classroom
    • Issues relevant to the issuance of medication.

    The department shall provide training to not less than one regularly certified employee per three thousand students from each city and parish school system. Such training shall occur at least annually or more often as necessary to assure statewide availability of trained coordinators. After training, such coordinators shall be able to train classroom teachers, individually or in groups, and to provide them with information, techniques, and skills to properly respond to required modifications of the classroom environment. Such coordinators shall also be able to respond to inquiries and requests for assistance from classroom teachers.

    Each city and parish school system in the state may annually develop and submit to the department for approval a plan for inservice teacher educational programs which will be implemented for the system for the year submitted. Each school board shall utilize the advice of the members of its teaching staff in developing the proposed plans.

    Each city and parish school system shall develop a plan no later than January 1, 1994 to provide inservice training, through the coordinators trained as provided above to all classroom teachers in the system who desire to receive such training as well as to make such coordinators available, on a more or less continuous basis, for consultation with classroom teachers who request assistance or information.

    The department shall establish guidelines for such inservice programs that should include but not be limited to provisions for:

    • Requirements for frequent conduct of programs and time of programs, including guidelines for programs within and outside of the minimum school session and regular school days
    • Requirements for scope and contents of programs
    • Requirements for adapting programs to the needs of the particular system, community or school
    • Requirements for format of programs and techniques and methods which may be used, such requirements to include a variety thereof suitable for instruction in varied areas
    • Minimum requirements for teacher participation in programs
    • Special requirements for participation by teachers requiring special training or special assistance
    • Requirements to include innovations and developments in instructional techniques.

    The department shall provide special assistance to any school system whose plan does not adequately carry out the purposes of this Section and conform to the departmental guidelines and shall work with the local school system to develop such plan until a plan is submitted which is approved.

    All teachers in the public schools shall participate in the approved inservice program developed for their own school system as provided in the approved plan. Failure to participate, unless a medical certificate attesting to illness is presented, or an emergency leave is granted, and the approval of the system superintendent or the principal is given may constitute an instance of neglect of duty.

    The department shall develop a program of technical assistance to assist all parish and city school systems in developing and improving inservice programs.

    The department shall require that inservice training programs include training for all teachers and administrators in all schools in order to provide such teachers and administrators with the appropriate training in matters related to all aspects of education. Such programs shall focus on the ability of teachers and administrators to deal effectively with school problems such as low academic achievement, over-populated classrooms, outdated textbooks, and discipline problems.

    The state superintendent, through the state's regional service centers, shall make available to teachers and guidance counselors, inservice training in current techniques of classroom management and discipline and in the current techniques of guidance practices.

    LSA-R.S. §17:2753
    The state, consistent with its agreement with the National Science Foundation, has undertaken a program to improve mathematics and science education.

    The program shall consist of activities designed to improve mathematics and science education by addressing, in addition to other areas, professional development for teachers.

    A regional partnership program was implemented to, among other things:

    • Diffuse professional development reforms throughout the region
    • Encourage the efforts of mathematicians, scientists, engineers, school and college personnel, parents, and civic groups to promote public awareness of mathematics and science reform, facilitate cooperation among colleges and school systems, coordinate teacher preparation and professional development training activities, and provide school systems with a cadre of interested and informed professionals.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement LSA-R.S. §17:7:3http://www.legis.state.la.us/lss/lss.asp?doc=81175
    LSA-R.S. §17:3129.3http://www.legis.state.la.us/lss/lss.asp?doc=80636

    The Louisiana State Board of Elementary and Secondary Education provides current teachers an exemption from tuition when completing continuing education coursework in their respective field or discipline.

    Courses of instruction in the teacher's field or discipline include:

    • Additional graduate or undergraduate courses in either the applicant's area of certification or job assignment
    • Additional graduate/undergraduate courses in pursuit of another area of certification required by job assignment or in an area where there is a critical teacher shortage, as approved in writing by the superintendent of any city or parish school system
    • Graduate courses in pursuit of a master's, specialist or doctoral degree in the applicant's area of certification or job assignment
    • Any coursework required of an applicant as a result of an unsatisfactory evaluation.

    Note: Tuition exemptions are limited to the amount of tuition assessed for on campus courses.

    Participating teachers are obligated to render a semester of classroom service in any state approved elementary or secondary school for each semester or quarter successfully completed under the provisions of the program.

    In addition, the Louisiana Board of Regents is responsible for developing, in concert with the institutions of higher education under its jurisdiction and their management boards, a program for the enrollment of Louisiana full-time classroom teachers and vocational-technical school instructors in courses of instruction for college credit offered on the main campus, on a tuition free basis, where space is available and where the applicant teacher/instructor meets any prerequisite course requirements.

    National Board LSA-R.S. §17:421.6http://www.legis.state.la.us/tsrs/tsrs.asp?lawbody=RS&title=17§ion=421.6
    Full-time teachers who hold both a valid Louisiana regular teaching certificate approved by the state board and a valid certificate issued by the National Board for Professional Teaching Standards (NBPTS) and who are employed by a school board to provide instruction to students receive, in addition to their annual salary, no less than $5,000 annually.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Maine
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    20-A M.R.S.A. § 4801http://janus.state.me.us/legis/statutes/20-A/title20-Asec4801.html
    05-071 CMR Ch. 125, § 6 ftp://ftp.state.me.us/pub/sos/cec/rcn/apa/05/071/071c125.doc

    However, school administrative units must make provisions for the maintenance of all of its schools for at least 180 days a year. No more than five days may be used for inservice education of teachers, administrative meetings, parent-teacher conferences, records' days and similar activities.

    05-071 CMR Ch. 127, § 2ftp://ftp.state.me.us/pub/sos/cec/rcn/apa/05/071/071c127.doc
    Teacher inservice day means a school day during which a majority of teachers and professional staff report for work, but students are not present for instruction. These days may include days devoted to inservice educational programs, administrative meetings, parent-teacher conferences, record-keeping duties, curriculum preparation, and other similar activities related to the operation of school programs, and may take place in a school in the school unit.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 20-A M.R.S.A. § 13016 http://janus.state.me.us/legis/statutes/20-A/title20-Asec13016.html
    20-A M.R.S.A. § 13014http://janus.state.me.us/legis/statutes/20-A/title20-Asec13014.html
    A professional teacher certificate may be renewed for five-year periods through the completion of at least six hours of professional or academic study, or inservice training designed to improve the performance of the teacher in the field for which the teacher holds an endorsement, or in a related subject area.

    Teachers who desire to qualify for a master teacher certificate must coordinate their continuing professional education with the requirements of an applicable teacher action plan.

    A master teacher certificate may be renewed for five-year periods in accordance with state board rules which shall require, at a minimum, that the master teacher has obtained a recommendation of the support system that the master teacher has maintained a high level of professional teacher skills.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts 20-A M.R.S.A. § 4511http://janus.state.me.us/legis/statutes/20-A/title20-Asec4511.html
    05-071 CMR Ch. 138, § 138.04ftp://ftp.state.me.us/pub/sos/cec/rcn/apa/05/071/071c138.doc

    State school accreditation policies require schools to have a carefully planned staff development program guided by sound educational theory that promotes exemplary practices.

    The school must also have a carefully planned staff development program guided by sound educational theory that promotes exemplary practices. This program., which is outlined in a written plan, evolves from the instructional and curricula goals of the school and has developmentally appropriate activities available for new and experienced staff.

    20-A M.R.S.A. § 10902http://janus.state.me.us/legis/statutes/20-A/title20-Asec10902.html
    To encourage the public and private postsecondary education institutions in the State to cooperate with the commissioner, the state board and school administrative units to provide appropriate and timely professional development programs and other support services to educators in public schools engaged in school restructuring efforts.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs 20-A M.R.S.A. § 8206http://janus.state.me.us/legis/statutes/20-A/title20-Asec8206.html
    The Maine School of Science and Mathematics may provide, among other services, professional development for the state's science and mathematics teachers.

    20-A M.R.S.A. § 19101http://janus.state.me.us/legis/statutes/20-A/title20-Asec19101.html
    20-A M.R.S.A. § 19102http://janus.state.me.us/legis/statutes/20-A/title20-Asec19102.html

    The Maine Learning Technology Fund must be used to enable the full integration of appropriate learning technologies into teaching and learning for the state's elementary and secondary students. The commissioner of education and the advisory board must develop a learning technology plan that includes, but is not limited to, consideration of the professional development needed to integrate technology into classroom teaching.

    In addition, the plan must provide effective preparation, professional development and training programs for teachers and other educators in the use and integration of learning technology tools in curriculum development, instructional methods and student assessment systems.

    27 M.R.S.A. § 410http://janus.state.me.us/legis/statutes/27/title27sec410.html
    27 M.R.S.A. § 412http://janus.state.me.us/legis/statutes/27/title27sec412.html

    The Maine Arts Commission shall administer an arts education outreach program, with the advise of the commissioner of education, that may provide professional development opportunities in arts education to public school teachers, including classroom teachers and special education teachers.

    The commission provides funding to 1/3 of the schools in the state each year on a three-year rotating basis. Funds may be used for, among other things, professional development for teachers.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement 20-A M.R.S.A. § 13402http://janus.state.me.us/legis/statutes/20-A/title20-Asec13402.html
    When a certified teacher completes, within any two-year period, six credit hours of additional professional work approved by the superintendent, the school administrative unit shall pay that teacher not less than $100.
    National Board National Board for Professional Teaching Standards (NBPTS) Web site, http://www.nbpts.org/about/stateinfo.cfm?state=Maine
    Maine has appropriated $25,000 from the general fund to the Maine Leadership Consortium for grants to teachers seeking National Board Certification. The funds are appropriated as a state match with federal and University of Maine System funds. This appropriation is intended to provide reimbursement for only those teachers who become certified. Individual grants issued by the MLC may not exceed $2,300.

    Maine has also signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical, and mental fitness.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Maryland
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement COMAR 13A.12.01.11 http://www.dsd.state.md.us/comar/13a/13a.12.01.11.htm
    COMAR 13A.12.01.06 http://www.dsd.state.md.us/comar/13a/13a.12.01.06.htm

    Six credits during the first five years is required to move from a Standard Professional Certificate level 1 to level 2.

    To move from a Standard Professional Certificate, Level 2, to an Advanced Professional Certificate a candidate must:

    • Present six semester hours of acceptable credit
    • Present verification of three years of satisfactory school-related experiences
    • Meet one of the following:
      1. Earned a master's or higher degree from and institution of higher education in a certification area directly related to public school education, including six semester hours related to the teacher's specific discipline or the specialist's specific assignment
      2. Earned at least 35 semester hours of approved content or professional education coursework directly related to public school education, earned after the conferral of the bachelor's or higher degree, including at least 21 graduate credits, of which at least six credits shall be related to the teacher's specific discipline or the specialist's specific assignment
      3. Obtained National Board Certification and earned a minimum of 12 semester hours of approved graduate coursework, earned after the conferral of the bachelor's or higher degree and related to the teacher's specific discipline or the specialist's specific assignment

    Early childhood, elementary or special education teachers who have not completed the required 12 semester hours in reading and theory methodology or secondary and secondary special education teachers who have not completed the required six semester hours in reading methodsmay complete coursework at that level for certificate renewal at an institution of higher education or through Continuing Professional Development credits (CPDs).

    Teachers must complete at least six semester hours during each renewal period until the required semester hours of this requirement have been met.

    The Professional Eligibility Certificate is renewable for five years by an applicant not currently employed in a Maryland local school system by presenting six semester hours of acceptable credit.

    The Standard Professional I Certificate may be renewed only once upon the request of the local superintendent of schools for an applicant whose service was interrupted during the validity period of the certificate, preventing the applicant from meeting the experience requirement, if the applicant presents six semester hours of acceptable credit.

    The Advanced Professional Certificate may be renewed for five years if an applicant is continuously employed as a professional in a Maryland school during the validity period of the certificate upon the request of the local superintendent of schools and upon presenting, in addition to other requirements:

    • A professional development plan designed by the employee and reviewed by the local superintendent of schools that includes at least six semester hours of semester credit or the equivalent once the required semester hours of reading coursework are completed
    • Six semester hours of acceptable credit, or verification by the local superintendent of schools that the employee has earned the equivalent of six semester hours of credit in professional growth activities during the validity period of the current certificate once the required semester hours of reading coursework are completed.

    A Conditional Teacher Certificate may be renewed for two years, one time only, upon the recommendation of the local superintendent of schools, if the applicant has completed a minimum of 12 semester hours of coursework toward the professional certificate during the two-year period and achieved a qualifying score on the basic skills teacher certification test if required.

    COMAR 13A.12.01.02 http://www.dsd.state.md.us/comar/13a/13a.12.01.02.htm
    Acceptable credit is defined as content or professional education coursework earned after the conferral of the bachelor's or higher degree.

    Continuing professional development credits (CPDs) are credits earned through continuing professional development experiences approved by the state department of education, issued by a state department of education or an institution of higher education or credits used to renew licenses issued by other licensing boards and approved by the department.

    State policy defines a professional development plan as a plan used to describe an employee's continued professional growth.

    COMAR 13A.12.01.06 http://www.dsd.state.md.us/comar/13a/13a.12.01.06.htm
    An individual is granted a Standard Professional II Certificate if the following, in addition to other requirements, are met:

    • Completes six semester hours of acceptable credit
    • Has a professional development plan designed by the employee in agreement with the local superintendent of schools.
    An Advanced Professional Certificate is issued to an applicant who has completed six semester hours of acceptable credit, has three years of satisfactory school-related experience and meets one of the following standards:
    • Has earned a master's or higher degree
    • Has earned at least 36 semester hours of approved content or professional education coursework directly related to public school education (earned after the conferral of the bachelor's or higher degree, including at least 21 graduate credits, of which at least six credits shall be related to the teacher's specific discipline or the specialist's specific assignment)
    • Obtained National Board certification and earned a minimum of 12 semester hours of approved graduate coursework (earned after conferral of a bachelor's degree and related to the teacher's specific discipline or the specialist's specific assignment).
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) COMAR 13A.12.01.06http://www.dsd.state.md.us/comar/13a/13a.12.01.06.htm
    All teachers have a professional development plan designed by the employee in agreement with the local superintendent of schools to satisfy the requirements for the either certificate renewal or advancement.

    COMAR 13A.03.01.02http://www.dsd.state.md.us/comar/13a/13a.03.01.02.htm
    Each local school system is encouraged to include establish high administrative policies and practices that:

    • Link staff member evaluation to opportunities for professional growth and development
    • Provide access for high school staff to continuing programs for staff development.

    In addition, each local school system is encouraged to include in its high school pupil services program policies and practices that provide continuing staff development programs for persons coordinating and providing pupil services.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Maryland State Department of Education, Programs, Local Systems, http://www.marylandpublicschools.org/MSDE/programs/minorityachievement/reports/ETM_local_systems.htm
    The Maryland Education That Is Multicultural (ETM) Regulations require each school system to develop ETM long-range plans on a 5-year cycle. Each school system's current five-year plans must be on file in the Equity Assurance and Compliance Branch at the Maryland State Department of Education.

    Five-year plans must emphasize analysis of disaggregated data in identifying needs and development of strategies directly related to enhancing student achievement. In addition, programs must include such activities as systemwide staff development on ETM.

    COMAR 13A.04.05.00- 13A.04.05.9999http://www.dsd.state.md.us/comar/13a/13a.04.05.01.htm
    ETM regulations provide local schools with guidelines and goals for education that is multicultural, that will enable the school systems to provide curricula, instruction, staff development and instructional resources that are multicultural while recognizing common grounds as a nation.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards School Improvement in Maryland, Maryland Professional Development Standards, http://www.mdk12.org/instruction/professional_development/teachers_standards.html
    The Maryland Professional Development Standards are derived from the National Staff Development Council's (NSDC) Standards for Staff Development. The eight standards (process and content) and the indicators that apply to each standard are intended to address Maryland's priorities for improving student learning. They also apply to a broad range of professional learning experiences, including, but not limited to:
    • Workshops
    • College and university coursework
    • Coaching and mentoring relationships
    • Teacher study groups
    • Teacher networks
    • Participation on school improvement teams and committees that develop curriculum and assessments.
    Miscellaneous efforts None.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements COMAR 13A.01.04.08http://www.dsd.state.md.us/comar/13a/13a.01.04.08.htm
    The state board of education, upon the recommendation of the state superintendent of schools or upon its own motion, shall identify for improvement any local school system that for two consecutive years fails to make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate.

    Within three months of identification, the local school system shall revise applicable components of the school system master plan to, in addition to other requirements, address the professional development needs of staff in schools failing to meet AYP requirements.

    For a local school system identified for corrective action, the state board and the state superintendent of schools shall continue to make available technical assistance and shall take at least one of several corrective actions, including ordering the local school system to institute and fully implement a new curriculum aligned with the voluntary state curriculum that is based on state and local academic content and achievement standards, including high quality professional development based on scientifically based research.

    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities MD Code, Education, §7-904 http://198.187.128.12/maryland/lpext.dll/Infobase/19dbd/1b494/1ba37/1ba6d?fn=document-frame.htm&f=templates
    The superintendent of education may:
    • Procure and develop curriculum-based learning resources using state-of-the art technologies and techniques designed to increase the achievement levels of all students in all subject areas
    • Procure and develop long-term comprehensive instructional programming and associated support resources that ensure maximum access by all educational institutions
    • Track and issue periodic reports on the type and frequency of courses or services utilized by teachers and other professionals.

    The superintendent may also award grants to eligible private or public consortia to develop state-of-the-art technology-enhanced instructional products, resources and services for use in the classroom, including staff development programming for teachers.

    MD Code, Education §7-1002 http://198.187.128.12/maryland/lpext.dll/Infobase/19dbd/1b494/1bac5/1bada?fn=document-frame.htm&f=templates
    The state department of education provides Maryland virtual learning opportunities, including the expansion of professional development opportunities available to educational staff in Maryland public schools through online courses and services.

    Regional Service Centers No state policy.
    Other Professional Development Services and Programs The Maryland Technology Academy,http://www.mdtechacademy.org/
    The Maryland Technology Academy is an intensive professional development opportunity for teachers across the state. The academy is a partnership of the Maryland State Department of Education, Johns Hopkins University Center for Technology in Education and Towson University.

    The Academy provides K-16 teachers throughout Maryland with professional development opportunities that focus on using technology to significantly impact student learning and promote school improvement.

    Note: The Maryland General Assembly established the Academy in the Maryland State Department of Education through House Bill 1347 in 1998.

    MD Code, Education, §24-106 http://198.187.128.12/maryland/lpext.dll/Infobase/19dbd/1e32e/1e36a/1e396?fn=document-frame.htm&f=templates
    The Linda Lee Tall Learning Resources Center provides an accessible laboratory environment for:

  • Identifying and addressing appropriate early childhood and elementary education research needs and priorities in the state
  • Providing opportunities for demonstration and observation of effective teaching practices
  • Providing in-service and staff development opportunities for faculty from teacher education programs, prospective principals and experienced teachers in the state's elementary schools.
  • MD Code, Education, §7-902 http://198.187.128.12/maryland/lpext.dll/Infobase/19cdc/1b2d1/1b825/1b83f?fn=document-frame.htm&f=templates
    The Maryland General Assembly has found that in relation to creative uses of technology in education:

    • Advancements in technology offer new and interesting possibilities to promote new partnerships among teachers, student, parents, communities and industry in the quest for knowledge and the process of teaching
    • State support can ease the burden at the local level by enabling the acquisition of advanced technology, teacher training and support, web-based distance learning resources and market development for new educational products
    • Continuing professional development for teachers and administrators requires constant access to the latest advancements in technology to keep teachers and administrators excited and knowledgeable about the unfolding opportunities for the classroom.

    MD Code, Education, §7-903 http://198.187.128.12/maryland/lpext.dll/Infobase/19cdc/1b2d1/1b825/1b851?f=templates&fn=document-frame.htm&2.0
    State policy also establishes the need to expand professional development opportunities available to educational staff in Maryland public schools through online courses and services.

    MD Code, Education, §7-904 http://198.187.128.12/maryland/lpext.dll/Infobase/19cdc/1b2d1/1b825/1b85b?f=templates&fn=document-frame.htm&2.0
    The state superintendent has the authority to award grants to eligible private or public consortia to enable eligible consortia to develop state-of-the-art technology-enhanced instructional products, resources and services for use in the classroom, including staff development programming for teachers.

    The superintendent also has the authority to develop standards for teachers and other school system employees for the offering of courses or services on the Internet or through other developing technologies and to track and issue periodic reports on the type and frequency of such courses or services utilized by teachers and other professionals.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board COMAR 13A.07.08.01http://www.dsd.state.md.us/comar/13a/13a.07.08.01.htm
    COMAR 13A.07.08.02http://www.dsd.state.md.us/comar/13a/13a.07.08.02.htm
    COMAR 13A.07.08.03http://www.dsd.state.md.us/comar/13a/13a.07.08.03.htm
    COMAR 13A.07.08.04http://www.dsd.state.md.us/comar/13a/13a.07.08.04.htm
    COMAR 13A.07.08.05http://www.dsd.state.md.us/comar/13a/13a.07.08.05.htm
    COMAR 13A.07.08.06http://www.dsd.state.md.us/comar/13a/13a.07.08.06.htm
    COMAR 13A.07.08.07http://www.dsd.state.md.us/comar/13a/13a.07.08.07.htm
    COMAR 13A.07.08.08http://www.dsd.state.md.us/comar/13a/13a.07.08.08.htm
    COMAR 13A.12.01.06http://www.dsd.state.md.us/comar/13a/13a.12.01.06.htm
    Md. Education Code Ann §6-112 http://198.187.128.12/maryland/lpext.dll/Infobase/19d03/1af81/1afca/1b035?fn=document-frame.htm&f=templates
    Md. Education Code Ann §6-306 http://198.187.128.12/maryland/lpext.dll/Infobase/19d03/1af81/1b0ca/1b101?fn=document-frame.htm&f=templates
    A teacher is eligible to receive financial aid to pursue National Board for Professional Teaching Standards (NBPTS) certification if they provide evidence of:
    • Three years of successful teaching at one or more early childhood, elementary, middle or secondary public schools
    • A valid professional certificate
    • Voluntary participation in the NBPTS certification process
    • Compliance with NBPTS established deadlines
    • Demonstration of teaching practice in designated teaching fields as identified by the NBPTS.

    Local school systems may establish additional criteria for eligibility and must also:

    • Establish a diverse selection committee representative of the education community to include, but not be limited to, classroom teachers, school administrators and local teacher association members who are classroom teachers
    • Establish and publicize written criteria for candidate selection
    • Forward the names of candidates for the program to the state board by June 1 each year.

    The state board of education shall select program finalist by July 1 and notify the respective school system and candidates in writing.

    A teacher who receives NBPTS certification earns six credits toward renewal of the professional certificate. A teacher who completes the certification process, but does not receive NBPTS certification, earns three credits toward the renewal of the professional certificate.

    Costs for the fee charged by NBPTS shall be shared in the following manner:

    • The state board pays 2/3 of the NBPTS certification fee
    • The local school system pays 1/3 of the NBPTS certification fee.

    A teacher who fails to complete the NBPTS certification process must reimburse the state board the full amount of the financial aid received.

    The state board must establish a statewide staff development plan that utilizes the skills and knowledge of teachers who have obtained National Board certification.

    A teacher who receives National Board certification is eligible to receive an Advanced Professional Certificate if the coursework and experience requirements are satisfied.

    A teacher who obtain National Board certification and earn a minimum of 12 semester hours of approved graduate coursework, earned after completion of a bachelor’s or higher degree and related to the teacher’s specific discipline or the specialist’s specific assignment is also eligible for the advanced certificate.

    A maximum of 500 teachers per year are selected by the state board to participate in the State and Local Aid Program for Certification by the National Board for Professional Teaching Standards program.

    State policy has also established county grants for national certification, which are annual grants distributed to a teacher certified by the NBPTS established outside of the collective bargaining process or as a part of a collective bargaining agreement with the local employees organization.

    Note: Funding is included in each year’s operating budget.

    A classroom teacher who holds either a standard or advanced certificate, is employed by a county board and is National Board certified receives a stipend from the state in an amount equal to the county grant for national certification, up to a maximum of $2,000.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development COMAR 13A.01.04.02http://www.dsd.state.md.us/comar/13a/13a.01.04.02.htm
    High quality professional development is professional development consistent with the requirements specified in the federal No Child Left Behind Act (20 U.S.C. § 6301) and as approved in the state plan.
    Means of Evaluation/Data Collection COMAR 13A.01.04.04http://www.dsd.state.md.us/comar/13a/13a.01.04.04.htm
    COMAR 13A.01.04.05http://www.dsd.state.md.us/comar/13a/13a.01.04.05.htm

    State policy requires data areas, including the number of teachers participating in high quality professional development, to be measured by state standards (See, http://www.dsd.state.md.us/comar/13a/13a.01.04.05.htm) and reported annually.

    Massachusetts
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    603 CMR 27.03http://www.doe.mass.edu/lawsregs/603cmr27.html#27.03
    Prior to the beginning of each school year, every school committee shall establish school year schedules for each of the public schools under its supervision and control, based on the particular learning needs of students within each school. In determining the school year schedule for each school, the school committee shall be guided y the student learning time plan recommended by the school council for each school, and shall attempt to maximize high quality teaching, learning and professional development opportunities.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 603 CMR 44.03http://www.doe.mass.edu/lawsregs/603cmr44.html#44.03
    All certificates are valid for five years and may be renewed for successive five year terms upon the successful completion of the requisite number of PDPs within a particular five year validity period based on a professional development plan that is designed to improve teaching and student learning and that is approved, if required, by the educator's supervisor.

    Professional development points may be earned in the following ways:

    • PDPs may be awarded by registered providers to certificate holders who complete a professional development activity and demonstrate proficiency in the relevant subject area or skill through an appropriate end-of-course assessment that satisfies department guidelines
    • PDPs may be awarded by, or under the auspices of, the Department, school districts, or educational collaboratives upon an educator's completion of a professional development activity in compliance with department guidelines
    • Educators may accrue PDPs through an educator-designed professional development activity that satisfied department guidelines.

    603 CMR 44.05http://www.doe.mass.edu/lawsregs/603cmr44.html#44.05
    603 CMR 44.06http://www.doe.mass.edu/lawsregs/603cmr44.html#44.06
    603 CMR 44.07http://www.doe.mass.edu/lawsregs/603cmr44.html#44.07

    An educator also may choose to accrue professional development points in the following ways, as part of an individual professional development plan:

    • Achieving a passing score on a content-specific test approved by the Board will earn an educator 90 PDPs in the content area of the certificate
    • Achieving a passing score on a performance assessment approved by the Board will earn an educator 120 PDPs, 90 in the content area of the certificate and 30 in pedagogy
    • Taking the Mathematics Content Assessment will earn an educator 20 PDPs in the mathematics content area.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) 603 CMR 44.03http://www.doe.mass.edu/lawsregs/603cmr44.html#44.03
    603 CMR 44.04http://www.doe.mass.edu/lawsregs/603cmr44.html#44.04
    603 CMR 44.06 http://www.doe.mass.edu/lawsregs/603cmr44.html#44.06
    603 CMR 44.07http://www.doe.mass.edu/lawsregs/603cmr44.html#44.07
    M.G.L. c. 71, §38G http://www.mass.gov/legis/laws/mgl/71-38g.htm

    Teaching certificates, valid for five years, may be renewed for successive five year terms upon the successful completion of the requisite number of PDPs within a particular five year validity period, based on a professional development plan that is designed to improve teaching and student learning and that is approved, if required, by the educator's supervisor.

    Educators working in a Massachusetts public school must obtain approval of their proposed professional development plans from their supervisors. Certified educators working in schools other than Massachusetts public schools are encouraged to seek such approval.

    603 CMR 2http://www.doe.mass.edu/lawsregs/603cmr2.html
    603 CMR 44.04http://www.doe.mass.edu/lawsregs/603cmr44.html#44.04
    Approval of a plan shall be based on whether the 80% of the PDPs in the plan that are subject to supervisor approval are consistent with the educational needs of the school and/or district and whether the plan is designed to enhance the ability of the educator to improve student learning. A supervisor may consider whether the plan requires an educator to earn PDPs regularly throughout the five year period when evaluating a plan.

    Approval of professional development plans of mathematics teachers in low-performing mathematics programs shall be subject to the following additional requirements:

    • A supervisor shall not approve or endorse the professional development professional development plan of any mathematics teacher in a low-performing mathematics program until that educator takes the Mathematics Content Assessment. However, if no Mathematics Content Assessment is offered between the first date the educator is required to take the Mathematics Content Assessment, pursuant to the Under-Performing Schools and Districts Regulations, and the last date on which the approval or endorsement may be granted, the supervisor may approve or endorse the professional development plan of an educator who has not yet taken the Mathematics Content Assessment
    • In considering whether a professional development plan is consistent with the educational needs of the school and/or district and whether the plan is designed to enhance the ability of the educator to improve student learning, a supervisor must determine that the professional development plan addresses weaknesses identified by the Mathematics Content Assessment
    • In the event that a school's mathematics program is classified as a low-performing mathematics program after approval of the educator's professional development plan, the educator shall take the next Mathematics Content Assessment offered by the board
    • In the event that a mathematics teacher who was not previously teaching in a school with a low-performing mathematics program goes to work in school with a low-performing mathematics program, that teacher will not have to take the Mathematics Content Assessment until the school's mathematics program is classified as low-performing based on the results of an MCAS mathematics test administered while the teacher is employed at the school.

    Note: A supervisor must withdraw approval of any professional development plan that fails to address weaknesses identified by the Mathematics Content Assessment.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) 603 CMR 28.03http://www.doe.mass.edu/lawsregs/603cmr28/#28.03
    Each school district is required to provide training to all school district staff, including general and special educators, administrators and paraprofessionals, on the requirements of special education.

    The school district shall provide such staff training in analyzing and accommodating diverse learning needs of all students in the regular classroom.

    The school district shall provide such staff training in methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate diverse learning needs.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts M.G.L.A. 71 § 38Qhttp://www.mass.gov/legis/laws/mgl/71-38q.htm
    Every school district in the commonwealth is required to adopt and implement a professional development plan for all principals, teachers, other professional staff, paraprofessionals and teacher assistants employed by the district, including the established professional support teams.

    Plans are updated annually and must include and established budget for professional development and include training in the teaching of new curriculum frameworks and other skills required for the effective implementation of this act, including participatory decision making, and parent and community involvement. The plan shall also include training in:

    • Analyzing and accommodating diverse learning styles of all students in order to achieve an objective of inclusion in the regular classroom of students with diverse learning styles
    • Methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate such styles.

    Plans "may" include teacher training which addresses the effects of gender bias in the classroom. In any school district with limited English proficient students, the plan must provide training for teachers in second language acquisition techniques for the re-certification of teachers and administrators.

    M.G.L.A. 69 § 1Ehttp://www.mass.gov/legis/laws/mgl/69-1e.htm
    The state's core subject curriculum frameworks guide and inform processes for the education professional development, certification and evaluation of both active and aspiring teachers.

    Professional Development Requirements for Low-Performing Schools
    School requirements 603 CMR 2.03 http://www.doe.mass.edu/lawsregs/603cmr2.html?section=03
    603 CMR 2.05http://www.doe.mass.edu/lawsregs/603cmr2.html?section=05

    Any middle or high school in which 30 percent or more of the students fail the MCAS mathematics test, excluding those students who are enrolled in special education, who are classified as having limited English proficiency, or who have not been enrolled in the school for at least two school years, and which failed to meet or exceed its improvement expectations on the MCAS mathematics test, as established through the School Performance Rating Process, shall be considered to have a Low-Performing Mathematics Program.

    Mathematics teachers at schools with low-performing mathematics programs shall take the next administration of the Mathematics Content Assessment offered after the mathematics program is classified as low-performing. In addition, any mathematics teacher in a middle or high school that has been referred for review, and any mathematics teacher who is not certified in mathematics and is teaching in a middle or high school with 30 percent or greater failure rate on the 1999 mathematics MCAS, excluding those students who are enrolled in special education, who are classified as having limited English proficiency, or who have not been enrolled in the school for at lease two school years, and providing that such failure rate is equal to or greater than the school's failure rate on the 1998 MCAS mathematics test, shall be considered a mathematics teacher in a low performing mathematics program and shall take the Mathematics Content Assessment when it is first offered in 2000. A mathematics teacher shall be required to take the Mathematics Content Assessment only once.

    Individual results on the Mathematics Content Assessment shall be forwarded to the applicable mathematics teachers and their school principals for use in developing or revising professional development plans, as provided in the Recertification Regulations (See, http://www.doe.mass.edu/lawsregs/603cmr44.html#44.04). These individual results are to be used for diagnostic purposes only, and individual mathematics teachers' results shall not be considered public records. The Department shall analyze and publish aggregate, statewide, district-level and school-level results, except to the extent such publication would have the effect of revealing the performance of any individual teacher.

    In addition, the commissioner of education shall determine whether any school with a low-performing mathematics program should be referred for review. In making this determination, the commissioner shall consider the participation rates and performance of the school's mathematics teachers on the Mathematics Content Assessment, among other factors.

    The commissioner may waive the Mathematics Content Assessment requirement for individual mathematics teachers based on a finding that such teachers have demonstrated mastery of mathematics or that special circumstances exist that make said assessment requirement inappropriate or immaterial.

    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers M.G.L.A. 69 § 1Ahttp://www.mass.gov/legis/laws/mgl/69-1a.htm
    The commissioner shall facilitate partnerships of public early childhood, elementary, secondary and vocational-technical schools with civic, conservation, business, cultural and labor organizations, and with institutions of higher education particularly through the development of regional teacher centers and the expansion of the Bay State centers for global education, to enhance educational programs.
    Other Professional Development Services and Programs 603 CMR 44.03http://www.doe.mass.edu/lawsregs/603cmr44.html#44.03
    The state department of education must develop and maintain a registry of professional development providers in order to facilitate access to information about professional development programs.

    M.G.L.A. 15A § 3A http://www.mass.gov/legis/laws/mgl/15a-3a.htm
    The state's statewide educational technology plan, known as Massachusetts education-on-line (MCET), incorporates, among other things, the facilitation of the implementation of a statewide professional development plan for teachers, principals, and superintendents using distance learning in coordination with the commissioner of education.

    M.G.L.A. 71 § 38Q http://www.mass.gov/legis/laws/mgl/71-38q.htm
    The commissioner of education for the commonwealth shall prepare each year a plan for providing statewide assistance in the preparation and implementation of professional development plans. The plan shall include data that demonstrates, statewide and by school district, the types of professional development provided for educators who work with limited English proficient students. The commissioner shall consult with the board of higher education in developing the plan.

    The plan shall evaluate the feasibility of obtaining assistance from institutions of higher education and private service providers.

    State Financial Support for Teacher Professional Development
    Specific Appropriations M.G.L.A. 70 § 2http://www.mass.gov/legis/laws/mgl/70-2.htm
    The state's professional development allotment is the amount allotted within a district's foundation budget for professional development in any fiscal year. The professional development allotment in any year shall be three percent multiplied by the amount allotted in that year in a district's foundation budget for foundation teaching staff payroll and the foundation support staff payroll.
    Tuition Reimbursement No state policy.
    National Board No state policy.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals 603 CMR 28.03 http://www.doe.mass.edu/lawsregs/603cmr28/#28.03
    Each school district is required to provide training to all school district staff, including general and special educators, administrators and paraprofessionals, on the requirements of special education.

    The school district shall provide such staff training in analyzing and accommodating diverse learning needs of all students in the regular classroom.

    The school district shall provide such staff training in methods of collaboration among teachers, paraprofessionals and teacher assistants to accommodate diverse learning needs.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Michigan
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days M.C.L.A. 380.1526http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-380-1526
    M.C.L.A. 380.1526ahttp://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-380-1526a

    Training in teaching one or more college level equivalent courses may be included in the professional development plan, and in the required 15 days of professional development.

    M.C.L.A. 380.1527http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-380-1527 The board of each school district, intermediate school district or public school academy shall provide at least five days of teacher professional development.

    M.C.L.A. 388.1701http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-388-1701
    In addition, each district shall provide at least 1,098 hours of pupil instruction. However, a district may count up to 51 hours of qualifying professional development for teachers, including the five hours of online professional development provided by the Michigan Virtual University.

    Qualifying professional development includes professional development that is focused on one or more of the following:

    • Achieving or improving adequate yearly progress
    • Achieving accreditation or improving a school's accreditation status
    • Achieving highly qualified teacher status
    • Maintaining teacher certification.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Mich. Admin. Code R. 390.1129a and 390.1135http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=39001101&Dpt=ED&RngHigh
    Mich. Admin. Code R. 390.1132 http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=39001101&Dpt=ED&RngHigh

    A professional education certificate is valid for up to five years and shall be renewed, on proper application, for up to an additional five years upon the applicant's completion of six semester hours of academic credit from an approved teacher preparation institution, or the submission of evidence of the equivalent, in continuing education units completed through professional development programs or professional activities defined and approved by the state board, or in any combination thereof.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts M.C.L.A. 380.1277http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-380-1277 School improvement plans must include, but are not limited to staff development goals.

    In addition, each intermediate school board shall adopt and implement a 3- to 5-year intermediate school district school improvement plan and continuing school improvement process that includes a plan for professional development that supports academic learning.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities M.C.L.A. 380.1481http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-388-1698
    For the 2003-2004 school year, an amount estimated at $2,250,000 from the U.S. Department of Education's Title II Teacher Quality Funds has been appropriated to enable the Michigan Virtual University coordinate the following activities:
    • Deliver intensive professional development programs that are both cost-effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks and distance learning
    • Encourage and support the training of teachers and administrators to effectively integrate technology into curricula and instruction
    • Coordinate the activities of eligible partnerships that include higher education institutions for the purposes of providing professional development activities for teachers, paraprofessionals and principals as defined in federal law

    In addition, from the Title II funds, the amount necessary shall be used to provide online professional development for classroom teachers. These funds may be used for designing and building courses, marketing and outreach, workshops and evaluation, content acquisition, technical assistance, project management, and customer support. The Michigan Virtual University shall offer at least five hours of online professional development for classroom teachers under this section in 2003-2004 without charge to the teachers or to districts or intermediate districts.

    A district or intermediate district "may" require a full-time teacher to participate in at least five hours of online professional development provided by the Michigan virtual university.

    Regional Service Centers No state policy.
    Other Professional Development Services and Programs M.C.L.A. 388.1699http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-388-1699
    Michigan has received federal funds ($2,500,000) to provide grants to established mathematics and science centers that shall provide, in addition to other services, teacher professional development.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.

    M.C.L.A. 380.1525http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-380-1525
    However, state policy clearly establishes what state and federal funds appropriated by the legislature to support professional development and education may be used for. See, http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=mcl-380-1525.

    In addition, to receive professional development each school district and intermediate school district shall prepare and submit to the state board for approval an annual professional development plan.

    The state board may disapprove for state funding proposed professional development that the state board finds to be one or more of the following:

    • Not in furtherance of core academic curriculum needs
    • No constituting serious, informed innovation
    • Of generally inferior overall quality or depth regardless of who sponsors or conducts the education or training
    • Not in compliance with the state's induction/mentoring requirements.

    Tuition Reimbursement No state policy.
    National Board National Board for Professional Teaching Standards (NBPTS), State & Local Support & Incentives, Michigan,http://www.nbpts.org/about/stateinfo.cfm?state=Michigan
    The 2003-2004 Appropriations Act for the Michigan Department of Education provides $100,000 to provide fee support for teachers seeking National Board for Professional Teaching Standards (NBPTS) certification.

    Teachers who begin the NBPTS certification process and complete the portfolio component of the assessment receive one-half of the credits (SB-CEUs) required for renewal of the state's Professional Education Certificate. National Board Certified teachers receive full credits for one renewal of the professional certificate and receive credits for participating in assessor training and for serving as assessors.

    Michigan has also signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship and moral, ethical, physical and mental fitness.

    The department of education also utilizes NBPTS Candidate Subsidy Funds to support 73 candidates at 50% of the certification fee and the state legislature allocates $20,000 for National Board Certification. These funds will be used to award an additional $1000 to 20 of the candidates selected to receive the $1000 subsidy award, which will pay the entire National Board Certification fee of $2300.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Minnesota
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Minn. R. 8710.7100http://www.revisor.leg.state.mn.us/arule/8710/7100.html
    A valid professional license shall be renewed for a subsequent period of five years when an applicant presents verification by the local continuing education /relicensure committee that the applicant has, within the past five years, successfully completed at least 125 clock hours of professional development.

    Minn. R. 8710.7200http://www.revisor.leg.state.mn.us/arule/8710/7200.html
    "Clock hour'' means an hour of actual instruction, or planned group or individual professional development activity as approved by the local continuing education/relicensure committee.

    Applicants must include in their 125 clock hours instruction or other professional development professional development activities that address positive behavioral intervention strategies and accommodation, modification, and adaptation of curriculum, materials, and instruction to appropriately meet the needs of varied students in achieving graduation standards.

    Effective for renewal of professional licenses which expire on June 30, 2004, and after, applicants must also include in their 125 clock hours instruction or other professional development professional development activities which evidence further reading preparation.

    Clock hours must be earned in two or more of the following categories:

    • Relevant coursework completed at accredited colleges and universities
    • Educational workshops, conferences, institutes, seminars or lectures in areas appropriate to licenses held
    • Staff development activities, inservice meetings and courses
    • Site, district, regional, state, national or international curriculum development
    • Engagement in formal peer coaching or mentorship relationships with colleagues
    • Professional service in the following areas:
      1. Supervision of clinical experiences of persons enrolled in teacher preparation programs
      2. Participation on national, state and local committees involved with licensure, teacher education or professional standards
      3. Participation in national, regional or state accreditation.
    • Leadership experiences in the following areas:
      1. Development of new or broader skills and sensitivities to the school, community or profession
      2. Publication of professional articles in a professional journal in an appropriate field
      3. Volunteer work in professional organizations related to the areas of licensure held.
    • Opportunities to enhance knowledge and understanding of diverse educational settings in the following areas:
      1. Experiences with students of another age, ability, culture or socioeconomic level
      2. Systematic, purposeful observation during visits to schools and to related business and industry.
    • Preapproved travel or work experience:
      1. Travel for purposes of improving instructional capabilities related to the field of licensure
      2. Work experience in business or industry appropriate to the field of licensure.

    An applicant who seeks renewal of a continuing license for two or more areas should allocate at least 30 clock hours to each of the licensure areas for a total of no fewer than 125 clock hours, with priority given to work in areas where the candidate is employed during the licensure period.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards There are no formally adopted standards for professional development in Minnesota. However, standards developed by the National Staff Development Council (See, http://www.nsdc.org/">)http://www.nsdc.org/) are promoted.
    Miscellaneous efforts

    M.S.A. § 122A.413http://www.revisor.leg.state.mn.us/stats/122A/413.html
    M.S.A. § 122A.414http://www.revisor.leg.state.mn.us/stats/122A/414.html
    M.S.A. § 122A.415http://www.revisor.leg.state.mn.us/stats/122A/415.html

    A district may develop an educational improvement plan for the purpose of qualifying for alternative teacher compensation aid. The plan must include measures for improving school district, school site, teacher and individual student performance. The educational improvement plan must be approved by the school board and have at least these elements:

    • Assessment and evaluation tools to measure student performance and progress
    • Performance goals and benchmarks for improvement
    • Measures of student attendance and completion rates
    • A rigorous professional development system that is aligned with educational improvement, designed to achieve teaching quality improvement, and consistent with clearly defined research-based standards
    • Measures of student, family, and community involvement and satisfaction
    • A data system about students and their academic progress that provides parents and the public with understandable information
    • A teacher induction and mentoring program for probationary teachers that provides continuous learning and sustained teacher support. The process for developing the plan must involve district teachers.

    A restructured teacher compensation system is established to provide incentives for teachers to improve their knowledge and skills and for school districts to recruit and retain highly qualified teachers, and to support teachers' roles in improving students' educational achievement.

    The alternative teacher professional pay system must:

    • Describe the conditions necessary for career advancement and additional compensation
    • Provide career advancement options for teachers retaining primary roles in student instruction
    • Use a professional pay system that replaces the step and lane salary schedule and is not based on years of service
    • Encourage teachers' continuous improvement in content knowledge, pedagogy and use of best practices
    • Implement an objective evaluation system, including classroom observation, that is aligned with the district's or the site's educational improvement plan.

    Alternative compensation aid is available, see http://www.revisor.leg.state.mn.us/stats/122A/415.html

    .
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers

    M.S.A. § 122A.72http://www.revisor.leg.state.mn.us/stats/122A/72.html
    Teacher centers assist teachers, diagnose learning needs, experiment with the use of multiple instructional approaches, assess pupil outcomes, assess staff development needs and plans and teach school personnel about effective pedagogical approaches. The center shall develop and produce curricula and curricular materials designed to meet the educational needs of pupils being served, by applying educational research and new and improved methods, practices, and techniques. The center shall provide programs to improve the skills of teachers to meet the special educational needs of pupils. The center shall provide programs to familiarize teachers with developments in curriculum formulation and educational research, including how research can be used to improve teaching skills. The center shall facilitate sharing of resources, ideas, methods, and approaches directly related to classroom instruction and improve teachers' familiarity with current teaching materials and products for use in their classrooms. The center shall provide inservice programs.

    M.S.A. § 123A.21http://www.revisor.leg.state.mn.us/stats/123A/21.html
    Minnesota has also established 10 service cooperatives (SCs) for the purpose of providing educational programs and services, including but not limited to, staff development.

    For more information, seehttp://www.mnservcoop.org/.

    Other Professional Development Services and Programs

    M.S.A. § 122A.624http://www.revisor.leg.state.mn.us/stats/122A/624.html
    The outcomes of the educational effectiveness program are to:

    • Increase meaningful parental involvement in site-based decision making
    • Improve results-oriented educational processes
    • Create flexible school-based organizational structures
    • Improve student achievement.

    The commissioner of education shall develop and maintain a program of educational effectiveness and results-oriented education. The program shall be based on established principles of instructional design and the essential elements of effective instruction as determined by educational research. The program shall take into account the diverse needs of the school districts due to such factors as district size and location.

    The department of education provides building level decision-making teams facilitates assistance to school districts implementing educational effectiveness programs and staff development. In addition, staff development shall include clarification of individual school missions, goals, expectations, enhancement of collaborative planning and collegial relationships among the building staff, improvement of curriculum, assessment, instructional and organizational skills, improvement of financial and management skills, and planning of other staff development programs.

    M.S.A. § 124D.79http://www.revisor.leg.state.mn.us/stats/124D/79.html
    M.S.A. § 124D.71http://www.revisor.leg.state.mn.us/stats/124D/71.html

    The commissioner must provide for the maximum involvement of the state committees on American Indian education, parents of American Indian children, secondary students eligible to be served, American Indian language and culture education teachers, American Indian teachers, teachers' aides, representatives of community groups, and persons knowledgeable in the field of American Indian education.

    The commissioner shall provide technical assistance to districts, schools and post-secondary institutions for preservice and inservice training for American Indian education teachers and teacher's aides, teaching methods, curriculum development, testing and testing mechanisms and the development of materials for American Indian education programs.

    The commissioner shall apply for money that may be available under federal programs for American Indian education, including funds for administration, demonstration projects, training, technical assistance, planning and evaluation.

    State Financial Support for Teacher Professional Development
    Specific Appropriations M.S.A. § 126C.10http://www.revisor.leg.state.mn.us/stats/126C/10.html
    M.S.A. § 126C.15http://www.revisor.leg.state.mn.us/stats/126C/15.html
    M.S.A. § 122A.60http://www.revisor.leg.state.mn.us/stats/122A/60.html

    The state's basic skills revenue must be reserved and used to meet the educational needs of pupils who enroll under-prepared to learn and whose progress toward meeting state or local content or performance standards is below the level that is appropriate for learners of their age.

    Revenue may be used, but is not limited to, comprehensive and ongoing staff development consistent with district and site plans for teachers, teacher aides, principals and other personnel to improve their ability to identify the needs of these learners and provide appropriate remediation, intervention, accommodations or modification.

    M.S.A. § 122A.61http://www.revisor.leg.state.mn.us/stats/122A/61.html
    M.S.A. § 120B.22http://www.revisor.leg.state.mn.us/stats/120B/22.html

    Districts are required to reserve an amount equal to at least two percent of the basic revenue for violence prevention inservice education, staff development plans, for curriculum development and programs, other inservice education, teachers' workshops, teacher conferences, the cost of substitute teachers, preservice and inservice education for special education professional and paraprofessionals and other related costs for staff development efforts.

    Note: A district may annually waive the requirement to reserve their basic revenue under this section if a majority vote of the licensed teachers in the district and a majority vote of the school board agree to a resolution to waive the requirement.

    Districts may expend an additional amount of unreserved revenue for staff development based on their needs. With the exception of amounts reserved for staff development from revenues allocated directly to school sites, the board must initially allocate 50 percent of the reserved revenue to each school site in the district on a per teacher basis, which must be retained by the school site until used. The board may retain 25 percent to be used for district wide staff development efforts. The remaining 25 percent of the revenue must be used to make grants to school sites for best practices methods.

    Tuition Reimbursement No state policy.
    National Board National Board for Professional Teaching Standards Web site, http://www.nbpts.org/about/stateinfo.cfm?state=Minnesota The Minnesota Department of Children, Families & Learning will utilize NBPTS Candidate Subsidy funds for stipends of up to $1,150 per National Board candidate. Qualified candidates will be funded on a first-applied, first-funded basis.

    In addition, the Education Excellence Omnibus Education Act (sf19250) gives teachers the option to renew a continuing license by completing the national board certification process.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Mississippi
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    Code Miss. R. 36 000 069, Not available online.
    Code Miss. R. 36 000 097, Not available online.

    The academic year provides a minimum of 180 teaching days, however, two of the 180 days may be 60 percent days, provided that there are 198 minutes of actual instruction or testing and the remainder of each day is used for professional development or other activities related to instruction.

    The school district implements a professional development program that complies with the guidelines published in Professional Development for the New Millennium (http://www.mde.k12.ms.us/acad/pdm.htm) unless exempted by the state board of education.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Code Miss. R. 36 000 073, Not available online.
    Each educator shall successfully complete individual professional development requirements during a five-year frame for continued licensure.

    Individuals with a bachelor's degree must complete five continuing education units (CEUs) in content area or job/skill related area, plus one of the following every five-year cycle:

    • Ten continuing education units (CEUs) in content area or job/skill* related area
    • Six semester hours in content area or job/skill* related area
    • Three semester hours in content area or job/skill* related area.

    Individuals with a master's degree must complete one of the following every five-year cycle:

    • Three semester hours in content area or job/skill related area
    • Five continuing education units (CEU) in content area or job/skill related area.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Miss. Code Ann. § 37-18-7 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/107bf/107f0?fn=document-frame.htm&f=templates As part of the school improvement plan for a Priority School, a professional development plan shall be prepared for those school administrators, teachers or other employees who are identified by the evaluation team as needing improvement. The state department of education shall assist the Priority School in identifying funds necessary to fully implement the school improvement plan.

    If a teacher is deemed to be in need of professional development by the independent evaluation team, that teacher shall be required to participate in a professional development plan. This plan will provide professional training and will be based on each teacher's specific needs and teaching assignments. The teacher's full participation in the professional development plan shall be required. This process shall be followed by a performance-based evaluation, which shall monitor the teacher's teaching skills and teaching behavior over a period of time. This monitoring shall include announced and unannounced reviews. Additionally, the teacher also may be assigned a mentor who has demonstrated expertise as a high-performing teacher.

    If, after one year, the teacher fails to perform, the local school administration shall reevaluate the teacher's professional development plan, make any necessary adjustments to it, and require his participation in the plan for a second year.

    If, after the second year, the teacher fails to perform, the administration shall recommend and the local school shall dismiss the teacher.

    The state department of education shall make a semiannual report to the state board identifying the number and names of schools classified as Priority Schools, which shall include a description of the deficiencies identified and the actions recommended and implemented. The department shall also notify the state board of any Priority School, which has successfully completed their improvement plans and shall notify the Governor and the Legislature of such school's progress.

    The state board shall direct and provide comprehensive staff development training for school administrators and teachers on the new requirements, including new assessment instruments to be used in conjunction with any evaluation. Prior to evaluation of individual teachers, administrators and other staff pre-evaluation interviews will be conducted. Likewise, after any evaluation is complete, post-evaluation interviews will be conducted. During such post-interviews, evaluators shall identify and discuss the following: teaching techniques used, teaching strengths and weaknesses and an overall assessment of performance.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Code Miss. R. 36 000 071, Not available online.
    School systems must provide annual training related to principles and methods of early childhood education and reading instruction for new and veteran kindergarten teachers, assistant teachers and program administrators.

    Code Miss. R. 36 000 069, Not available online.
    Local districts must conduct professional development training on proper assessment administration procedures and test security for all personnel involved in the handling and administration of each test.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards

    Code Miss. R. 36 000 069, Not available online.
    Each district's professional development program must comply with the Mississippi Professional Development Model and its guiding Principles of Excellence (See, http://www.mde.k12.ms.us/acad/pdm.htm).

    Miscellaneous efforts Miss. Code Ann. § 37-17-8 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/10741/107a5?fn=document-frame.htm&f=templates
    The state board of education, through the Commission on School Accreditation, establishes criteria for comprehensive inservice staff development plans. These criteria include, but are not limited to:
    • Formula and guidelines for allocating available state funds for inservice training to local school districts
    • Require that a portion of the plans be devoted exclusively for the purpose of providing staff development training for beginning teachers within that local school district and for no other purpose
    • Require that a portion of the school district's inservice training for administrators and teachers be dedicated to the application and utilization of various disciplinary techniques.

    School districts are not required to submit staff development plans to the commission for approval.

    Miss. Code Ann. § 37-17-6 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/10741/1075c?fn=document-frame.htm&f=templates
    All public elementary and secondary schools are accredited under the state's performance-based accreditation system. In addition, the state superintendent and the state board of education develop a comprehensive accountability plan to ensure that local school boards, superintendents, principals and teacher are held accountable for student achievement. A written report on the accountability plan shall be submitted to the Education Committees of both houses of the Legislature before December 1, 1999, with any necessary legislative recommendations.

    Districts failing to meet accreditation standards are placed on probation until corrective actions are taken or until the deficiencies have been removed. The local school district shall develop a corrective action plan to improve its deficiencies. For district academic deficiencies, the corrective action plan for each such school district shall be based upon a complete analysis of the following: student test data, student grades, student attendance reports, student drop-out data, existence and other relevant data. The corrective action plan shall describe the specific measures to be taken by the particular school district and school to improve, among other areas, professional development.

    During the probationary period, the state board may offer technical and/or financial assistance to all such school districts in order to implement each measure identified in that district's corrective action plan through professional and on-site assistance.

    Code Miss. R. 36 000 097, Not available online.
    Miss. Code Ann. § 37-17-6 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/10741/1075c?fn=document-frame.htm&f=templates

    As part of the school improvement plan for a Priority School, a professional development plan shall be prepared for those school administrators, teachers or other employees who are identified by the evaluation team as needing improvement.

    Miss. Code Ann. § 37-18-7 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/107bf/107f0?fn=document-frame.htm&f=templates
    As part of the school improvement plan for a Priority School, a professional development plan shall be prepared for those school administrators, teachers or other employees who are identified by the evaluation team as needing improvement. The state department of education shall assist the Priority School in identifying funds necessary to fully implement the school improvement plan.

    If a teacher is deemed to be in need of professional development by the independent evaluation team, that teacher shall be required to participate in a professional development plan. This plan will provide professional training and will be based on each teacher's specific needs and teaching assignments. The teacher's full participation in the professional development plan shall be required. This process shall be followed by a performance-based evaluation, which shall monitor the teacher's teaching skills and teaching behavior over a period of time. This monitoring shall include announced and unannounced reviews. Additionally, the teacher also may be assigned a mentor who has demonstrated expertise as a high-performing teacher.

    If, after one year, the teacher fails to perform, the local school administration shall reevaluate the teacher's professional development plan, make any necessary adjustments to it, and require his participation in the plan for a second year.

    If, after the second year, the teacher fails to perform, the administration shall recommend and the local school shall dismiss the teacher.

    The state department of education shall make a semiannual report to the state board identifying the number and names of schools classified as Priority Schools, which shall include a description of the deficiencies identified and the actions recommended and implemented. The department shall also notify the state board of any Priority School that has successfully completed their improvement plans and shall notify the Governor and the Legislature of such school's progress.

    The state board shall direct and provide comprehensive staff development training for school administrators and teachers on the new requirements, including new assessment instruments to be used in conjunction with any evaluation. Prior to evaluation of individual teachers, administrators and other staff pre-evaluation interviews will be conducted. Likewise, after any evaluation is complete, post-evaluation interviews will be conducted. During such post-interviews, evaluators shall identify and discuss the following: teaching techniques used, teaching strengths and weaknesses and an overall assessment of performance.

    Professional Development Requirements for Low-Performing Schools
    School requirements

    Miss. Code Ann. § 37-18-3 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/107bf/107de?fn=document-frame.htm&f=templates
    Following a thorough analysis of school data each year, the state department of education shall identify those schools that are deficient in educating students and are in need of improvement. This analysis shall measure the individual school performance by determining if a school met its assigned yearly growth expectation and by determining what percentage of the students in thschool are proficient. A school shall be identified as needing assistance or a Priority School if the school:

    • Does not meet its growth expectation
    • Has a percentage of students functioning below grade level, as designated by the state board.

    The board shall establish for those individual schools failing to meet accreditation standards a program of development to be complied with in order to receive state funds.

    The state board shall assign an evaluation team to the school. An approved evaluation team, in addition to other powers and duties, identify any personnel who were found by the evaluation team to be in need of improvement and need to participate in a professional development plan.

    Code Miss. R. 36 000 097, Not available online.
    Miss. Code Ann. § 37-17-6 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/10741/1075c?fn=document-frame.htm&f=templates

    As part of the school improvement plan for a Priority School, a professional development plan shall be prepared for those school administrators, teachers or other employees who are identified by the evaluation team as needing improvement.

    Miss. Code Ann. § 37-18-5 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/107bf/107e9?fn=document-frame.htm&f=templates
    The state department of education and the evaluation team leader shall assist the school principal and other local school officials in the development of a school improvement plan to improve its deficiencies. The evaluation team at the school shall establish a local parents/citizens advisory council in order to provide input and guidance into the development of the school improvement plan and its evaluation during the implementation period.

    Miss. Code Ann. § 37-18-7 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/107bf/107f0?fn=document-frame.htm&f=templates
    As part of the school improvement plan for a Priority School, a professional development plan shall be prepared for those school administrators, teachers or other employees who are identified by the evaluation team as needing improvement. The state department of education shall assist the Priority School in identifying funds necessary to fully implement the school improvement plan.

    If a teacher is deemed to be in need of professional development by the independent evaluation team, that teacher shall be required to participate in a professional development plan. This plan will provide professional training and will be based on each teacher's specific needs and teaching assignments. The teacher's full participation in the professional development plan shall be required. This process shall be followed by a performance-based evaluation, which shall monitor the teacher's teaching skills and teaching behavior over a period of time. This monitoring shall include announced and unannounced reviews. Additionally, the teacher also may be assigned a mentor who has demonstrated expertise as a high-performing teacher.

    If, after one year, the teacher fails to perform, the local school administration shall reevaluate the teacher's professional development plan, make any necessary adjustments to it, and require his participation in the plan for a second year.

    If, after the second year, the teacher fails to perform, the administration shall recommend and the local school shall dismiss the teacher.

    The state department of education shall make a semiannual report to the state board identifying the number and names of schools classified as Priority Schools, which shall include a description of the deficiencies identified and the actions recommended and implemented. The department shall also notify the state board of any Priority School that has successfully completed their improvement plans and shall notify the Governor and the Legislature of such school's progress.

    The state board shall direct and provide comprehensive staff development training for school administrators and teachers on the new requirements, including new assessment instruments to be used in conjunction with any evaluation. Prior to evaluation of individual teachers, administrators and other staff pre-evaluation interviews will be conducted. Likewise, after any evaluation is complete, post-evaluation interviews will be conducted. During such post-interviews, evaluators shall identify and discuss the following: teaching techniques used, teaching strengths and weaknesses and an overall assessment of performance.

    District requirements Miss. Code Ann. § 37-17-6http://198.187.128.12/mississippi/lpext.dll?f=templates&fn=fs-main.htm&2.0
    All public elementary and secondary schools are accredited under the state's performance-based accreditation system. In addition, the state superintendent and the state board of education develop a comprehensive accountability plan to ensure that local school boards, superintendents, principals and teacher are held accountable for student achievement. A written report on the accountability plan shall be submitted to the Education Committees of both houses of the Legislature before December 1, 1999, with any necessary legislative recommendations.

    Districts failing to meet accreditation standards are placed on probation until corrective actions are taken or until the deficiencies have been removed. The local school district shall develop a corrective action plan to improve its deficiencies. For district academic deficiencies, the corrective action plan for each such school district shall be based upon a complete analysis of the following: student test data, student grades, student attendance reports, student drop-out data, existence and other relevant data. The corrective action plan shall describe the specific measures to be taken by the particular school district and school to improve, among other areas, professional development.

    During the probationary period, the state board may offer technical and/or financial assistance to all such school districts in order to implement each measure identified in that district's corrective action plan through professional and on-site assistance.

    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs Code Miss. R.36 000 097, Not available online.
    All school districts must conduct professional development training on proper assessment administration procedures and test security for all individuals involved in the handling and administration of each test.

    Miss. Code Ann. § 37-151-19
    The Council for Education Technology shall develop and update annually the master plan for education technology for submission to the Board of the Department of Information Technology Services, State Board of Education and the Legislature. In addition to other requirements, the plan shall outline the state's five-year activities related to purchasing, developing and using technology to improve delivery of professional development.

    Miss. Code Ann. § 37-13-10
    The state board of education's Reading Sufficiency Program of Instruction provides, among other services, professional development for assistant teachers, teachers and administrators to assist students in implementing the Reading Sufficiency Program.

    Pursuant to appropriations by the legislature, the state department of education shall provide inservice training, computer software and certified reading instructor personnel for training local school district personnel to assist student in implementing the program.

    Miss. Code Ann. § 37-7-307
    Each licensed employee is credited with a professional leave allowance, with pay, for each day of absence caused by reason of such employee's statutorily required membership and attendance at a regular or special meeting held within the State of Mississippi of the State Board of Education, the Commission on Teacher and Administrator Education, Certification and Licensure and Development, the Commission on School Accreditation, the Mississippi Authority for Educational Television, the meetings of the state textbook rating committees or other meetings authorized by local school board policy.

    State Financial Support for Teacher Professional Development
    Specific Appropriations Miss. Code Ann. § 37-18-1 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/107bf/107c5?fn=document-frame.htm&f=templates The state board of education has established and implemented a Superior-Performing Schools Program and an Exemplary Schools Program for identifying and rewarding public schools that improve as established by testing students annually and, using a psychometrically approved formula, by tracking their progress. This growth expectation will result in a composite score each year for each school.

    Superior-Performing and Exemplary Schools may apply to the State Board of Education for monetary incentives to be used for selected school needs, as identified by a vote of all licensed and instructional personnel employed at the school. These incentive funds may be used for specific school needs, including, but not limited to:

    • Funding for professional development activities
    • Professional leave allowance
    • Sabbaticals for teachers or administrators, or both, to pursue additional professional development or educational enrichment.

    Staff participating in such activities must report to the school and school district about benefits and lessons learned from such training.

    Note: Subject to specific appropriation by the legislature.

    Tuition Reimbursement Miss. Code Ann. § 37-159-9 http://198.187.128.12/mississippi/lpext.dll/Infobase/f91c/1302f/13061?fn=document-frame.htm&f=templates
    Mississippi's University Assisted Teacher Recruitment and Retention Grant Program provides scholarships to persons working towards a Master of Education degree or an Educational Specialist degree at an institution of higher learning whose teacher education program is approved by the state board of education. Grants are available to attract additional qualified teachers to those geographical areas of the state where there exists a critical shortage of teachers and to retain the qualified teachers already serving as licensed teachers in geographical critical teacher shortage areas. Scholarship recipients may apply funds to tuition, books, materials and fees and may receive the award for a maximum of four school years. Recipients must agree to employment as a teacher in a geographical area of the state where there exists a critical shortage of teachers for a minimum of three years.

    An individual who fails to complete a program of study leading to a Master of Education degree or Educational Specialist degree, or who fails to complete the required service agreement, shall become liable immediately to the state board for the sum of all awards made to that person under the program, plus interest accruing at the current Stafford Loan rate at the time the person abrogates his participation in the program.

    National Board Code Miss. R. 36 000 077, Not available online.
    National Board for Professional Teaching Standards (NBPTS), State & Local Support & Incentives, Mississippi

    Any licensed teacher who has met the requirements and acquired a Master Teacher Certificate from the National Board for Professional Teaching Standards (NBPTS) receives a $6,000 salary supplement each year for the life of the certificate.

    Note: The teacher must be employed as a teacher and not as an administrator by a local school board, the state board of education or a state supported institution of higher education, when such institution. In addition, a teacher will be reimbursed one time for the actual cost of completing the process of acquiring the Master Teacher Certificate, even if the process did not result in the award of such certificate.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Code Miss. R. 36 000 071, Not available online.
    School systems must provide annual training related to principles and methods of early childhood education and reading instruction for new and veteran kindergarten teachers, assistant teachers and program administrators.

    Code Miss. R. 36 000 058, Not available online.
    Assistant teachers must be included in, and participate in a district's staff development plan. In addition local school districts provide annual training on specific instructional skills that may be expected of an assistant teachers.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Missouri
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement V.A.M.S. 168.021http://www.moga.state.mo.us/statutes/C100-199/1680000021.HTM
    A career continuous professional certificate shall be issued upon verification of completion of four years of teaching under the initial professional certificate and upon verification of the completion of the following requirements:
    • A mentoring program approved and provided by the district for a minimum of two years
    • Completion of thirty contact hours of professional development, which may include hours spent in class in an appropriate college curriculum
    • A beginning teacher assistance program.

    A career continuous professional certificate shall be continuous based upon verification of actual employment in an educational position as provided for in state board guidelines and completion of fifteen contact hours of professional development per year, which may include hours spent in class in an appropriate college curriculum.

    Should the possessor of a valid career continuous professional certificate fail, in any given year, to meet the fifteen-hour professional development requirement, the possessor may, within two years, make up the missing hours. In order to make up for missing hours, the possessor shall first complete the fifteen-hour requirement for the current year and then may count hours in excess of the current year requirement as make-up hours. Should the possessor fail to make up the missing hours within two years, the certificate shall become inactive. In order to reactivate the certificate, the possessor shall complete twenty-four contact hours of professional development, which may include hours spent in the classroom in an appropriate college curriculum within the six months prior to or after reactivating his or her certificate. The requirements of this paragraph shall be monitored and verified by the local school district that employs the holder of the career continuous professional certificate.

    A holder of a career continuous professional certificate shall be exempt from the professional development contact hour requirements if such teacher has a local professional development plan in place within such teacher's school district and meets two of the three following criteria:

    • Has ten years of teaching experience as defined by the state board of education
    • Possesses a master's degree
    • Obtains a rigorous national certification as approved by the state board of education.

    Policies and procedures shall be established by which a teacher who was not retained due to a reduction in force may retain the current level of certification. There shall also be established policies and procedures allowing a teacher who has not been employed in an educational position for three years or more to reactivate his or her last level of certification by completing twenty-four contact hours of professional development which may include hours spent in the classroom in an appropriate college curriculum within the six months prior to or after reactivating his or her certificate.

    Note: All valid teaching certificates issued pursuant to law or state board policies and regulations prior to September 1, 1988, shall be exempt from the professional development requirements and shall continue in effect until they expire, are revoked or suspended, as provided by law.

    5 CSR 80-800.360http://www.sos.mo.gov/adrules/csr/current/5csr/5c80-800.pdf
    One contact hour for professional development is defined as:

    • 60 minutes of professional development
    • One-hour college credit equals 15 contact hours of professional development.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts V.A.M.S. 160.522http://www.moga.state.mo.us/statutes/C100-199/1600000522.HTM
    5 CSR 50-340.150 and 50-340.200http://www.sos.mo.gov/adrules/csr/current/5csr/5c30-340.pdf

    School districts shall provide, at least annually, a school accountability report card for each school building to any household with a student enrolled in the district. Report cards must include, but are not limited to, information concerning staff development or inservice training.

    The Department of Elementary and Secondary Education (DESE) shall designate priority school districts and priority school buildings, which are identified based upon the following:

    • Academically deficient school buildings pursuant to applicable state laws and regulations
    • Unaccredited or provisionally accredited school districts pursuant to applicable state laws and regulations
    • School districts and/or buildings, which do not meet any of the Missouri Assessment
    • Program (MAP) grade, span and reading standards as based on a district's or building's annual performance report (APR) for two successive years beginning in 2002-2003 school year.

    At the time the state board takes official action to designate a school district as unaccredited, provisionally accredited or designating a school building as academically deficient, that school will become a priority school and shall comply with the applicable state laws and regulations.

    Priority school districts and/or buildings remain priority schools until the status of unaccredited, provisionally accredited or the academically deficient designation is removed pursuant to applicable state laws and regulations.

    Priority school districts and/or buildings shall submit a comprehensive school improvement plan that includes, but is not limited to:

    • Focusing professional development funds in the areas of academic need
    • Creation of programs to improve teacher and administrator effectiveness.

    The programs to improve teacher and administrator effectiveness include, but are not limited to professional development for all certificated staff, which includes one of the following:

    • Participation in a mentoring program established pursuant to the rules promulgated by the board
    • Certification as a MAP scorer
    • Enrollment and satisfactorily progressing towards National Board Certification.

    Any individual is exempt from the professional development as listed above if the individual has:

    • Taken or takes the appropriate content knowledge specialty area exit assessment and achieves the qualifying score on that exit assessment as promulgated in the rules by the board National Board Certification
    • Been a certified scorer for the MAP
    • Designated by DESE as a regional resource teacher
    • Served as a mentor teacher for one year in a program approved by the board
    • Completed an appropriate administrator academy pursuant to applicable state laws and regulations.

    Professional Development Requirements for Low-Performing Schools
    School requirements V.A.M.S. 160.518 http://www.moga.state.mo.us/statutes/C100-199/1600000518.HTM
    V.A.M.S. 160.530http://www.moga.state.mo.us/statutes/C100-199/1600000530.HTM

    If the state board of education determines that a school in a district is "academically deficient", as determined by results for the school from the established statewide assessment system and through education audits performed by a state board appointed audit team, the school is appointed a management team.

    The management team shall conduct necessary investigation and make any recommendations the team believes are appropriate for the administration and management of the school necessary to promote student achievement and any additional resources that are required. Funds shall be provided, upon appropriation, for the operation of the audit and management teams and resources needed in the district.

    The management team report may also include recommendations to suspend indefinite contracts for certificated staff in the school and a one-year maximum length for new or renewal of contracts for the superintendent or the principal of the school and require that the district develop a plan for the recruitment and retention of high quality teachers and administrators within the district. The team may also recommend the appointment of a school accountability council to monitor one or more school buildings in the district.

    If the district board of education fails to appoint a school accountability council pursuant to this subsection, then the state board of education may appoint the council.

    An instructional resource reallocation plan for any school building shall provide for the focusing of any discretionary local, state or federal funds available to the school on the areas of academic deficiency. The instructional resource reallocation plan shall address, but is not limited to, professional development to improve instruction in the areas of academic deficiency or in areas where the number of certificated staff teaching one or more classes outside of their area of certification results in ten percent or more of the students within the school building being taught by teachers outside their areas of certification.

    District requirements

    V.A.M.S. 160.540 http://www.moga.state.mo.us/statutes/C100-199/1600000540.HTM
    School districts shall develop a program of incentives and rewards for teachers who contribute to a successful effort to prevent schools from becoming academically deficient or to remove schools that have been so identified from that category. The district's plan shall be subject to approval by the commissioner of education and may include, but shall not be limited to, bonuses, opportunities for staff development and the granting of status as master teachers.

    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs No state policy.
    State Financial Support for Teacher Professional Development
    Specific Appropriations V.A.M.S. 160.530 , V.A.M.S. 163.031 , V.A.M.S. 168.400
    To qualify for state aid, a school district must allocate one percent of moneys received, exclusive of categorical add-ons, to the district's professional development committee. Of the moneys allocated to the professional development committee in any fiscal year as specified, 75 percent of such funds shall be spent in the same fiscal year for purposes determined by the professional development committee after consultation with the administrators of the school district and approved by the local board of education as meeting the objectives of a school improvement plan of the district that has been developed by the local board.

    V.A.M.S. 160.514
    The moneys described in this subsection may be distributed by the commissioner of education to colleges, universities, private associations, professional education associations, statewide associations organized for the benefit of members of boards of education, public elementary and secondary schools, and other associations and organizations that provide professional development opportunities for teachers, administrators, family literacy personnel and boards of education for the purpose of addressing statewide areas of critical need, provided that such moneys. "Statewide areas of critical need for learning and development" shall include:

    • Funding the operation of state management teams in districts with academically deficient schools and providing resources specified by the management team as needed in such districts
    • Funding for grants to districts, upon application to the department of elementary and secondary education, for resources identified as necessary by the district, for those districts which are failing to achieve assessment standards
    • Funding for family literacy programs
    • Ensuring that all children, especially children at risk, children with special needs, and gifted students are successful in school
    • Increasing parental involvement in the education of their children
    • Providing information which will assist public school administrators and teachers in understanding the process of site-based decision making
    • Implementing recommended curriculum frameworks
    • Training in new assessment techniques for students
    • Cooperating with law enforcement authorities to expand successful antidrug programs for students
    • Strengthening existing curricula of local school districts to stress drug and alcohol prevention
    • Implementing and promoting programs to combat gang activity in urban areas of the state
    • Establishing family schools, whereby such schools adopt proven models of one-stop state services for children and families
    • Expanding adult literacy services
    • Training of members of boards of education in the areas deemed important for the training of effective board members as determined by the state board of education.

    Beginning with fiscal year 1994 and for all fiscal years thereafter, 10 percent of one percent of moneys appropriated to the department of elementary and secondary education otherwise distributed to the public schools of the state, exclusive of categorical add-ons, shall be distributed in grant awards by the state board of education, by rule and regulation, for the "Success Leads to Success" grant program, which is hereby created. The purpose of the success leads to success grant program shall be to recognize, disseminate and exchange information about the best professional teaching practices and programs in the state that address student needs, and to encourage the staffs of schools with these practices and programs to develop school-to-school networks to share these practices and programs.

    L5 CSR 80-850.050
    Missouri's State Level Professional Development Funds for Statewide Areas of Critical Need for Learning and Development was established for the primary purpose of state-level professional development to address areas of critical need. The following two areas constitute priority uses for such money:
    • Funding operation of state management teams in school districts with academically deficient schools and providing resources specified by the management team as needed in these districts
    • Funding for grants to school districts for resources identified as necessary by the district for those districts, which are failing to achieve assessment standards.

    The statewide areas of critical need for learning and development include:

    • Funding operation of management teams in school districts with academically deficient schools and providing resources specified by management teams as needed in these districts
    • Funding for grants to school districts for resources identified as necessary by the district, for those districts which are failing to achieve assessment standards
    • Ensuring all children are successful in school, especially children at risk, children with special needs and gifted students
    • Increasing parental involvement
    • Providing information which will assist school administrators and teachers in understanding the process of site-based decision-making
    • Implementing recommended curriculum frameworks
    • Training in use of new assessment techniques and the use of those assessments to improve student performance
    • Cooperation with law enforcement authorities to expand successful anti-drug programs for students
    • Strengthening existing curricula of local districts to stress drug and alcohol prevention
    • Implementing and promoting programs to combat gang activity, violence and weaponry in the schools of the state
    • Establishing family schools, where schools adopt proven models of one-stop state services for children and families
    • Expanding adult literacy services
    • Training board members in areas deemed important as determined by the state board of education.

    On an annual basis, the state board of education will select additional priority areas of critical need to be funded during the subsequent academic year. Funding will be awarded on the basis of competitive grants and applicants will be required to complete closing reports complete evaluative data on the effectiveness of each activity. The state-level professional development moneys may be distributed to:

    • Colleges
    • Universities
    • Private associations
    • Professional education associations
    • Statewide associations organized for benefit of members of local boards of education
    • Public elementary and secondary schools
    • Other associations and organizations that provide professional development professional development opportunities for teachers, administrators and boards of education.

    The state board of education reserves the right to contract for delivery of professional development services in any of the areas addressed in this rule. Each proposal must include a description of how it will impact on children and include an evaluation in compliance with the application process.

    Tuition Reimbursement V.A.M.S. 160.538http://www.moga.state.mo.us/statutes/C100-199/1600000538.HTM
    V.A.M.S. 160.518http://www.moga.state.mo.us/statutes/C100-199/1600000518.HTM
    V.A.M.S. 160.530http://www.moga.state.mo.us/statutes/C100-199/1600000530.HTM

    Subject to appropriation, the state board of education may establish a program of financial aid for prospective teachers to assist schools identified as "academically deficient".

    This program may include tuition reimbursement for current teachers and student loan forgiveness for new teachers employed within the district based upon their term of service in the district.

    Financial aid shall be provided in those areas of instruction where certificated staff are teaching one or more classes outside of their area of certification.

    National Board Missouri Department of Elementary and Secondary Education, National Board Certification for Professional Teaching Standards, Missouri State Subsidy Information, http://dese.mo.gov/divteachqual/leadership/nbc/statesubpage.html
    Missouri offers state subsidy funding for candidates pursuing National Board for Professional Teaching Standards certification.

    An individual is eligible for state funding if they:

    • Hold a baccalaureate degree
    • Have three years of teaching experience prior to submitting an application
    • Have held a valid state teaching license for those three years, or where a license is not required, currently teaching in a public school in Missouri
    • Have completed and mailed all required information the state department of education.

    National Board cost breakdown for subsidy candidates:

    • $1,150 federal subsidy for allotted candidates
    • $575 from state professional development grant
    • $575 from candidate, local professional development center, school district, teacher organizations or other sponsors.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Montana
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    MCA 20-1-304http://data.opi.state.mt.us/bills/mca/20/1/20-1-304.htm
    Mont. Admin. R. 10.65.101 http://arm.sos.state.mt.us/10/10-1019.htm

    However, a maximum of seven pupil-instruction-related days may be conducted during a school year, with a minimum of three of the days for instructional and professional development meetings or other appropriate inservice training. The days may not be included as a part of the required minimum of 180 days or the required minimum aggregate hours of pupil instruction.

    A pupil-instruction related day is a day of teacher activities devoted to improving the quality of instruction. The activities may include but are not limited to:

    • Inservice training
    • Attending state meetings of teacher organizations
    • Conducting parent conferences.

    Mont. Admin. R. 10.55.714http://arm.sos.state.mt.us/10/10-785.htm
    Teachers and specialists must annually complete a minimum of three pupil instruction related (PIR) days dedicated exclusively to professional development.

    A professional development PIR day shall constitute six hours of contact time and a school district may divide a professional development PIR day into now fewer than two hour blocks of contact time. A professional development block may be held on the same day as a pupil instruction day, but a school district may not schedule a professional development PIR day to convene simultaneously with a pupil instruction day. School district trustees shall establish an advisory committee to evaluate the school district's current school year professional development plan and develop and recommend a plan for the subsequent school year.

    MCA 20-4-304http://data.opi.state.mt.us/bills/mca/20/4/20-4-304.htm
    In addition, the trustees of a school district shall close the schools of the district for the annual instructional and professional development meetings of teachers' organizations. A teacher may attend instructional and professional development meetings without loss of salary or attend other appropriate inservice training, as may be prescribed by the trustees, without loss of salary. If a teacher does neither, he must not be paid.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Mont.Admin.R. 10.57.215http://arm.sos.state.mt.us/10/10-832.4.htm
    Sixty units of renewal activities are required for renewal of class one, three and seven licenses. Sixty units of renewal activities are also required for renewal of class two licenses, 40 of which must be earned through college credit. Four graduate semester credits or equivalent renewal units are required for renewal of class six licenses.

    Note: All renewal units must be earned during the valid term of the license.

    Renewal activities used to renew all licenses must be:

    • A planned and structured experience
    • A benefit to the license holder's professional development
    • An exposure to a new idea or skill or an extension of an existing idea or skill
    • The instruction of a relevant higher education course, based upon the academic credit of the course, by a Montana license holder who has achieved a graduate degree in an endorsed field of specialization
    • The completion of the assessment process for national board licensure, or renewal of national board licensure, through the National Board for Professional Teaching Standards. Verification of completion of the national board assessment shall result in 60 renewal units. Renewal units earned may apply to renewal of an expiring license. Class 2 license holders may use national board renewal units in lieu of required college course credits. This process may also be used in lieu of any credits required to reinstate a lapsed license.

    State validated professional development activities other than college/university credit earned by appropriately licensed educators from states other than Montana may be accepted for the renewal of Montana licenses when the intent and structure of the process assures the meeting or exceeding of Montana renewal unit requirements for licensure.

    Participation in renewal activities is equivalent to the following renewal units:

    • One renewal unit = one hour of attendance at a workshop
    • 10 renewal units = one quarter college credit
    • 15 renewal units = one semester college credit.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts

    Mont.Admin.R. 10.55.601 and 10.55.714http://www.opi.state.mt.us/pdf/arm/55chapter.pdf
    School accreditation standards require each school district to develop, implement, evaluate and revise a five-year comprehensive education plan, which includes, a professional development component.

    By definition, professional development:

    • Focuses on teachers as central to student learning, yet includes all other members of the school community
    • Focuses on individual, collegial, and organizational improvement
    • Respects and nurtures the intellectual and leadership capacity of teachers, principals and others in the school community
    • Reflects proven research and practice in teaching, learning and leadership
    • Enables teachers to develop further experience in subject content, teaching strategies, uses of technologies and other essential elements in teaching to high standards
    • Promotes continuous inquiry and improvement embedded in the daily life of schools
    • Is ongoing and sustained
    • Is planned collaboratively by those who will participate in and facilitate that development
    • Requires substantial time and other resources
    • Is driven by a coherent long-term plan
    • Is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning, and this assessment guides subsequent professional development efforts.

    Mont.Admin.R. 10.16.3135http://www.opi.state.mt.us/pdf/arm/16chapter.pdf
    The state office of public instruction establishes and implements procedures for the development and conduct of a comprehensive system of personnel development for individuals serving students with disabilities.

    Procedures include, but are not limited to:

    • Analysis of state and local needs for professional development for personnel to serve students with disabilities
    • An annual statewide needs assessment to be conducted before June 1 of each year to determine if:
      1. A sufficient number of qualified personnel are available in the state
      2. Inservice and technical assistance personnel development programs are needed in specific areas related to the provision of special education and related services
      3. Preservice preparation of new personnel is needed.
    • A detailed structure for personnel planning that focuses on preservice and inservice education needs and that describes procedures for:
      1. Acquiring, reviewing and disseminating to general and special education teachers, paraprofessional personnel (e.g., teacher aides and instructional assistants), administrators and related service providers significant information about promising educational practices proven effective through research or demonstration
      2. Providing technical assistance to local educational agencies, educational cooperatives, state operated programs and private programs serving state agency placed students with disabilities Identifying state, local and regional resources which will assist in meeting the state's personnel preparation needs

    In addition, the superintendent of public instruction shall appoint a comprehensive system of personnel development council to ensure that public and private institutions of higher education and other agencies and organizations having an interest in the preparation of personnel for the education of students with disabilities have an opportunity to participate fully in the development, review and annual updating of the state comprehensive system of personnel development. The council shall:

    • Develop a long-range personnel development plan and evaluate effectiveness of state personnel training activities in meeting the plan and make recommendations for inservice, preservice and technical assistance programs on an annual basis
    • Establish procedures to ensure collaboration and coordination of office of public instruction and local educational agency efforts in the utilization of current technology and training techniques in meeting the personnel development needs and use of appropriate networks, linkages and databases
    • Prepare a written report on recommendations regarding personnel preparation to the superintendent of public instruction and the state special education advisory panel.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs MCA 20-32-102 Not available online.
    The Montana Educational Telecommunications Network provides, but is not limited to the following services:
    • Training of teachers and other school personnel in the use of telecommunications technologies for instructional purposes
    • Teacher inservice training provided through coordination between the commissioner of higher education and the units of the Montana university system.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board MCA 20-4-134http://data.cpi.mt/bills/mca/20/4/20-4-134.htm
    A one-time stipend of $3,000 is provided to each teacher who obtains certification from the national board for professional teaching standards if the teacher is a full-time classroom teacher; certified to teach in Montana; and a full-time employee of a Montana public school district, an education cooperative, the Montana school for the deaf and blind, or a state youth correctional facility.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Nebraska
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    92 NAC Ch. 5, § 002, Not available online.
    However, the school year is a minimum of 180 school days with school open and in session with pupils in attendance not less than 175 days. The remaining five days may be assigned for teacher inservice, parent conferences, regular school days or for other purposes determined by the local board of education of government body.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 92 NAC Ch. 21, § 005http://www.nde.state.ne.us/LEGAL/RULE21.HTML
    The initial teaching certificate is valid for five years and is renewable with six semester hours of approved college credit. If the certificate has lapsed, an applicant can meet renewal requirements with 15 hours of approved college credit.

    The standard teaching certificate is valid for seven years and is renewable with six semester hours of approved college credit.

    The professional teaching certificate is valid for 10 years and is renewable with six semester hours of approved college credit. The professional certificate is issued to candidates who meet any one of the following:

    • Have received a master's degree, other than a Masters of Art in Teaching
    • Have completed a fifth-year program from a standard institution of higher education in Curriculum and Instruction or the same area as the applicant's area of endorsement completed at the baccalaureate level
    • Hold current credentials from a national nonprofit organization approved by the Nebraska
    • Department of Education, whose purpose is to establish high and rigorous standards in a broad range of educational areas for what accomplished teachers should know and be able to do and which issues credentials to teachers who demonstrate that they meet those standards
    • Have received a six-year specialist's certificate, or a doctorate degree, from a standard institution of higher education in an area related to the applicant's area of endorsement completed at the master's degree or fifth-year level.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) 92 NAC Ch. 10, § 004http://www.nde.state.ne.us/LEGAL/RULE10.html
    State school accreditation policies require districts to develop a process for the provision of staff development in multicultural education, including professional development for administrators, teachers and support staff.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policies.
    Miscellaneous efforts 92 NAC Ch. 10, § 007http://www.nde.state.ne.us/LEGAL/RULE10.html
    State school accreditation policies require that staff development supports instructional improvement, the local school improvement plan, and accomplishment of school and/or school system goals.

    In addition, school systems must annually conduct or arrange staff development sessions and each teacher must participate in at least 10 hours of staff development activities each year.

    92 NAC Ch. 20, § 006http://www.nde.state.ne.us/LEGAL/clean20A.pdf
    To obtain and retain approval, the institution must meet the following standards, in addition to the basic approval requirements set out in this chapter, and must submit an institutional report, as requested by the Department, affirming that its teacher preparation unit fosters a positive working relationships with schools, including the use of advisory groups of practicing professionals, staff development opportunities that are jointly attended and participation in activities which support the improvement of professional education.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs Neb.Rev.St. § 79-11,110, Not available online.
    The Nebraska Center for the Education of Children who are Blind or Visually Impaired provides, among other services, teacher training and professional development.

    92 NAC Ch. 89, § 007http://www.nde.state.ne.us/LEGAL/cover89.html
    Major competitive grants are available to school districts, teachers, groups of teachers, non-profit educational organizations, educational service units or cooperatives, provided that such proposals support a school district strategic school improvement plan.

    Incentives may be used for, among other things, professional staff development programs to provide funds for teacher and administrator training and continuing education to upgrade teaching and administrative skills.

    Neb.Rev.St. § 79-1204http://statutes.unicam.state.ne.us/Corpus/statutes/chap79/R7912004.html
    Educational service units provide, among other services, staff development to all member school districts.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board National Board for Professional Teaching Standards (NBPTS) Web site, http://www.nbpts.org/about/stateinfo.cfm?state=Nebraska
    National Board Certified Teachers will be granted Master Teacher status resulting in a Nebraska Professional Teaching Certificate valid for 10 years. In addition, National Board Certified Teachers coming from other states would receive a Nebraska Professional Teaching Certificate. The legislature has not yet appropriated money for this legislation.

    In addition, the state department of education utilizes NBPTS Candidate Subsidy funds to support candidates at 50% of the certification fee. For each candidate, $1150 (1/2 of fee) of federal funds and $1150 of the candidate's own funds or a combination of personal and district funds will be used to support the application fee. Candidates are responsible for submitting the unsubsidized portion of the fee with their applications. Candidates will be selected on a first-come, first-served basis and must meet NBPTS eligibility guidelines.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals 92 NAC Ch. 11, § 004http://www.nde.state.ne.us/LEGAL/cleanrule11.pdf
    School boards or educational service units that establish prekindergarten programs must establish a written plan detailing staff development opportunities for all staff working in the program who have regular contact with children and their families.

    In addition, teachers, teacher aides and home visitors who have regular contact with children in early childhood programs must participate in at least 12 clock hours of staff development annually.

    92 NAC Ch. 51, § 010http://www.nde.state.ne.us/LEGAL/documents/RULE51CLEAN2004.pdf
    State approval and reimbursement of programs for children with disabilities require the development and maintenance by the district of written procedures regarding special education paraeducators that reflect their job description, preservice and inservice training, supervision and evaluation.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Nevada
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    NAC 387.120http://www.leg.state.nv.us/NAC/NAC-387.html#NAC387Sec120
    Each school district shall submit a copy of its school calendar for the approaching school year to the department of education and must contain at least 180 school days in session.

    Any day for an organized teachers' conference for professional development convened by the board of trustees of a school district may be included in the required number of school days in session, with the prior approval of the Superintendent of Public Instruction. Not more than five days for teachers' conferences may be convened by a school district in any school year.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement NAC 391.075http://www.leg.state.nv.us/NAC/NAC-391.html#NAC391Sec075
    Credits for licensure renewal may be earned by:
    • Attending a course at, or taking a correspondence course given by, an accredited college or university, attending any state or national conference which has been approved by the state department of education to offer credit for continuing education or taking an in-service course offered by the department or a continuing education course offered by a provider who is approved by the commission if the course or conference:
      1. Is directly related to the person's current license or will enhance the effectiveness of the person's teaching
      2. Is in a subject for which shortages of personnel, as determined by the board, exist
      3. Is part of an approved program leading to an advanced degree.
    • Engaging in foreign or domestic travel which is directly related to the area of licensure of the person and is approved not less than 30 days before departure by the department
    • Completing courses given by a provider of continuing education who is approved by the commission.

    One credit will be given for the completion of 15 hours of:

    • Coursework at a college or university accredited by a regional accrediting association
    • In-service courses offered by the department
    • Classroom instruction in continuing education or attendance at a conference for which continuing education credits may be earned, if the provider and the course or conference have been approved by the department at least 15 days before the course or conference commences.

    Two credits will be given for six weeks of travel, one credit for one month. No credit will be allowed for travel of less than one month.

    A person holding a master's degree or a more advanced degree may receive not more than two credits by conducting a seminar or workshop or by teaching at the college or university level, if the seminar, workshop or course being taught is in the area of licensure of the person.

    A holder of a special license to teach occupational education may earn a maximum of two credits for 160 or more hours of full-time continuous employment in the occupational field in which he teaches and is licensed.

    Note: Credit for employment must be approved by the Department or a university or college.

    A person is entitled to receive six credits for the completion of the requirements for the National Board Certification upon the submission of a copy of the official assessment scores issued to that person by the National Board for Professional Teaching Standards. A person is not required to be a holder of a National Board Certification to receive such credits.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) NAC 389.0515http://www.leg.state.nv.us/NAC/NAC-389.html#NAC389Sec0515
    The state department of education shall provide a program of professional development for teachers relating to the interpretation of the results of examinations that are administered to assess the achievement and proficiency of pupils in the state.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts N.R.S. 385.34691http://www.leg.state.nv.us/NRS/NRS-385.html#NRS385Sec34691
    The State Board shall prepare a plan to improve the achievement of pupils enrolled in the public schools in this state. The plan must be prepared in consultation with, among others, representatives of the regional training programs for the professional development of teachers and administrators established by state policy.

    A plan to improve the achievement of pupils enrolled in public schools in this state must include, but is not limited to strategies to improve the academic achievement of pupils enrolled in public schools in this state, including, without limitation, strategies to enhance the professional development offered for the teachers and administrators employed at public schools in this state.

    N.R.S. 385.347http://www.leg.state.nv.us/NRS/NRS-385.html#NRS385Sec347 The board of trustees of each school district shall, on or before August 15 of each year, shall prepare an annual report of accountability concerning, but not limited to, the amount and sources of money received for the training and professional development of teachers and other educational personnel for each school in the district and for the district as a whole, including, without limitation, each charter school in the district.

    N.R.S. 385.357http://www.leg.state.nv.us/NRS/NRS-385.html#NRS385Sec357
    The principal of each school, including, without limitation, each charter school, shall, in consultation with the employees of the school, prepare a plan to improve the achievement of the pupils enrolled in the school.

    Strategies to improve the academic achievement of pupils enrolled in the school, including, without limitation, strategies to enhance the professional development offered for the teachers and administrators employed at the school.

    N.R.S. 385.374http://www.leg.state.nv.us/NRS/NRS-385.html#NRS385Sec374
    The membership of each support team shall include, among others, Representatives of the regional training program for the professional development of teachers and administrators.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs N.R.S. 391.504 http://www.leg.state.nv.us/NRS/NRS-391.html#NRS391Sec504
    N.R.S. 391.512http://www.leg.state.nv.us/NRS/NRS-391.html#NRS391Sec512

    The Clark County School District, Douglas County School District, Elko County School District and Washoe County School District shall each establish and operate a:
    • Regional training program for the professional development of teachers and administrators
    • Nevada Early Literacy Intervention Program through the regional training program.

    Each regional training program shall, when practicable, make reasonable accommodations for the attendance of teachers and administrators who are employed by school districts outside the primary jurisdiction of the regional training program.

    N.R.S. 391.544http://www.leg.state.nv.us/NRS/NRS-391.html#NRS391Sec544
    Based upon the assessment of needs for training within the region and priorities of training adopted by the governing body, each regional training program must provide training for teachers in the standards established by the Council to Establish Academic Standards for Public Schools.

    The Nevada Early Literacy Intervention Program established for the regional training program must provide training for teachers who teach kindergarten and grades 1-3 on methods to teach fundamental reading skills, including, without limitation:

    • Phonemic awareness
    • Phonics
    • Vocabulary
    • Fluency
    • Comprehension
    • Motivation.

    Regional training programs must also provided at least one of the following types of training:

    • Training for teachers and school administrators in the assessment and measurement of pupil achievement and the effective methods to analyze the test results and scores of pupils to improve the achievement and proficiency of pupils
    • Training for teachers in specific content areas to enable the teachers to provide a higher level of instruction in their respective fields of teaching, including instruction in effective methods to teach in a content area provided by teachers who are considered masters in that content area
    • Training for teachers in the methods to teach basic skills to pupils, such as providing instruction in reading with the use of phonics and providing instruction in basic skills of mathematics computation.

    The training required must:

    • Include appropriate procedures to ensure follow-up training for teachers and administrators who have received training through the program
    • Incorporate training that addresses the educational needs of pupils with disabilities who participate in programs of special education and pupils who are limited English proficient.

    The governing body of each regional training program shall prepare and maintain a list that identifies programs for the professional development of teachers and administrators that successfully incorporate:

    • The standards of content and performance established by the Council to Establish Academic Standards for Public Schools
    • Fundamental reading skills
    • Other training as appropriate.

    A regional training program may include model classrooms that demonstrate the use of educational technology for teaching and learning.

    A regional training program may contract with the board of trustees of a school district that is served by the regional training program to provide professional development to the teachers and administrators employed by the school district that is in addition to the training required by state policy.

    To the extent money is available from legislative appropriation or otherwise, a regional training program may provide training to paraprofessionals.

    N.R.S. 391.548http://www.leg.state.nv.us/NRS/NRS-391.html#NRS391Sec548
    To the extent that money is available from legislative appropriation or otherwise, a regional training program must pay:

    • The salaries and travel expenses of staff and other personnel necessary to the operation of the program
    • Related administrative expenses
    • The costs incurred to acquire equipment and space to operate the program.

    To the extent that money is available from legislative appropriation or otherwise, a regional training program may provide incentives for teachers to attend the regional training program, including, without limitation:

    • Arrangement for credit toward renewal of a license or an endorsement for a license
    • Provision of books, supplies or instructional materials for the classrooms
    • Provision of stipends.

    N.R.S. 391.552http://www.leg.state.nv.us/NRS/NRS-391.html#NRS391Sec552
    The governing body of each regional training program shall establish a method for the evaluation of the success of the regional training program, including, without limitation, the Nevada Early Literacy Intervention Program.

    On or before July 1 of each year, submit an annual report to the State Board, the Commission, the Legislative Committee on Education and the Legislative Bureau of Educational Accountability and Program Evaluation that includes:

    • The priorities for training adopted by the governing body
    • The type of training offered through the program in the immediately preceding year
    • The number of teachers and administrators who received training through the program in the immediately preceding year
    • The number of paraprofessionals, if any, who received training through the program in the immediately preceding year
    • An evaluation of the success of the program, including, without limitation, the Nevada Early Literacy Intervention Program
    • A description of the gifts and grants, if any, received by the governing body in the immediately preceding year and the gifts and grants, if any, received by the Statewide Council during the immediately preceding year on behalf of the regional training program
    • The five-year plan for the program prepared and any revisions to the plan made by the governing body in the immediately preceding year.

    N.R.S. 391.556http://www.leg.state.nv.us/NRS/NRS-391.html#NRS391Sec556
    The board of trustees of each school district shall submit an annual report to the state board, the commission, the legislative committee on education and the legislative bureau of educational accountability and program evaluation that includes for the immediately preceding year:

    • The number of teachers and administrators employed by the school district who received training through the program
    • An evaluation of whether that training included the standards of content and performance established by the council to establish academic standards for public schools.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board No state policy.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    New Hampshire
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.

    N.H. Code Admin. R. Ed 306.03 http://www.ed.state.nh.us/SchoolApproval/ED%20306%20Standards.PDF
    However, each school shall have a school calendar of 190 days with at least 180 days of instructional time plus an additional 10 days to provide for instructional time lost due to inclement weather or unexpected circumstances, staff development/inservice activities, and parent-teacher conferences.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Teaching credentials must be renewed every three years, which requires 75 clock hours of professional development for licensure/certification renewal.

    N.H. Code Admin. R. Ed 509.02, 509.03http://www.gencourt.state.nh.us/rules/ed500.html
    N.H. Code Admin. R. Ed 511http://www.gencourt.state.nh.us/rules/ed500.html

    Any educator not currently employed as a certified educator in a New Hampshire public school or teaching in a New Hampshire private school with a valid New Hampshire credential may apply for a renewal by applying directly to: The Bureau of Credentialing Division of Program Support New Hampshire Department of Education.

    Any teacher not currently employed by a school district or school administrative unit in New Hampshire shall apply directly to the bureau for certification renewal.

    Educators not employed under the jurisdiction of a state approved local master plan for staff development shall submit the following to the bureau:

    1. Evidence of at least 50 hours of approved staff development activities during the three-year period preceding the application for credential renewal
    2. A staff development activity shall be approved by the bureau if it includes one or more of the following:
    • Passing grade in a college course
    • Registration and attendance at a local inservice seminar or workshop
    • Registration and attendance at an institute
    • Membership on an accreditation visitation team
    • College credit for independent study

    Any activity consistent with the theme of the items listed above which constitutes a valid professional practice, leading to the educator's increased understanding of the ethical behavior required of teachers.

    An educator who holds valid credentials and is not employed in education for three or more years of service shall submit to the bureau evidence of satisfactory professional growth as listed above or as established in an individual professional development plan as a basis for renewal of his/her credential.

    Each applicant for credential renewal shall submit to the bureau verification of staff development activities in the school district or school administrative unit consistent with the local master plan for staff development within the three years preceding the date of application for renewal.

    A teacher who holds a credential in more than one subject area shall provide evidence of approved staff development activities in each subject area or field of specialization, including a minimum of 20 hours of acceptable staff development activities for each subject area or field of specialization being renewed, in addition to the minimum of 50 hours of approved staff activities.

    The applicant for renewal shall attend professional development seminars, workshops or institutes that shall include, but not be limited to the following component areas:

    • Knowledge of subject or specialty area
    • Character and citizenship education relating to the applicant's ability to incorporate the basic elements of character education, citizenship, leadership, and community service into courses of study within the classroom
    • Professional skills related to the applicant's ability to carry out his/her professional assignments
    • The nature of different types of learners and learning
    • The school's role in the local community, the state and the nation; and an understanding of the political and social processes to work within the system
    • Exploratory or innovative activities related to a group or individual activity not related to the above
    • Educational application of technology and Internet use.
    Elements of character and citizenship education include:
    • Self-discipline
    • Self-respect
    • Self-control
    • Truth and honesty with self and others
    • Fairness, integrity and justice
    • Respect, courtesy, and human worth
    • Responsibility to oneself and others
    • Responsible citizenship.

    Note: Applicants required to accumulate a minimum total of more than 70 hours may request an extension of time to complete that portion of the plan that exceeds 70 hours.

    If an applicant's credential has been expired for more than five years, the applicant, in addition to meeting the credential renewal requirements shall reapply for a credential. In addition, renewal requirements apply to applicants whose professional or life certificates have expired and are seeking recertification under current regulations.

    N.H. Code Admin. R. Eng 403.06 http://www.gencourt.state.nh.us/rules/ed400.html
    Professional development hours shall be credited as follows:

    • A maximum of six professional development hours shall apply to activity on a state or national board of licensure
    • Courses/programs awarded one college semester hour of credit shall equal 45 professional development hours based on course credit established by the college or university
    • Courses/programs awarded one college quarter hour shall equal 30 professional development hours
    • Courses/programs awarded one continuing education unit shall equal 10 professional development hours
    • Credit shall be awarded for one hour of professional development in course work, seminars, or professional technical presentations made at meetings, conventions, or conferences for each hour of attendance. Attendance at qualifying programs presented at professional and/or technical society meetings shall earn professional development hour units for the actual time of each program
    • Teaching or instructing qualifying courses or seminars or making presentations at technical meetings shall earn professional development hours credit at twice that of participants. Teaching credit shall be valid for teaching a course or seminar for the first time only. Teaching credit shall not apply to full-time faculty
    • Each professional journal, published paper, article or published engineering text book equals 30 professional development hours
    • Active participation in professional or technical societies shall equal two professional development hours and shall require that a registrant serve as an officer and/or actively participate in a committee of the organization. Professional development hour credits shall not be earned until each year service is completed and shall be limited to two professional development hours per organization
    • Credit awarded for one patent shall equal 10 professional development hours
    • Professional development credits shall not be recognized for any repeat program attended or completed.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts

    N.H. Rev. Stat. § 21-N:6, Not available online.
    The division of educational improvement, located within the department of education, develops and administers standards governing the professional development of educators from pre-service preparation through ongoing professional growth.

    N.H. Code Admin. R. Ed 306.17 http://www.ed.state.nh.us/SchoolApproval/ED%20306%20Standards.PDF
    Local school boards must ensure that each professional staff member shall improve his/her content knowledge and teaching skills through participation in a local staff development plan.

    N.H. Code Admin. R. Ed 512.02 http://www.gencourt.state.nh.us/rules/ed500.html
    Each school administrative unit, local school district or participating nonpublic school must file with the state department of education a five-year Local Professional Development Master Plan. A local professional development committee is responsible for developing and monitoring the master plan under the direction of the local superintendent. In addition, at least once every five years, representatives of the department must make an on-site visitation in order to observe whether the local administration of the master plan adheres to established criteria.

    The Local Professional Development Master Plan shall include the following:
    1. A statement of purpose
    2. A statement of local student learning needs as identified, including but not limited to New Hampshire Education Improvement and Assessment Program, portfolios, standardized tests, and other local assessment instruments.
    3. Evidence that curriculum frameworks adopted by the state board of education are being incorporated into the plan
    4. Provisions for individual educator growth and school program improvement
    5. An on-going evaluation component
    6. A statement describing how accountability for student performance will be demonstrated
    7. A statement describing how the master plan will address state established teacher competencies
    8. A statement describing how data is utilized to make decisions
    9. Articulation of the relationship of the master professional development plan goals to district/school goals
    10. A statement describing professional development activities including, but not limited to collegiate or graduate coursework, workshops, seminars, institutes, observations, independent study, study group, job embedded projects, educational peer coaching, mentoring, and curriculum development.
    11. A process to address the recertification needs of all certified employees, including paraprofessionals.

    The professional development master plan shall:

    • Be consistent with state certification rules and with federal, state and local laws and regulations, including the local education improvement plan required in federal grant applications
    • Recognize differences among professional educators by allowing recertification credit for completion of one of the following:
      1. A choice of activities within, but not limited to, one or more of the seven major professional development components.
      2. A comprehensive three year individual professional development plan that represents an alternative equivalent to the total number of clock hours required.

    The seven major professional development components include:

    1. Knowledge of subject or field of specialization to include an understanding of the theory and content related to the educator's primary teaching or special service assignment
    2. Character and citizenship education in the required subjects
    3. Professional skills necessary to carry out a job assignment
    4. Knowledge of learners and learning which shall include understanding of the nature and development of learners as well as the various processes by which learning occurs
    5. Knowledge of the school's role, organization and operation to include an understanding of the school as an institution
    6. Exploratory or innovative activities
    7. Integration of technology in the school

    In addition, the professional development master plan shall include procedures for collecting and interpreting data that will indicate the degree of effectiveness of the processes of integrating the professional development components.

    For those educators requiring more than 135 hours of approved professional development activity, the superintendent may submit an amended professional development plan to the administrator to extend the period up to six years, or two certification periods, for that portion of the teacher's professional development plan that exceeds 135 hours.

    The administrator or his/her designee reviews each professional development master plan and approves or recommends modifications if needed.

    N.H. Code Admin. R. Ed 512.03 http://www.gencourt.state.nh.us/rules/ed500.html
    Each certified educator must develop and file individual professional development plan, which encompases a three-year period consistent with the educator's certification, with the appropriate school administrative unit, local school district or participating nonpublic school for review and approval. The plan must:

    • Focus on increased student performance
    • Satisfy the requirements for recertification (See http://www.gencourt.state.nh.us/rules/ed500.html)
    • Describe how the individual plan is directly linked to the master plan
    • Reflect the content of the district's curriculum, area(s) of certification, state frameworks and national standards, as related to an individual's expertise
    • Describe how the individual plan addresses the state's teacher competencies. See Ed 610.02 at http://www.gencourt.state.nh.us/rules/ed600.html)
    • Include activities for both personal growth and school program improvement
    • Include a component for self-evaluation.

    N.H. Code Admin. R. Ed 512.05 http://www.gencourt.state.nh.us/rules/ed500.html
    Certified educators seeking recertification who are not employed by a school administrative unit, a local school district, or a participating nonpublic school shall comply with a professional development master plan prepared by the state department of education and with the individual plan according to the following breakdown of required hours:

    • At least 10 hours of the required 75 in the area of integration of technology
    • At least 30 hours of the required 75 in an approved professional development activity in each subject area and/or field of specialization, including an understanding of the theory and content related to the educator's primary teaching or special service assignment
    • At least 35 of the remaining hours must be completed in the following areas:
      1. Character and citizenship education
      2. Professional skills necessary to carry out a job assignment
      3. Knowledge of learners and learning which shall include understanding of the nature and development of learners as well as the various processes by which learning occurs
      4. Knowledge of the school's role, organization and operation
      5. Exploratory or innovative activities.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs N.H. Code Admin. R. Ed 1129.01http://www.gencourt.state.nh.us/rules/ed1100-1300.html
    Each Local Education Agency (LEA) requesting special education funds must, in addition to other requirements, file a written request that includes a personnel development component describing the LEA's policies and procedures to ensure that professional development opportunities are available to teachers, staff and administrators which enhance their knowledge and skills related to the education of children with disabilities, including a description of current inservice activities and those for the next school year.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board National Board for Professional Teaching Standards Web site, http://www.nbpts.org/about/stateinfo.cfm?state=New%20Hampshire
    The state of New Hampshire pays $1,000 of the National Board Certification fee for up to 10 candidates per year.

    The state of New Hampshire has signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical, and mental fitness.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals N.H. Code Admin. R. Ed 512.02http://www.gencourt.state.nh.us/rules/ed500.html
    Each school administrative unit, local school district or participating nonpublic school must file with the state department of education a five-year Local Professional Development Master Plan, which includes a process to address the recertification needs of all certified employees, including paraprofessionals.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    New Jersey
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days

    No state policy.

    While there is no state policy requiring a specific number of professional development days annually, the state requires all active educators who hold instructional and/or educational services certificates to comply with the required professional development for teachers initiative that calls for them to accrue 100 hours of professional development every five years.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement

    In 2000, New Jersey implemented required professional development for teachers to support instruction aligned with the state's Core Curriculum Content Standards. The requirement applies to all active holders of instructional or educational services certification and makes educators responsible for accruing 100 hours of professional development every five years. Teachers accrue hours for participation in activities aligned with the Professional Standards for Teachers and outlined in the Professional Development Framework. Activities are planned and documented through each teacher's Professional Improvement Plan (PIP) and/or are part of the district's local professional development plan (Source: New Jersey Department of Education).

    N.J.A.C. 6A:9-15.1-6A:9-15.2http://www.state.nj.us/njded/code/title6a/chap9/amendment/
    N.J.A.C. 6:3-4.1-4.3http://www.state.nj.us/njded/code/
    N.J.A.C. 6:11-13.1, Not available online.

    The initial five-year period shall extend from September 2000 to September 2005. All new teachers with standard certificates must fulfill this requirement and must therefore have a Professional Improvement Plan (PIP) within 60 days of a local board of education's approval of the employment contract. The initial five-year professional development requirement shall commence on the effective date of the PIP and be completed exactly five years from that date.

    The content of each teacher's professional development shall be specified in a PIP or in the evaluation process of applicable nonpublic schools and be developed to meet the needs of the individual teacher in the context of his or her job.

    The content of each teacher's professional development shall align with the state's Professional Standards for Teachers. See http://www.state.nj.us/njded/profdev/standards.htm

    N.J.A.C. 6A:8-3.1http://www.state.nj.us/njded/code/title6a/chap3/
    Note: District boards of education shall actively assist and support teachers' professional development and/or inservice, including their efforts to meet the mandatory continuing education requirement for teachers and educational services staff.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) N.J.A.C. 6A:9-15http://www.state.nj.us/njded/code/title6a/chap9 A Professional Improvement Plan (PIP), which is the basis for a teacher's yearly evaluation, is required for all teachers who hold standard certification and is the means by which teachers plan and document their required professional development activity in cooperation with their supervisors.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) N.J.S.A. 18A:40A-15http://lis.njleg.state.nj.us/cgi-bin/om_isapi.dll?clientID=207255819&Depth=2&depth=2&expandheadings=on&headingswithhits=on&hitsperheading=on&infobase=statutes.nfo&record={7C3F}&softpage=Document42
    The Commissioner of Education, in consultation with the Commissioner of Health, shall develop an inservice training program for public school teachers to enable the teachers to recognize and respond to substance abuse by public school pupils. The program shall, at a minimum, include:
    • Instruction to assist the teacher in the identification of the symptoms and behavioral patterns which might indicate that a child may be involved in substance abuse
    • Appropriate intervention strategies
    • Information on state, local and community organizations, which provide prevention, early intervention, treatment and rehabilitation services to individuals who show symptoms of substance abuse.

    The inservice training program required pursuant to this section shall be updated at regular intervals in order to insure that teaching staff members have the most current information available on this subject.

    Each local board of education shall insure that all teaching staff members in the district who are involved in the instruction of pupils are provided with the inservice training program developed pursuant to this section. The inservice training program of the local board of education shall also include information concerning the policy of the board regarding the referral for treatment of pupils involved in substance abuse.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards N.J.A.C. 6A:9-15http://www.state.nj.us/njded/code/title6a/chap9 Teachers are required to align their professional development activity with the New Jersey Core Curriculum Content Standards as well as the New Jersey Professional Standards for Teachers.

    New Jersey's professional standards for teachers and for school leaders form the basis for enhancing professional development along with the previously adopted professional development standards. Local and individual professional development plans must align with these standards.

    N.J.A.C. 6A:9-3.1, 6A:9-3.3, 6A:9-2.1 and 6A:9-15.2 http://www.state.nj.us/njded/code/title6a/chap9/amendment/
    The content of each teacher's professional development shall align with the Professional Standards for Teachers. See,http://www.state.nj.us/njded/profdev/standards.htm New Jersey's Professional Standards for Teachers identify the knowledge, skills and dispositions that teachers need to practice responsibly. These standards are used in the accreditation of preparation programs, recommendation of candidates for certification and the approval of professional development. In addition, teacher preparation, district induction and professional development programs shall align their learning opportunities with the standards.

    The state's Professional Development Standards govern the creation and review of district professional development plans and guide teachers in the selection of professional development activities.

    Miscellaneous efforts

    N.J.A.C. 6A:7-1.9
    Each school district must have, by September 30, 2003, submitted its comprehensive equity plan based on an assessment of the district's needs for achieving equity in educational programs that includes a cohesive set of policies, programs and practices that ensure high expectations and positive achievement patterns and equal access to education opportunity for all learners, including students and teachers.

    The comprehensive equity plans were to include (1) professional development targets regarding the knowledge and skills needed to provide a thorough and efficient education as defined by Core Curriculum Content Standards, differentiated instruction and formative assessments aligned to Core Curriculum Content Standards and high expectations for teaching and learning and (2) annual targets addressing district needs in equity in school and classroom practices that are aligned to professional development targets.

    N.J.A.C. 6A:9-2.1 and 6A:9-15.3(d)
    Local district professional development programs are established and implemented by local professional development committees established by the district board of education.

    N.J.A.C. 6A:9-15.5, N.J.A.C. 6A:30-1
    To ensure the enforcement of the 100-hours of teacher professional development requirement:

    • The department of education shall monitor compliance in implementing the rules for professional development for teachers through the annual evaluation process for school districts
    • In any instance where an individual teacher fails to make annual progress toward meeting the requirement, or where a professional fails to satisfy the requirement fully within the five-year period, the district administration shall take appropriate remedial action applying sound and accepted principles of progressive supervision as well as by using existing laws and rules to the fullest extent
    • The district administration shall provide documentation of each teacher's fulfillment of the professional development requirement. Following the first five-year cycle, the district administration shall be required to report annually to the department all instances of noncompliance and a description of actions to address them
    • The Department, under advisement of the PTSB, shall monitor, assess and analyze the various professional development and/or inservice activities for their effectiveness in meeting the needs of the state, local boards of education and individual teachers. The Department shall prepare an annual report, reviewed with the PTSB, for the State Board. The annual report shall provide information concerning the implementation of all the preceding sections of this subchapter including those concerning the amount, duration and content of required professional development; review and approval of professional development; compliance, enforcement and assistance; monitoring responsibility; and the future role of the PTSB.

    N.J.A.C. 6A:9-15.4
    The 100 hours of approved professional development is legally binding and it is each teacher's responsibility in conjunction with district board of education policies to take whatever steps are necessary in order to meet the requirement. In addition to enforcing the requirement, the State and employing district board of education shall actively assist and support teachers' efforts to meet the professional development requirement. Specifically, it is the responsibility of the local supervisor and district administrator to monitor the teacher's efforts continuously through progressive supervision where a teacher's progress is inadequate.

    N.J.A.C. 6:8-2.1
    By October 30 of each year, the chief school administrator shall submit a Quality Assurance Annual Report (QAAR), which should include professional development to the state department of education and present it to the public at a regular district board of education meeting.

    N.J.A.C. 6A:10A-1.2
    New Jersey defines standards-based reform as the process by which schools and school districts work to align school district and/or school curriculum to the Core Curriculum Content Standards (CCCS) and assure that instructional practice is effective and driven by this curriculum and that the professional development of teachers and the selection of instructional materials, textbooks, and instructional software is driven by the aligned curriculum.

    Systematic professional development is defined as effective staff development that focuses on the knowledge, skills and attitudes required of teachers, administrators and other school employees so all students can learn and perform at high levels, including mastery of the CCCS and the Preschool Teaching and Learning Expectations: Standards of Quality. It shall be based on a comprehensive assessment of student work and achievement and of the mastery of all teachers of the content of the CCCS they teach. This includes high quality training with intensive follow-up and support and other competency-promoting processes, such as study groups, action research, peer coaching, and opportunities for teachers to discuss and share student work.

    N.J.A.C. 6A:9-15.2-6A:9-15.3 and 6A:9-3.3
    Each county in the state has a County Professional Development Board, which has the authority to review and approve the district professional development plans created by local Professional Development Committees in alignment with the state's Professional Development Standards and the Professional Standards for Teachers. Once the local professional development plan has been approved by the County Professional Development Board, final responsibility for adoption of the plan rests with the district board of education.

    Each district board of education shall establish a local Professional Development Committee which will work in conjunction with the chief school administrator, with input from parents, community members and local business leaders, to:

    • Assess professional development needs
    • Plan and implement professional development activities in alignment with the state's Professional Development Standards and the Professional Standards for Teachers
    • Develop the district-mentoring plan.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities N.J.S.A. 18A:7F-22http://lis.njleg.state.nj.us/cgi-bin/om_isapi.dll?clientID=126985&Depth=2&depth=2&expandheadings=on&headingswithhits=on&hitsperheading=on&infobase=statutes.nfo&record={72FB}&softpage=Document42
    New Jersey has established statewide distance learning networks that provide the necessary infrastructure for the delivery of voice, video and data, and provide all districts with the opportunity to share curricular offerings so as to expand the scope, quality, richness and diversity of curricula in all school districts and contribute to the redefining of teaching and learning in the contemporary setting. Distance learning network aid shall be accounted for in a special revenue fund. This aid may be used for equipment, wiring, access fees, software and supplies, professional development, staffing, maintenance and other uses that may be necessary for the establishment of effective distance learning networks. Each county special services school district shall receive a grant of $15,000 annually for this purpose.

    In addition, the state maintains an online professional development provider directory to support the needs of individuals and districts seeking professional development resources. Additionally, the New Jersey Professional Education Port (NJPEP) provides opportunities for online engagement with professional development aligned with the state's core curriculum and professional standards (Source: New Jersey Department of Education).

    Regional Service Centers No state policy.
    Other Professional Development Services and Programs N.J.S.A. 18A:6-91.3http://lis.njleg.state.nj.us/cgi-bin/om_isapi.dll?clientID=127116&Depth=2&depth=2&expandheadings=on&headingswithhits=on&hitsperheading=on&infobase=statutes.nfo&record={71DC}&softpage=Document42 New Jersey's Inter-agency Work Group provides leadership and coordination in conduction environmental education teacher inservice programs throughout the state. The agency also publicizes existing model environmental education programs.

    N.J.S.A. 18A:40A-3http://lis.njleg.state.nj.us/cgi-bin/om_isapi.dll?clientID=127116&Depth=2&depth=2&expandheadings=on&headingswithhits=on&hitsperheading=on&infobase=statutes.nfo&record={7C23}&softpage=Doc_Sub_Frame_Pg42
    The Commissioner of Education, in consultation with the Commissioner of Health, shall establish inservice workshops and training programs to train selected public school teachers to teach an education program on drugs, alcohol, anabolic steroids, tobacco and controlled dangerous substances. The inservice training programs may utilize existing county or regional offices, or such other institutions, agencies or persons as the commissioner deems appropriate. The programs and workshops shall provide instructional preparation for the teaching of the drug, alcohol, anabolic steroids, tobacco and controlled dangerous substances curriculum, and shall, in addition to the curriculum material, include information on the history, pharmacology, physiology and psychosocial aspects of drugs, alcohol, anabolic steroids, tobacco and controlled dangerous substances, symptomatic behavior associated with substance abuse, the availability of rehabilitation and treatment programs, and the legal aspects of substance abuse.

    Each local board of education shall provide time for the inservice training during the usual school schedule in order to insure that appropriate teaching staff members are prepared to teach the education program in each grade in each school district.

    Upon completion of the initial inservice training program, the commissioner shall insure that programs and workshops that reflect the most current information on substance abuse are prepared and are made available to teaching staff members at regular intervals.

    In addition to providing inservice training programs for teaching staff members who will provide instruction on substance abuse in the public schools, the commissioner shall make these training programs available to such other instructional and supervisory personnel as deemed necessary and appropriate.

    N.J.A.C. 6A:9-15.3http://www.state.nj.us/njded/code/title6a/chap9/amendment/
    The Professional Teaching Standards Board (PTSB), among other duties, maintains a statewide directory of registered providers offering professional development opportunities.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.

    However, New Jersey secured a Teacher Quality Enhancement Grant used to fund a one-time appropriation to districts that would support the implemtation of standards-based training for mentor teachers. The amount given to districts was equal to $180 per novice teacher based on the average number of novice teachers in 2001-2002 (Source: New Jersey Department of Education).

    N.J.A.C. 6A:9-8.4http://www.nju.gov/njded/code/title6a/chap9/index.html#8
    In addition, subject to the availability of funds, the department appropri9ates state funds to support required induction with mentoring for novice teachers holding provisional certification. These funds support stipends for mentors, release time and substitute costs and professional development associated with the induction and mentoring program.

    Tuition Reimbursement No state policy.
    National Board National Board for Professional Teaching Standards (NBPTS), http://www.nbpts.org/about/stateinfo.cfm?state=New%20Jersey
    During the 2003-2004 school year, the New Jersey Department of Education will supplement National Board for Professional Teaching Standards (NBPTS) federal subsidies with state funds to support 172 candidates.

    Candidates are selected on a first come first served basis and must meet all eligibility requirements. In addition, the state department of education approved a 100-hour professional development requirement every five years for teachers. National Board Certification is an approved professional development activity and is applicable towards this requirement.

    In addition, the state has signed the 2000-2005 NASDTEC Interstate Contract and will award their highest level certificate to any person who has obtained National Board Certification in an area corresponding to that for which certification is sought, provided the applicant also holds a comparable and valid certificate issued by any member state and has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical, and mental fitness.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals N.J.A.C. 6A:14-1.2http://www.state.nj.us/njded/code/title6a/chap14/index.html
    A district board that is eligible for IDEA Part B funding must establish a special education plan that demonstrates, among other things, that the inservice training needs for professional and paraprofessional staff who provide special education, general education or related services are identified and that appropriate inservice training is provided.

    The plan must also insure that such inservice training is integrated to the maximum extent possible with other professional development activities.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    New Mexico
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement No state policy.

    Teachers must meet state developed Teacher Competencies and Indicators for Continuing Licensure.

    See, http://www.ped.state.nm.us/div/ais/lic/dl/tchrcompsindicators.pdf

    6.60.6 NMAChttp://www.nmcpr.state.nm.us/nmac/parts/title06/06.060.0006.htm
    6.69.4.11 NMAChttp://www.nmcpr.state.nm.us/nmac/parts/title06/06.069.0004.htm

    A teacher holding a valid level I license and after June 30, 2004 seeking a level II license must, in addition to other requirements, submit a completed licensure application and professional development dossier (PDD).

    A teacher holding a valid level II license and seeking a level III-A license must, in addition to other requirements:

    • Hold a post-baccalaureate degree from a regionally accredited college or university or hold certification from the National Board for Professional Teaching Standards
    • Submit a completed licensure application and professional development dossier (PDD).

    State policy requires teachers to develop and submit a professional development dossier (PDD) according to the following schedule:

    • If advancing to level II, during the third year at level I
    • If advancing to level III, no earlier than the third year at level II.

    The PDD shall include:

    • Evidence of competence that has been collected over a three-year period, including the year the PDD is being developed
    • Evidence in the following format that demonstrates how the teacher meets the state board’s nine teacher competencies and indicators for the level of licensure to which the teacher is advancing, including instruction, student learning and professional learning
    • Evidence from an evaluation strand that includes the teacher’s annual evaluations from at least the two years prior to the application for advancement and the superintendent’s recommendation for advancement to the next licensure level
    • A verification strand.

    Verification for a level I teacher advancing to level II includes:

    • Verification of participation in a district's formal mentorship program
    • Verification of three years of successful teaching experience at level I
    • Verification by the superintendent that the work product in the dossier is that of the teacher and that the data submitted is accurate.

    Verification for a level II teacher advancing to level IIIA includes:

    • Verification of a post baccaluareate degree or national board certification
    • Verification of a minimum three years of successful teaching experience at level II
    • Verification by the superintendent that the work product in the dossier is that of the teacher and that the data submitted is accurate.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) N. M. S. A. § 22-10A-10http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/a847/a89b?fn=document-frame.htm&f=templates&2.0
    N. M. S. A. § 22-10A-11http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/a847/a8a3?fn=document-frame.htm&f=templates&2.0

    A level two license is a nine-year license granted to a teacher who meets the qualifications for that level and who annually demonstrates essential competency to teach. If a level two teacher does not demonstrate essential competency in a given school year, the school district shall provide the teacher with additional professional development and peer intervention during the following school year. If by the end of that school year the teacher fails to demonstrate essential competency, a school district may choose not to contract with the teacher to teach in the classroom.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) N.M. Admin. Code 6.10.7http://www.nmcpr.state.nm.us/nmac/parts/title06/06.010.0007.htm
    The district test coordinator shall inform all district teachers, aides, educational assistants, substitutes, volunteers, licensed and unlicensed office staff, and anyone else who is likely to come into contact with standardized testing material, of the need to maintain strict standardized test security by:
    • Developing and disseminating handouts to these individuals
    • Offering in-service training to these individuals.

    In-service training shall be provided to all persons who administer or proctor a standardized test, and no one shall be permitted to administer or proctor a standardized test without first completing training in accordance with timelines, topics and materials designated by the state department of education.

    Regardless of whether a district elects to appoint a school test coordinator, district test coordinators shall provide in-service training to all principals in their district in the storing, handling, destruction, and administration of standardized test material.

    N. M. S. A. § 22-23-5 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/aef3/af1e?f=templates&fn=document-frame.htm&2.0#JD_22-23-5JD_22-23-5
    NMAC 6.32.2http://www.nmcpr.state.nm.us/nmac/parts/title06/06.032.0002.htm

    Bilingual multicultural education programs shall be part of the district's professional development plan. Bilingual educators, including teachers, teacher assistants, instructional support personnel, principals and program administrators, shall participate in professional development and training.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts N. M. S. A. § 22-10A-19.1 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/a847/a8e3?f=templates&fn=document-frame.htm&2.0#JD_22-10A-191JD_22-10A-191
    The state department of education shall develop a systemic framework for professional development that provides training to ensure quality teachers, school principals and instructional support providers and that improves and enhances student achievement. The department shall work with licensed school employees, the commission on higher education and institutions of higher education to establish the framework.

    The framework shall include:

    • The criteria for school districts to apply for professional development funds, including an evaluation component that will be used by the department in approving school district professional development plans
    • Guidelines for developing extensive professional development activities for school districts.

    Guidelines for developing extensive professional development activities for school districts:

    • Improve teachers' knowledge of the subjects they teach and the ability to teach those subjects to all of their students
    • Are an integral part of the public school and school district plans for improving student achievement
    • Provide teachers, school administrators and instructional support providers with the strategies, support, knowledge and skills to help all students meet New Mexico academic standards
    • Are high quality, sustained, intensive and focused on the classroom
    • Are developed and evaluated regularly with extensive participation of school employees and parents.

    6.30.2 NMAChttp://www.nmcpr.state.nm.us/nmac/parts/title06/06.030.0002.htm
    Through the development of an action plan, districts identify school community resources, current programs, and professional development activities to support identified goals/focus areas. The action plan must include specific assessments for each district goal/focus area selected from the district's comprehensive assessment system that will assess progress toward meeting the identified goals/focus areas.

    The action plan must include the following:

    • Objectives/strategies/activities for each goal/focus area
    • Specific assessment measures of student progress for each EPSS goal/focus area
    • Specific available and needed school community resources, including technology, programs to address special student populations, and other resources that support the identified goals/focus areas Person(s) responsible
    • Specific timelines for start-up and completion of strategies or activities
    • A professional development component.

    The professional development component includes:

    • A focus on increased student achievement
    • Educator input into the planning process and delivered activities
    • Direct correlation between professional development and the district's student centered focus areas; and individual School Improvement Plans
    • Direct correlation between professional development and the implementation of New Mexico's Content Standards with Benchmarks
    • Available and needed resources to support professional development activities
    • Timelines for professional development activities and ongoing follow through
    • Person(s) responsible for implementation and follow through of professional development activities
    • An annual review and modifications.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs N. M. S. A. § 22-2-2 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/a2bc/a2c5?f=templates&fn=document-frame.htm&2.0#JD_22-2-2JD_22-2-2
    The state board of education shall, among other duties, shall:
    • Establish and implement a plant that provides for technical assistance to local school boards through workshops and other in-service training methods
    • Develop a systemic framework for professional development that provides training to ensure quality teachers and school principals and that improves and enhances student achievement.

    The state board shall work with school employees, the commission on higher education and institutions of higher education to establish the framework to include:

    • The criteria for school districts to apply for professional development funds, including an evaluation component that will be used by the department in approving school district professional development plans
    • Guidelines for developing extensive professional development activities for school districts.

    Professional development guidelines:

    • Improve teachers' knowledge of the subjects they teach and the ability to teach those subjects to all of their students
    • Are an integral part of the public school and school district plans for improving student achievement
    • Provide teachers, school administrators and instructional support providers with the strategies, support, knowledge and skills to help all students meet New Mexico academic standards
    • Are high quality, sustained, intensive and focused on the classroom
    • Are developed and evaluated regularly with extensive participation of school employees and parents.

    N. M. S. A. § 22-13-1.3 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/ab10/ab43?f=templates&fn=document-frame.htm&2.0#JD_22-13-13JD_22-13-13
    NMAC 6.30.5http://www.nmcpr.state.nm.us/nmac/parts/title06/06.030.0005.htm

    The department shall design and implement a statewide reading initiative to improve reading proficiency in the state. The design of the reading initiative shall be based upon quality, scientifically based reading research that has been shown to improve reading proficiency and shall include, but is not limited to, appropriate professional staff development to assist licensed school employees in the instruction of reading.

    State Financial Support for Teacher Professional Development
    Specific Appropriations N. M. S. A. § 22-2C-9 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/a360/a3b7?f=templates&fn=document-frame.htm&2.0#JD_22-2C-9JD_22-2C-9
    The "incentives for school improvement fund" is created in the state treasury. The fund includes appropriations, federal allocations for the purposes of the fund, income from investment of the fund, gifts, grants and donations. Balances in the fund shall not revert to any other fund at the end of any fiscal year. The department shall administer the fund, and money in the fund is appropriated to the department to provide supplemental incentive funding for the adequate yearly progress program and the statimproving schools program. The department may retain no more than three percent of the fund for administrative purposes. Money in the fund shall be expended on warrants of the secretary of finance and administration pursuant to vouchers signed by the state superintendent or his authorized representative.

    The state board shall adopt a formula for distributing incentive funding from the fund. Distributions for the adequate yearly progress program shall account for at least sixty percent of the fund, including federal funds if those funds are restricted to adequate yearly progress improvements. Up to forty percent of the fund, not including restricted federal funds may be used for the state improving schools program. The total number of public schools that receive supplemental funding shall not constitute more than fifteen percent of the student membership in the state. Distributions shall be made proportionately to public schools that qualify.

    Money in the fund may be used to pay substitute teachers when teachers attend professional development activities.

    N. M. S. A. § 22-8-45 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/a59f/a70e?f=templates&fn=document-frame.htm&2.0#JD_22-8-45JD_22-8-45
    The "teacher professional development fund" is created in the state treasury to provide funding for professional development programs and projects for public school teachers. The fund consists of appropriations, gifts, grants, donations and income from investment of the fund. Money in the fund shall not revert to any other fund at the end of a fiscal year. The department of education shall administer the fund and money in the fund is appropriated to the department to carry out the purposes of the fund.

    The department of education shall evaluate the success of each professional development program or project funded and report its findings to the legislative education study committee each year.

    Tuition Reimbursement No state policy.
    National Board Senate Bill 216 provides $470,000 to award National Board Certified Teachers who remain in the classroom a one-time only stipend (approximately $4,000).

    See, http://www.nbpts.org/about/stateinfo.cfm?state=New%20Mexico

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals N. M. S. A. § 22-23-5 http://www.conwaygreene.com/nmsu/lpext.dll/Infobase3/992/a255/aef3/af1e?f=templates&fn=document-frame.htm&2.0#JD_22-23-5JD_22-23-5
    Bilingual multicultural education programs shall be part of the district's professional development plan. Bilingual educators, including teachers, teacher assistants, instructional support personnel, principals and program administrators, shall participate in professional development and training.
    Substitute Teachers 6.63.10 NMAC http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0010.htm
    An initial substitute teacher certificate is considered to be a level I certificate and all renewed certificates are considered to be level II certificates.

    An initial substitute teacher certificate is valid for three years and renewed substitute teacher certificate is valid for nine years.

    Local school districts and state institutions that utilize substitute teachers shall each develop and promulgate substitute teacher advancement policies for level II certification that requires substitutes at a minimum:

    • To complete with a passing grade three semester hours of credit from a regionally accredited college or university in areas related to the school's long range plan, student standards or the substitute teacher's classroom assignment
    • To complete 48 contact hours in professional development activities approved by the local school district, state educational institutions or nonpublic schools in areas related to the school's long range plan, student standards or the substitute teacher's classroom assignment
    • Obtain written verification from the superintendent of a local district, or from the governing authority of the state institution or nonpublic school where that substitute is employed that he/she has satisfactorily completed at least 270 hours of providing instructional services.

    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    New York
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 8 NYCRR 80-3.6, Not available online.
    New York State Education Department, Maintaining Your Certificate, http://www.highered.nysed.gov/tcert/certificate/maintaincert.htm

    Holders of the Professional teaching certificate holders must complete 175 hours of professional development every five years.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) McKinney's Education Law § 3004http://assembly.state.ny.us/leg/?cl=30&a=75
    All persons applying for a certificate or license to be a teacher shall, in addition to all the other certification or licensure requirements, have completed two hours of coursework or training regarding the identification and reporting of child abuse and maltreatment.

    The coursework or training shall be obtained from an institution or provider, which has been approved by the department to provide such coursework or training. The coursework or training shall include information regarding the physical and behavioral indicators of child abuse and maltreatment and the statutory reporting requirements established in state policy, including but not limited to, when and how a report must be made, what other actions the reporter is mandated or authorized to take, the legal protections afforded reporters and the consequences for failing to report.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts 8 NYCRR 100.2, Not available online.
    Each school district and board of cooperative educational services (BOCES) shall adopt an annual professional development plant that meets state mandated content requirements. The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students. The plan shall also ensure that holders of level III teaching assistants certificates and that substitute teachers who work on a long-term basis are provided the opportunity to participate in the professional development professional development program of the district or BOCES.

    The professional development plan shall include, among other things, a description of how professional development will be aligned with New York standards and assessments, student needs, including but not limited to linguistic, cultural diversity and special needs, and capacities.

    The plan will also describe the manner in which the school district or BOCES will measure the impact of professional development on student achievement and teachers' practices.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs McKinney's Education Law § 316 http://assembly.state.ny.us/leg/?cl=30&a=13
    8 NYCRR 81.2, Not available online.

    In order to provide the school districts and teachers of the state with an opportunity to develop systematic, ongoing inservice training programs, assure the dissemination and application of educational research developments to classroom instruction and develop new curricula and curricular materials specifically designed to meet the educational needs of the students served, the commissioner shall, within available state appropriations, provide funds to school districts and boards of cooperative educational services to plan, establish and operate teacher resource and computer training centers.

    A teacher resource and computer training center is any site operated by a school district, board of cooperative educational services or a consortium of school districts and/or boards of cooperative educational services which is specifically established to provide professional support services to teachers within the state in order to:

    • Assist teachers, diagnose learning needs, experiment with the use of multiple instructional approaches, assess student outcomes, assess staff development needs and plans and train other school personnel in effective pedagogical approaches
    • Provide demonstration and training sites where teachers are trained, specifically in the use of computers as teaching aids; the criteria for school acquisition and use of computer equipment and software; and the evaluation of computer-related materials
    • Develop and produce curricula and curricular materials designed to meet the educational needs of students being served through application of educational research or new or improved methods, practices, and techniques
    • Provide training to improve the skills of teachers in order to enable such teachers to meet the special educational needs of the pupils they serve, and to familiarize such teachers with developments in curriculum formulation and educational research, including the manner in which the research can be used to improve teaching skills
    • Provide a location where teachers may share resources, ideas, methods and approaches directly related to classroom instruction and become familiar with current teaching materials and products for use in their classrooms
    • Retrain teachers and other educational personnel to become better qualified to teach in subject areas necessary to prepare students for the developing high technology era, in the disciplines of mathematics, science and computer technology.

    Funds provided each school year to school districts and boards of cooperative educational services by the commissioner to plan, establish and operate teacher resource and computer training centers shall not exceed two million dollars per center, except that for the city school district for the city of New York such center shall not exceed 11 million 250 thousand dollars; and provided further that each approved center shall receive not less than 20 thousand dollars.

    McKinney's Education Law § 3641http://assembly.state.ny.us/leg/?cl=30&a=85
    The commissioner shall be authorized to provide funds for the programs included in this section only to the extent that an appropriation is available for the purpose of the specific program.

    The commissioner of education shall provide targeted instructional staff development grants, within the amount appropriated for such purposes, for services and expenses related to targeted instructional staff development to: (1) school districts, and (2) school districts working in collaboration with institutions of higher education and/or teacher resource and computer resource centers, and (3) providers of pre-kindergarten services

    Staff development programs funded pursuant to this subdivision shall be targeted for specialized inservice training in one or more of the following areas:

    • Understanding and implementing the new higher standards and assessments as promulgated by the board of regents and the commissioner
    • Effective use of technology in instruction
    • Instruction of children who are participating in pre-kindergarten programs
    • Instruction of children with disabilities within a regular education setting
    • Instruction of nondisabled children who demonstrate the need for increased academic attention
    • Other areas of need demonstrated by the district that relate directly to student instruction and are approved by the commissioner.

    Grants are awarded on a competitive basis and may be used for the approved expenses of staff development including, but not limited to, the following:

    • Reasonable travel costs for instructors
    • Reasonable costs for the use of technology to provide staff development programs at a distance
    • The actual cost to the district of employing substitute teachers for teachers participating in the program exclusive of any state aid payable for such costs.

    8 NYCRR 100.12, Not available online.
    To be eligible for aid for instructional computer technology expenses each school district must develop and maintain a plan for the use of instructional computer technology equipment, including a provision for staff development to demonstrate how classroom teachers will use instructional computer technology across the K-12 curriculum.

    8 NYCRR 144.8, Not available online.
    Schools applying for a learning technology grant must provide a description of how the proposed program will provide teachers with staff development on the integration of technology with curriculum and instruction.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board 8 NYCRR 86.1, 8 NYCRR 86.2, 8 NYCRR 86.3, 8 NYCRR 86.4, 8 NYCRR 86.5, Not available online.
    New York State Education Department, http://www.highered.nysed.gov/tcert/resteachers/albertshanker_candidatesubsidy.htm

    Pending the reappropriation of funding in support of this effort, the New York State Education Department will administer the Albert Shanker Grant for the 2004-2005 school year. Each eligible teacher submitting an Albert Shanker Grant Program application will be awarded up to $2,000 (to the extent funding is available, based on the earliest date of submission.) Additional funding of up to $500 may be available for supportive efforts (including up to 3 days expenses for substitute teachers.)

    Pending appropriation, the New York State Education Department will utilize federal NBPTS Candidate Subsidy funds to support eligible candidates in amounts up to $1,150. Qualified candidates will receive awards based on the earliest date complete application materials are received. Eligible teachers must meet all NBPTS requirements and submit a completed Candidate Fee Subsidy application.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals McKinney's Education Law § 3004http://assembly.state.ny.us/leg/?cl=30&a=75
    All persons applying for a teaching certificate or license, including but not limited to a certificate or license valid for service as a classroom teacher, teaching assistant, pupil personnel service professional, school administrator or supervisor or superintendent of schools, shall, in addition to all the other certification or licensing requirements, have completed two hours of course work or training in school violence prevention and intervention.

    The course work or training shall be obtained from an institution or provider, which has been approved by the department to provide such course work or training. Such regulations shall also require that school districts and boards of cooperative educational services include training for teachers and other certified or licensed employees in school violence prevention and intervention in their required professional development plans.

    8 NYCRR 80-3.6, Not available online.
    8 NYCRR 80-5.6, Not available online.

    The holder of a level III teaching assistant certificate shall be required to successfully complete 75 clock hours of acceptable professional development during the professional development period.

    The professional development requirement shall be reduced by 10 percent for each professional development year the certificate holder is not regularly employed by an applicable school in New York.

    Substitute Teachers 8 NYCRR 100.2, Not available online. Annual school district or board of educational services professional development plans shall ensure that substitute teachers who work on a long-term basis are provided the opportunity to participate in the professional development professional development program of the district or BOCES.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    North Carolina
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 16 NCAC 6C.0307, Not available online.
    In North Carolina a teaching license is valid for a period of five years from the effective date of issuance and holders must renew their licenses within each five-year period.

    License renewal or reinstatement is based on 15 units of renewal credit with a unit of credit equal to one quarter hour or two-thirds of a semester hour of IHE college or university credit, 10 hours of professional development or one school year of teaching experience.

    Currently employed personnel must maintain an individual growth plan. Such individuals may obtain renewal credit for the following activities:

    • College or university credit
    • Teaching experience (one unit for each year)
    • Earning National Board for Professional Teaching Standards (NBPTS) certification or completion of the NBPTS certification process (15 units of renewal credit)
    • Completion of other activities (one unit of renewal credit per 10 clock hours)
    • Independent study of no more than five units of renewal credit per five-year renewal period that meets specific criteria.

    Completion of other activities that meet the following criteria (one unit of renewal credit per 10 clock hours), include:

    • The activity shall be delivered in a minimum of 10 clock hours over time with on-the-job application, feedback and follow-up
    • The activity shall have identified goals and objectives that are designed to increase knowledge or skills in the person's license area or job assignment
    • The activity shall include focused content and instruction that are sequenced to develop specified competencies of a specific population
    • The activity shall be conducted by instructional personnel approved by the sponsoring unit or employer
    • The activity shall include a focused evaluation designed to gauge the change in learner knowledge or skill and to guide the development of future programs.

    Independent study of no more than five units of renewal credit per five-year renewal period if it meets the following criteria:

    • Teachers and other licensed personnel help to develop local independent study procedures which the superintendent shall keep on file and periodically send to each licensed employee
    • The employee and the superintendent or his or her designee shall plan the experience in advance, including identification of competencies to be acquired and an evaluation to determine satisfactory achievement of those competencies.

    Local Education Agencies (LEAs) and governing boards of schools shall assure that all local courses, workshops and independent study activities that do no carry institution of higher education credit meet established standards.

    LEAs may also develop an alternative license renewal plan that is competency-based and results-oriented. The plan must describe the connection among professional development, the school improvement plan and the individual's license area or job responsibilities through processes such as peer review and annual evaluation. The plan may waive specific hour requirements that a licensed employee must meet and focus instead on knowledge and skill acquired by participants. The plan must include measures and must be submitted to the department for review in advance of its implementation.

    LEAs must adopt a procedure to determine the appropriateness of credit in advance of renewal activities. In determine the appropriateness of credit in advance of renewal activities. In determining the appropriateness the LEA must consider direct relationship to critical job responsibilities, school improvement plans and state board strategie priorities to properly establish credit for the activity. Each LEA must report on participation in and effectiveness of professional development to the North Carolina Professional Teaching Standards Commission on an annual basis.

    Individuals who hold a North Carolina license but who are not currently employed in the public schools or by governing boards of nonpublic schools may earn renewal credit in college or university credit activities, or local courses and workshops on the same basis as currently employed persons. The state department of education evaluates the appropriateness of the credits based on their direct relationship to the license field and the suitability of the content level.

    N.C.G.S.A. §115C-296 http://www.ncga.state.nc.us/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-296.html
    North Carolina's Masters/Advanced Competencies certificate is awarded to an applicant who successfully completes a master's degree program that includes rigorous academic preparation in the subject area that the applicant will teach and in the sills and knowledge expected of a master teacher or the applicant may demonstrate to the satisfaction of the state board that the candidate has acquired the skills and knowledge expected of a master teacher.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) 16 NCAC 6C.0501, Not available online.
    Each local education agency is responsible for providing for the evaluation of all professional employees. The LEA must base such evaluations on the state's performance standards and criteria and may also adopt additional standards and criteria that are not in conflict with those adopted by the state board or articulated in general statutes.

    Local performance appraisals must address the need for data for planning staff development activities for personnel at the school, administrative unit, regional and state levels.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) North Carolina State Board of Education, The North Carolina Educational Technology Plan: 2001-2005, http://www.tps.dpi.state.nc.us/techplan2000/techplan2000.html
    The state board policy requires three to five CEUs of technology training every renewal cycle and also mandates a pre-service technology requirement for all newly licensed teachers and administrators.

    N.C.G.S.A. §115C-105.47 http://www.ncga.state.nc.us/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-105.47.html
    Each local school board of education must develop a local school administrative unit safe school plan, which includes a plan for professional development clearly matched to the goals and objectives of the plan.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards N.C.G.S.A. § 115C-12http://www.ncga.state.nc.us/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-12.html
    The state board of education is statutorily vested with the power and duty to, among other things, develop and implement an ongoing process to align state programs and support materials with the revised academic content standards for each core academic area on a regular basis. Alignment shall include revising textbook criteria, support materials, state tests, teacher and school administrator preparation and ongoing professional development programs to be compatible with content standards. The board must develop and make available to teachers and parents support materials, including teacher and parent guides, for academic content standards. The state board shall also work with the Board of Governors of the University of North Carolina to ensure that teacher and school administrator degree programs, ongoing professional development and other university activity in the state's public school align with the state board's priorities.
    Miscellaneous efforts No state policy.
    Professional Development Requirements for Low-Performing Schools
    School requirements N.C.G.S.A. §115C-333 http://www.ncleg.net/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-333.html
    Teachers assigned to schools identified as low-performing must be evaluated annually and occur early enough during the school year to provide adequate time for the development and implementation of an action plan if one is required. Certified employees are evaluated at least once each year and teachers who have not attained career status are evaluated at least three times each year.

    Teachers assigned to schools that are not designated as low-performing are evaluated annually unless a local board adopts rules that allow specified categories of teachers with career status to be evaluated more or less frequently.

    If a certified employee in a low-performing school receives an unsatisfactory or below standard rating on any function of the evaluation that is related to the employee's instructional duties, the individual or team that conducted the evaluation shall recommend to the superintendent that:

    • The employee receive an action plan designed to improve the employee's performance
    • The superintendent recommended to the local board that the employee be dismissed or demoted.

    Action plans shall be designed to be completed within 90 instructional days or before the beginning of the next school year. The state board shall develop guidelines that include strategies to assist local boards in evaluating certified employees and developing effective action plans within the time allotted under this section. Local boards may adopt policies for the development and implementation of action plans or professional development plans for employees who do not require action plans under this section.

    Local boards shall adopt policies to require action plans for all certified employees who receive a below standard or unsatisfactory rating on an evaluation in the event the superintendent does not recommend dismissal, demotion or nonrenewal.

    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities University of North Carolina, Professional Development Portal (PDP), http://www.unctlt.org/pdp/news/welcome.cfm
    The University of North Carolina's Professional Development Portal (PDP), currently in the pilot stage of development, is designed to provide access to an increasingly broad range of professional development materials that will be of relevance to administrators, faculty and staff throughout UNC.

    Once logged in to the portal, a user can search and browse, create custom searchers that they can reuse, manage their own account information and submit materials for access by others. The portal also enables UNC campuses, offices and services to link to specific resources information from their own Web sites, thereby reducing duplication of information.

    The portal is initially being developed to provide common access to professional development materials for the following communities:

    • UNC Teaching and Learning Centers
    • Teaching and Learning with Technology (TLT) projects and services
    • Human resources offices and services
    • Chair development.

    Regional Service Centers No state policy.
    Other Professional Development Services and Programs Professional Development was established in November 1993 by the division of child development as a state-level group of practitioners, agencies and institutions to advise the Division on matters related to early childhood professional development. The mission of the Institute is to define and advocate for the implementation of a comprehensive early childhood professional development system that provides supportive, accessible, and individually appropriate education which is linked to compensation in order to ensure high quality care and education services for children and families. The Institute's site provides opportunities to download documents and other resources about early childhood professional development as well as helps the user to navigate through interactive sections to assist educators with their professional development plans.

    The North Carolina Teacher Academy Board of Trustees is responsible for the establishment of a statewide network of high quality, integrated, comprehensive, collaborative and substantial professional development for teachers provided through summer programs. The network includes professional development programs that focus on teaching strategies for teachers assigned to at-risk schools.

    The North Carolina Center for the Advancement of Teaching (NCCAT) at Western Carolina University operates under the general auspices of the University of North Carolina Board of Governors. The center provides career teachers with opportunities to study advanced topics in the sciences, arts and humanities and to engage in informed discourse, assisted by able mentors and outstanding leaders from all walks of life. The center also provides teachers the opportunity toengage in scholarly pursuits through a center dedicated exclusively to the advancement of teaching as an art and as a profession.

    N.C.G.S.A. §116-74.6 , 116-30.01, 116-11 and The North Carolina Center for the Advancement of Teaching (NCCAT)
    The Board of Governors of The University of North Carolina shall implement, administer and revise programs for meaningful professional development for professional public school employees in accordance with the evaluations and recommendations made by the state board of education. The programs shall be aligned with state education goals and directed toward improving student academic achievement. The state board of governors shall submit to the state board of education an annual written report that uses data to assess and evaluate the effectiveness of the programs for professional development offered by the Center for School Leadership Development. The report shall clearly document how the programs address the State needs identified by the state board of education and whether the programs are utilizing the strategies recommended by the State Board. The Board of Governors also shall submit this report to the Joint Legislative Education Oversight Committee, the President Pro Tempore of the Senate, and the Speaker of the House of Representatives prior to September 15th of each year.

    University of North Carolina, Professional Development Portal (PDP)
    The University of North Carolina's Professional Development Portal (PDP) has been designed to provide access to an increasingly broad range of professional development materials that will be of relevance to administrators, faculty and staff throughout UNC. In the portal, a user can search and browse, create custom searchers that they can reuse, manage their own account information and submit materials for access by others. The portal also enables UNC campuses, offices and services to link to specific resources information from their own Web sites, thereby reducing duplication of information.

    State Financial Support for Teacher Professional Development
    Specific Appropriations N.C.G.S.A. § 115C-105.25http://www.ncleg.net/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-105.25.html
    Up to three percent of state funds allocated for noninstructional support personnel may be transferred for staff development.

    N.C.G.S.A. §115C-105.30 http://www.ncleg.net/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-105.30.html
    Each local board shall distribute 75% of the funds in the staff development funding allotments to the school to be used in accordance with that school's school improvement plan.

    Tuition Reimbursement N.C.G.S.A. § 116-143.5http://www.ncleg.net/Statutes/GeneralStatutes/HTML/BySection/Chapter_116/GS_116-143.5.html
    Any teacher or other personnel paid on the teacher salary schedule who has established a legal residence in North Carolina and is employed full-time by a state public school qualifies for in-state tuition for courses relevant to teacher certification or to professional development as a teacher.
    National Board N.C.G.S.A. §115C-296.2http://www.ncga.state.nc.us/Statutes/GeneralStatutes/HTML/BySection/Chapter_115C/GS_115C-296.2.html
    North Carolina provides incentives for good teachers to become excellent teachers and retain them in the teaching profession, including supporting efforts of teachers to achieve National Board for Professional Teaching Standards (NBPTS) certification by:
    • Providing paid leave time up to three days
    • Paying the participation fee
    • Paying a significant salary differential to teachers who attain NBPTS certification.

    Eligible teachers must have:

    • Completed three full years of teaching in a North Carolina public school
    • Not previously received state funds for participating in any certification are in the NBPTS program
    • Repaid any state funds previously received fro the NBPTS certification process
    • Received a waiver of repayment from the state board.

    Repayment of the participation is required of teachers who:

    • Do not complete the certification process for reasons other than death or disability
    • Do not teach for one year in the state following completion of the process.

    Repayment may be waived for additional reasons, including illness, death or catastrophic illness of a member of the teacher's immediate family, parental leave to care for a newborn or newly adopted child or other extraordinary circumstances.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    North Dakota
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement CHAPTER 15.1-13, Teacher Licensing,http://www.state.nd.us/lr/cencode/t151c13.pdf
    NDAC 67.1-02-02-05, Not available online.

    The succeeding renewal of the five-year license requires verification of a minimum of four-semester hours or six-quarter hours of college or university credit earned within the dates of the license.

    Professional development coursework submitted for renewal may be either undergraduate or graduate credit and must be either in professional education or applicable to the applicant's licensed major, minor or endorsement areas. Applicants who are working toward an added degree or endorsement may use coursework applicable to that expanded area of study for renewal.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts NDAC 67-19-01-30, Not available online.
    Each school board must establish and implement a policy of professional growth for the teachers in the school board's district based on minimum state standards, including:
    • All teachers must earn a minimum of four semester or six quarter hours of college credit each five years
    • All teachers must participate in sixty-four clock-hours of inservice related to the teaching assignment during each five-year period. At the option of the school district, college credit earned above the minimum four semester or six quarter hours may be substituted for inservice . One semester hour of college credit must equal sixteen clock-hours of inservice
    • Procedures must be developed to ensure the monitoring and enforcement of the professional growth policy. The policy must delineate the penalties for failure to comply
    • The school administrator must file a current copy of the professional growth policy with the department
    • A written school district plan must be adopted which describes a program for staff development. The plan must include a description of the procedures, the activities, and the timeline for completion of activities. A copy of the plan must be completed and kept on file for onsite review.

    North Dakota Department of Public Instruction, District Professional Development Plan Rubric Checklist,http://www.dpi.state.nd.us/title1/profdev/chcklist.pdf
    District professional development plans must contain the following components at either the proficient or advanced level:

    • Overview
    • Needs assessment
    • Goals
    • Activities
    • Performance indicators
    • Evaluation.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs NDAC 67.1-02-02-08, Not available online.
    The education standards and practices board shall adopt a model for inservice education and professional development. The model must include the assessment of statewide and professional development needs, a projection of programs responsive to those needs and the identification of the resources needed to implement those programs.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.

    For examples of what North Dakota school districts are providing for their teachers, see http://www.dpi.state.nd.us/title1/profdev/guidance.pdf

    National Board §15.1-18.1-02.http://www.state.nd.us/lr/cencode/t151c181.pdf
    North Dakota offers 17 scholarships per year for teachers seeking National Board certification. Of these 17 scholarships, three scholarships must be reserved for individuals teaching at low-performing schools.

    Note: The scholarships cover one-half of the certification fee.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Ohio
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement OAC 3301-24-06 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/4fa4/4fc0?fn=document-frame.htm&f=templates&2.0#
    OAC 3301-24-07 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/4fa4/4fc5?f=templates&fn=document-frame.htm&2.0
    OAC 3301-23-22http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/4f17/4f70?fn=document-frame.htm&f=templates&2.0#
    OAC 3301-24-08http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/4fa4/4fca?fn=document-frame.htm&f=templates&2.0#
    OAC 3301-21-01http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/4ee2/4ee3?fn=document-frame.htm&f=templates&2.0#
    Every five years, six semester hours of coursework related to classroom teaching and/or the area of licensure, or eighteen continuing education units (one hundred and eighty contact hours) or other equivalent activities related to classroom teaching and/or the area of licensure as approved by the local professional development committee of the employing school or school district. or 180 contact hours, CEUs or equivalent activities approved by local professional development committees. Each subsequent five-year renewal requires a master's degree or equivalent in graduation hours.

    Professional development shall be required for continued licensure for all educators. It shall be guided by the learning needs of all students and the axiom that all students can learn. It shall include current theory on the learning needs of educators and shall incorporate a planned progression for improvement on a continuing basis.

    The provisional license for teachers shall be valid for two years, and may be renewed upon completion of three semester hours of coursework relevant to classroom teaching and/or the area of specialization since the issuance of the license to be renewed.

    A provisional teacher license that has lapsed for up to five years may be reinstated upon completion of six semester hours of coursework relevant to classroom teaching and/or the area of specialization since the issuance of the license to be renewed.

    A provisional teacher license that has lapsed for more than five years may be reinstated upon completion of a minimum of nine semester hours of coursework relevant to classroom teaching and/or the area of specialization since the issuance of the license to be renewed, and upon the recommendation of a dean or head of teacher education at an institution approved to prepare teachers.

    An individual may renew a professional certificate issued on or before September 1, 1998 upon the satisfactory completion of 12 semester hours of college coursework or 36 Ohio department of education approved continuing education units since the issuance of the certificate.

    For each year of satisfactory experience under the professional certificate, renewal requirements shall be reduced by one semester hour or three continuing education units.

    Eight year professional certificates will not be renewd after September 1, 2006. Certificates will transition to the five year professional license by meeting professional license renewal requirements.

    The professional or associate license is valid for five years and may be renewed by individuals currently employed in a school or school district upon verification that the following requirements have been met:

    • Six semester hours of coursework related to classroom teaching and/or the area of licensure
    • 18 continuing education units (one hundred and eighty contact hours) or other equivalent activities related to classroom teaching and/or the area of licensure as approved by the local professional development committee of the employing school or school district.

    Educators not employed in Ohio schools may apply directly to the Ohio Department of Education for renewal with evidence of six semester hours of coursework related to classroom teaching and/or the area of licensure.

    The second renewal of the professional teaching license shall require the completion of a master's degree or thirty semester hours of graduate credit in classroom teaching and/or an area of licensure.

    A professional or associate license that has lapsed for up to five years may be reinstated upon completion of nine semester hours of coursework relevant to classroom teaching and/or the area of licensure. A professional or associate license that has lapsed for more than five yhears may be reinstated upon completion of twelve semester hours of coursework relevant to classroom teaching and/or the area of licensure.

    Continuing education unit equals 10 contact hours in a professional development program approved by the local professional development committee.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) R.C. § 3319.112 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/16827/16853/168ce?f=templates&fn=document-frame.htm&2.0#JD_vlsection-0000-3319112JD_vlsection-0000-3319112
    School districts must evaluate the performance of teachers on a regular basis. Such evaluation should suggest professional development that will enhance future performance in areas that do not meet expected performance levels.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) R.C. § 3319.073 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/16827/16853/16864?f=templates&fn=document-frame.htm&2.0#JD_vlsection-0000-3319073JD_vlsection-0000-3319073
    Each person employed by any school district or service center to work in an elementary school as a nurse, teacher, counselor, school psychologist or administrator shall complete at least four hours of inservice training in child abuse prevention within three years of commencing employment.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards R.C. § 3319.075 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/16827/16853/1686f?f=templates&fn=document-frame.htm&2.0#JD_vlsection-0000-3319075JD_vlsection-0000-3319075
    Each board of education of each school district shall use the state adopted professional development standards to:
    • Guide the design of teacher education programs serving both teacher candidates and experienced teachers
    • Guide school-based professional development that is aligned with student achievement
    • Determine types of professional development the school district and the schools within the district should provide
    • Guide how state and federal funding for professional development should be spent
    • Develop criteria for decision making by the local professional development committees
    • Guide the school district in the hiring of third-party providers of instructional services who use or meet the professional development standards
    • Guide all licensed school personnel in developing their own plans for professional growth.
    Miscellaneous efforts

    OAC 3301-35-04 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/509d/50af?fn=document-frame.htm&f=templates&2.0#
    Districts shall provide for an assessment system that aligns with their courses of study and includes, but is not limited to, ongoing professional staff development that teaches accepted standards of practice in the selection, administration, interpretation and use of assessments.

    OAC 3301-35-05http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4dc7/509d/50b4?f=templates&fn=document-frame.htm&2.0
    Data shall be used to determine the amount and nature of faculty and staff professional development necessary to implement the district's mission and strategic plan. Professional development for all faculty and staff shall be continually evaluated and improved to align with district goals and objectives and to meet the changing needs of students. Evaluations must include an analysis of how the district is utilizing the professional development standards adopted by the state board.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements R.C. § 3302.04 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/15351/1536f?f=templates&fn=document-frame.htm&2.0#JD_vlsection-0000-330204JD_vlsection-0000-330204
    The department of education shall establish a system of intensive, ongoing support for the improvement of school districts and school buildings, with priority given to districts and buildings that have been declared to be under an academic watch or in a state of academic emergency and shall include services provided to districts and buildings through regional service providers, such as educational service centers, regional professional development centers, and special education regional resource centers.

    When a school district has been notified by the department that the district or a building within the district has failed to make adequate yearly progress for two consecutive school years, the district shall develop a three-year continuous improvement plan that includes, but is not limited to, an analysis of how the district is utilizing the professional development standards adopted by the state board.

    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers Ohio Department of Education, Ohio Regional Education Delivery System (OREDS), http://www.ode.state.oh.us/oreds/
    The Ohio Department of Education has developed 12 centers across the state, which strive to help districts meet standards for high quality professional development, based on the standards for staff development of the National Staff Development Council and the research and experience of the local professional development committees.
    Other Professional Development Services and Programs R.C. § 3319.235 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/16827/16939/16977?f=templates&fn=document-frame.htm&2.0#JD_vlsection-0000-3319235JD_vlsection-0000-3319235
    The Ohio SchoolNet commission, establishes model professional development programs to assist teachers become skilled at integrating educational technology in the instruction of children. The commission shall provide technical assistance to school districts wishing to establish such programs.

    OAC 3301-33-01 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/15133/15135/15136?f=templates&fn=document-frame.htm&2.0#JD_vlsection-0000-330101JD_vlsection-0000-330101
    The state board of education shall provide inservice training programs for teachers on the use of phonics as a technique in the teaching of reading in grades kindergarten through three.

    OAC 3301:1-1-04 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/546d/546e/547e?f=templates&fn=document-frame.htm&q=3301%3A1-1-04%20&x=Advanced&2.0#LPHit1LPHit1
    The OhioReads reading grant program provides funding to public school buildings for projects that provide for programs supporting teachers in implementing reliable, replicable research based strategies, especially projects utilizing volunteers to address the diverse needs of elementary-level students. Monies awarded pursuant to this rule and the reading grant application may be utilized for whatever direct costs are necessary to implement the project with elementary-level students, including but not limited to, teacher professional development.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement R.C. § 3319.071 http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/PORC/15131/16827/16853/1685a?fn=document-frame.htm&f=templates&2.0#
    The board of education of any school district may, by resolution, establish a professional development program for teachers in accordance with which it may reimburse teachers employed by the district for all or any part of the cost incurred by the teacher in the successful completion of a course or training program in which the teacher enrolled as part of the development program. OAC 123:1-39-01http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/bbb/f1c/f1d?fn=document-frame.htm&f=templates&2.0#
    Ohio's professional development fund provides educational assistance including, but not limited to, tuition reimbursement for courses taken at approved colleges and universities.

    National Board

    Ohio Department of Education, National Board Certification Program, http://www.ode.state.oh.us/Teaching-Profession/Teacher/National_Board_Cert/
    Ohio’s National Board Certification Program provides teachers financial support to defray National Board Certification costs, including:

    • Providing funding to support Ohio candidates applying for National Board Certification ($2,000 per candidate)
    • Recognizing National Board Certified teachers with an annual stipend of $2,500: teachers who are candidates on or before May 31, 2003 and certified before December 31, 2004, and $1,000 for any other teachers certified by National Board
    • Establishing and funding regional support sites to provide mentoring for Ohio candidates Sponsoring Ohio candidates to retake entries.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development Ohio Department of Education, http://www.ode.state.oh.us/emis/pdf/HQPDpaths_FH8.pdf "> Based on recognized work in the field of professional development, the Ohio Department of Education has used three broad organizers to define high-quality professional development: 1) Context which are the foundations that make high-quality professional development possible, including ongoing collaboration and skillful leadership; 2) Process which addresses the systems for planning, implementing and refining professional development using effective processes; and 3) Content which must include essential content that is focused on student achievement, designed to promote cultural competency and equity, and is based on research.
    Means of Evaluation/Data Collection No state policy.

    Oklahoma
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days 70 Okl.St.Ann. § 1-109http://www.oscn.net/applications/oscn/deliverdocument.asp?citeID=89746
    No state policy.

    However, of the minimum 180-day school year, five days may be used for attendance of professional meetings. Additional leave days may be granted for individual teachers to attend or participate in professional meetings, staff development training or National Board certification portfolio development.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement OAC 210:20-9-96 http://www.oar.state.ok.us/viewhtml/210_20-9-96.htm
    OAC 210:20-1-1http://www.oar.state.ok.us/viewhtml/210_20-1-1.htm
    OAC 210:20-19-5http://www.oar.state.ok.us/viewhtml/210_20-19-5.htm
    70 Okl.St.Ann. § 6-154.1http://www.oscn.net/applications/OCISWeb/deliverdocument.asp?citeID=90009
    To renew a standard certificate a teacher must submit the appropriate application, pay the appropriate processing fee and complete one of the following options:

    Option I--the applicant shall have completed a minimum of three years of school experience in an accredited school during the five year validity of the standard certificate. Applicants who have completed fewer than three years of school experience may substitute coursework in professional education and/or specialization from an accredited college or university for each year of experience they are lacking at the following rate: with two (2) years of experience, complete three (3) semester hours; with one (1) year of experience, complete four (4) semester hours; or with zero (0) years of experience, complete five (5) semester hours. College credit must be completed within the five (5) year period immediately preceding the date of application for renewal.

    Option II--a teacher who is not employed as a teacher and holds a valid Oklahoma Standard Teaching Certificate may satisfy requirements for renewal of the Standard Teacher Certificate by completing 75 points in professional development programs, conferences and seminars approved by a public school district. A combination of professional development points, higher education credits and/or teaching experience may also be used for renewal of a valid standard teaching certificate. Only programs, conferences and seminars recognized for professional development credit by an Oklahoma public school district at the time the teacher attends the programs, conferences or seminars may be used to fulfill the renewal requirement. The individual seeking certification renewal is responsible to maintain his/her professional development attendance forms to submit to the state department of education. Exact combinations of professional development points, college credit hours and years of teaching experience will be determined by the Professional Standards Section of the State Department of Education.

    To renew a professional certificate the applicant must submit the appropriate application and pay the appropriate processing fee. The applicant must have completed a minimum of five years of school experience in an accredited school during the seven year validity period of the certificate. Applicants who have fewer than five years of school experience during the validity period of their professional certificate may substitute coursework in professional education or specialization from an accredited college or university for each year of school experience they are lacking at the following rate:

    • With four years of experience, complete three semester hours
    • With three years of experience, complete four semester hours
    • With two years of experience, complete five semester hours
    • With one year of experience, complete six semester hours
    • With zero years of experience, complete seven semester hours.

    OAC 210:20-19-3http://www.oar.state.ok.us/viewhtml/210_20-19-3.htm
    One point shall be equivalent to one clock hour of professional development activities.

    One semester hour of approved college credit shall be equivalent to 15 professional development points.

    Those professional development activities which cannot be appropriately specified by a particular time period shall be assigned a point value by the local professional development committee and recommended to the local board of education.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) OAC 210:1-5-7http://www.oar.state.ok.us/viewhtml/210_1-5-7.htm
    Teacher evaluations are used to determine if corrective action is necessary and if so, what resources and assistance will be provide. Assistance may include workshops and inservice sessions with local, county, regional service center, college or state groups.

    Districts also utilize evaluations to improve learning in the district to develop inservice education programs to resolve inadequacies.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts No state policy.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs Other Professional Development Services and Programs 70 Okl.St.Ann. § 6-200http://www.oscn.net/applications/OCISWeb/deliverdocument.asp?citeID=90058
    Subject to the availability of funds, the Oklahoma Commission for Teacher Preparation has the authority to develop and administer training for residency committees and training for professional development through professional development institutes, including technology training.

    Professional development institutes shall be accepted by the state board of education for professional development purposes and shall be defined as continuing education experiences which consist of a minimum of 30 clock hours. The institutes shall be competency-based, emphasize effective learning practices, require collaboration among participants, and require each participant to prepare a work product which can be utilized in the classroom by the participant. Any state professional development institutes administered by the Commission shall be chosen through a competitive bid process and if funds are available subject to peer review. The Commission, prior to offering any professional development institute, shall promulgate rules related to administering state professional development institutes.

    OAC 712:10-9-1http://www.oar.state.ok.us/viewhtml/712_10-9-1.htm
    70 Okl.St.Ann. § 6-196 http://www.oscn.net/applications/OCISWeb/deliverdocument.asp?citeID=90054
    Professional development programs should focus on instructional improvement and learning consistent with local control and state goals. Activities should include, but not be limited to, coaching, mentoring, collaborative work with peers, departmental work, subject area discussions, development of assessments, effective integation of instructional technology into the curriculum and analysis of student learning.

    The institutes shall be competency-based, emphasize effective learning practices, require collaboration among participants, and require each participant to prepare a work product which can be utilized in the classroom by the participant.

    State Financial Support for Teacher Professional Development
    Specific Appropriations 70 Okl.St.Ann. § 6-193http://www.oscn.net/applications/OCISWeb/deliverdocument.asp?citeID=90049
    Each school district shall receive an appropriate amount of funds for the exclusive purpose of professional development. These funds shall be expended for professional development programs within guidelines adopted by the state board of education.

    All funds provided to local school districts shall be provided by and subject to the approval of plans submitted to the State Board of Education by each local school district no later than May 10 of each year. Such funds shall be deposited in a special account within the general fund of the local school district.

    Tuition Reimbursement 70 Okl.St.Ann. § 1210.508D http://www.oscn.net/applications/OCISWeb/deliverdocument.asp?citeID=104102
    If a teacher attends and completes a professional development institute in elementary reading approved by the Oklahoma Commission for Teacher Preparation during the summer or when school is not in session, the teacher shall receive a stipend equal to the amount of the cost for a substitute teacher, based on the amount of funds allocated.

    70 Okl.St.Ann. § 6-195.1http://www.oscn.net/applications/oscn/deliverdocument.asp?citeID=364905
    The state also established a continuing education program whereby teachers employed to teach mathematics may obtain certification in mathematics and teachers certified to teach mathematics in the state may take higher education courses in order to obtain the competencies needed to enable the teacher to successfully complete the subject area examinations and become certified to teach any of the core curriculum mathematics courses recommended by the American College Test. The program shall pay up to $100.00 per credit hour up to a maximum of 24 credit hours for a teacher to take higher education courses in mathematics.

    Teachers required to gain certification shall be given priority in the funding for the continuing education program. The purpose of the program is to improve the knowledge and skills of teachers and to ensure that the children of the state are taught by professional educators, fully prepared in the area of mathematics.

    Note: Contingent upon funding, however, the state board of education may utilize private, local or federal funds to implement this section.

    70 Okl.St.Ann. § 6-189.1 http://www.oscn.net/applications/oscn/deliverdocument.asp?citeID=106298
    Any teacher serving in a school as a mathematics teacher for grade six may obtain middle level endorsement by successfully completing a professional development institute in middle level mathematics developed pursuant to this section. Such teacher shall be eligible to participate in a professional development institute in middle level mathematics developed and administered by the Oklahoma Commission for Teacher Preparation one time free of charge.

    National Board Oklahoma Commission for Teacher Preparation,http://www.octp.org/octp/natboardcert.htmland http://www.octp.org/octp/finaidok.html
    70 Okl. St. Ann. § 6-204.2http://www.lsb.state.ok.us/OKStatutes/CompleteTitles/os70.rtf
    OAC 712:10-11-1http://www.oar.state.ok.us/viewhtml/712_10-11-1.htm

    Education Leadership Oklahoma (ELO), administered by the Oklahoma Commission for Teacher Preparation, funds candidate support for Oklahoma educators seeking National Board Certification. Selected ELO participants are eligible for the following support from the state:
    • Full funding for the $2,300 application fee
    • $200 stipend to offset associated expenses
    • Pertinent training and workshops with Oklahoma Comm. for Teacher Prep., Oklahoma Education Association, Southeastern Oklahoma State University and Regional Coordinators
    • Funding for support mentors from Oklahoma universities
    • $5,000 annual salary stipend (as per regulation and funding).

    In addition, all teachers who attain National Board certification are given a $5,000 salary bonus from the State Board of Education for as long as they maintain their National Board certification and are teaching in the classroom full-time in an Oklahoma public school.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals OAC 210:20-33-1http://www.oar.state.ok.us/viewhtml/210_20-33-1.htm
    Local boards of education shall develop and implement policies to provide for orientation and inservice training programs for teacher assistants employed by the district. The State Department of Education may assist local boards of education in the inservice training of teacher assistants.

    OAC 210:15-11-2http://www.oar.state.ok.us/viewhtml/210_15-11-2.htm
    A school district must ensure that early childhood teacher assistants are provided with professional development in early childhood education.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Oregon
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement OAR 584-090http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_090.html
    OAR 584-005-0005http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_005.html

    Educators renewing Basic, Standard or Continuing Licenses in 2004 must complete 75 Professional Development Units.

    Educators renewing Basic Licenses in 2005 must complete 75 Professional Development Units.

    Educators renewing Standard or Continuing Licenses in 2005 must complete 100 Professional Development Units.

    Note: Professional Development Units (PDU) is a unit of measurement that equals one clock hour of professional development activity.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) OAR 584-090-0001http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_090.html
    State policy requires the establishment of a Continuing Professional Development (CPD) plan for all educators that hold Basic, Standard or Continuing licenses. Each CPD plan shall have as a primary purpose improved student learning by improving professional skills of educators. Each plan shall be designed to assist the educator to:
    • Achieve district, state and national standards
    • Keep current with the development and use of best practices
    • Develop ways to enhance learning for a diverse student body.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts No state policy.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers OAR 581-020-0055 http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_020.html
    Although a policy for Professional Development Centers exists in state statutes, it has not been funded.
    Other Professional Development Services and Programs O.R.S. § 329.830http://www.leg.state.or.us/ors/329.html
    The state board of education has established a system of determining successful schools and dispensing appropriate incentive rewards to those schools. Incentives may be used for, among other things, professional development.
    State Financial Support for Teacher Professional Development
    Specific Appropriations O.R.S. § 329.695http://www.leg.state.or.us/ors/329.html
    A school district or an education service district, or a combination of such entities, may submit an application to the department of education to receive a School Improvement and Professional Development grant. Grants under this program shall be effective for one or two calendar years and are renewable. A district may apply to continue its grant for one or two years but in no event is the district entitled to receive more than $1,000 for each teacher for whom a grant is received during the continuation period.
    Tuition Reimbursement No state policy.
    National Board Oregon Department of Education,http://www.ode.state.or.us/hall/nbct/
    Offered on a voluntary basis and valid for 10 years, the advanced system of National Board Certification complements, but does not replace, state licensing. Each state, school district and school decides how best to capitalize on the National Board Certification process and the expertise of National Board Certified Teachers as it designs instructional arrangements to promote student learning and support professional practice. The fee for National Board Certification is $2300.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Pennsylvania
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Act 48 of 1999,
    Professional educators must complete the following requirements every five years, including:
    • Six credits of collegiate study; or
    • Six credits of continuing professional education courses; or
    • 180 hours of continuing professional education programs, activities or learning experiences
    • Any combination of collegiate studies, continuing professional education courses, or other programs, activities or learning experiences equivalent to 180 hours.

    Note: For the purposes of calculating hours and credits of continuing professional education, one credit of collegiate studies or continuing professional education courses, credits shall be equivalent to 30 hours of continuing professional education programs, activities or learning experiences.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) 24 P.S. § 12-1205.4, Not available online.
    No state policy, however, state policy requires all schools to offer a cardiopulmonary resuscitation training (CPR) class on school premises at least once every three years. The course shall be offered as an option to all employes of the school entity.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts Act 48 of 1999,http://www.teaching.state.pa.us/teaching/lib/teaching/act48.pdf
    Schools must submit a continuing professional development plan for approval to the secretary of education. The plan shall include a section that describes how the professional development needs of the school entity and its professional employees are to be met through implementation of the plan.
    Professional Development Requirements for Low-Performing Schools
    School requirements Pennsylvania's eight region network, PPDN, uses state assessments and supporting tools that help struggling schools network with higher performing schools of similar demographics, broker professional development to the unique needs of the district and to lead Leadership Centers.

    Source: Pennsylvania Department of Education.

    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities The Pennsylvania Department of Education has announced a partnership with Learning Sciences International, the Online Professional Education Network (OPEN) is providing free online programs to eligible educators to meet Act 48 of 1999 requirements for eligible educators.

    For more information, seehttp://pa.professionaleducation.org/default.cfm?cookie_check=true

    Regional Service Centers No state policy.
    Other Professional Development Services and Programs 4 Pa. Code § 5.932http://www.pacode.com/secure/data/004/chapter5/s5.932.html
    The Pennsylvania Center for Environmental Education provides, among other services, professional development though continuing education. 24 P.S. § 15-1505-A, Not available online.
    Pennsylvania provides technology grants to benefit students in nonpublic and private schools and to provide, in addition to other services, professional opportunities to ensure nonpublic and private school teachers can use technology effectively with the curriculum.

    Note: Amount not specified.

    24 P.S. § 25-2595, Not available online.
    The state may provide school performance incentives to reward significant educational improvements and the maintenance of high levels of achievement and effort, to encourage accountability programs with school districts, to evoke further school performance improvement and to foster collegial participation by school employees in improving school performance. Funds may be used for, but not limited to, staff development.

    The Pennsylvania Governor's Institutes and Academies, http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=11&bc=0&Q=34541&teachingNav=|93|2559|
    The state department of education sponsors a series of summer professional development institutes and academies designed to build educator's knowledge and skills to ensure the creation of challenging learning environments in the state's schools.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board 22 Pa. Code § 49.65http://www.pabulletin.com/secure/data/vol29/29-39/1626a.html
    Candidates certified by the National Board for Professional Teaching Standards will be granted the highest level certificate applicable. (Subject to Act 48, see http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=90&Q=34254&g=140&teachingNav=|93|2559|&teachingNav=|1904|2627|
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Amount not specified.

    All educators holding public school certification must participate in ongoing professional education.

    Act 48 http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=90&Q=34254&g=140&teachingNav=|93|2559|&teachingNav=|1904|2627|

    Substitute Teachers

    Act 48 http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=90&Q=34254&g=140&teachingNav=|93|2559|&teachingNav=|1904|2627|

    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Puerto Rico
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days 18 L.P.R.A. § 316g, Not available online.
    No state policy, however, the department of education shall provide time in the school calendar for each teacher to develop his/her own plan of professional development.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Information not available.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Information not available.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Information not available.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards Information not available.
    Miscellaneous efforts Information not available.
    Professional Development Requirements for Low-Performing Schools
    School requirements Information not available.
    District requirements Information not available.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities Information not available.
    Regional Service Centers Information not available.
    Other Professional Development Services and Programs 18 L.P.R.A. § 316f, Not available online.
    The secretary of education shall promote the offering of post-graduate study programs by universities in order to meet the needs of the public education system, and particularly, those of the members of the teaching career. He/she shall also promote the organization of professional development activities for the teachers and shall arrange to establish credit validation systems for the hours participated in continuing education programs given by universities.
    State Financial Support for Teacher Professional Development
    Specific Appropriations Information not available.
    Tuition Reimbursement Information not available.
    National Board Information not available.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Information not available.
    Substitute Teachers Information not available.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development Information not available.
    Means of Evaluation/Data Collection Information not available.

    Rhode Island
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Teachers must complete six to nine credit hours or an I-Plan (individual professional development plan.

    R.I. Code R. 08 080 002 - R.I. Code R. 08 080 004, Not available online.
    A professional certificates may be renewed every five years upon the completion of nine credits and verification of continued teaching experience as an elementary teacher. Six of the nine credits must be graduate level course work either in elementary education or in an area directly related to elementary education. Three of the nine credits may be approved inservice coursework.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards Rhode Island Department of Elementary and Secondary Education, Quality Standards for Professional Development,http://www.ridoe.com/teacher_cert/prodev/quality_stand.htm
    Rhode Island has established Quality Standards for Professional Development, which include guidance on planning, design and implementation and evaluation.
    Miscellaneous efforts No state policy.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs Gen.Laws 1956, § 16-66http://www.rilin.state.ri.us/Statutes/TITLE16/16-66/INDEX.HTM
    The department of elementary and secondary education's Rhode Island School Staff Institute provides the following services:
    • Receive, process, and approve requests for inservice education program grants
    • Inform all school systems of opportunities and resources available for inservice education
    • Help to create new and productive relationships among colleges, collaboratives, school systems, and others concerned with inservice education
    • Maintain an inservice resource file
    • Work with school staffs as they prepare their program grant proposals
    • Consult with the advisory board in the development of new ways of providing inservice education
    • Provide staff to work with the advisory board.
    State Financial Support for Teacher Professional Development
    Specific Appropriations Gen.Laws 1956, § 16-7.1-10 http://www.rilin.state.ri.us/Statutes/TITLE16/16-7.1/16-7.1-10.HTM
    Rhode Island Professional Development Investment Fund, established through annual appropriations by the general assembly, provides funds to school districts and collaboratives based on a pupil-teacher ratio.

    Funds received under this category of education aid replace up to, but no more than, 50 percent of the amount the school district spent for professional development programs in the previous fiscal year.

    The expenditure of funds are determined by a committee at each school consisting of the school principal, two teachers selected by the teaching staff of the school and two parents of students attending the school.

    Schools that enroll students in the early grades (K-3) must expend these funds on the development of scientific research based, as described in the No Child Left Behind Act of 2001, reading instruction to improve students reading performance. In addition, collaborative programs between schools are encouraged. These resources shall be used to close student performance gaps in accordance with the school's and district's strategic plan.

    Additional funds shall be allocated to the department of elementary and secondary education to support teacher and administrator professional development in all districts.

    Tuition Reimbursement No state policy.
    National Board Rhode Island Department of Elementary and Secondary Education, http://www.ridoe.net/teacher_cert/Natl_Board_Cert/Default.htm
    During August of 2003, the School of Education of the University of Rhode Island (URI) became the facilitator of the National Board Certification process. In collaboration with the RI Department of Education, the University is primarily responsible for assisting teachers to attain state and federal subsidies to help defray some of the initial application costs for the NBPTS process. Also, URI provides support services (i.e. coursework or mentoring) through the NBPTS process.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Gen.Laws 1956, § 16-11.2-3http://www.rilin.state.ri.us/Statutes/TITLE16/16-11.2/16-11.2-3.HTM
    As a condition of continued employment every person employed as a teacher assistant shall participate in ongoing professional development.

    In addition, each school district or institution employing teacher assistants shall maintain records on a teacher assistant's completion of:

    • Training for the work assignment
    • Continuing education and relevant coursework.

    R.I. Code R. 08 000 012, Not available online.
    Before initiating a program for the utilization of auxiliary personnel, the school department must establish a plan that includes regular inservice training of both the certified personnel to whom they are assigned and the auxiliary personnel.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    South Carolina
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days Code 1976 § 59-1-420http://www.scstatehouse.net/code/t59c001.htm
    For school years 2001-2002 and 2002-2003, the statutory school term is 193 days and at least 180 days must be used for student instruction. Of the remaining thirteen days, seven days must be used for collegial professional development based on national professional development standards. This professional development shall address strengthening the knowledge of all teachers in content, teaching techniques and assessment.

    Beginning with school year 2003-2004, the statutory school term is 195 days annually and at least 180 days must be used for student instruction. Of the remaining fifteen days, nine days must be used for collegial professional development based on national professional development standards. This professional development shall address strengthening the knowledge of all teachers in content, teaching techniques and assessment.

    Note: Local districts have no obligation to implement these standards until funding is provided by the General Assembly.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement S.C. Code of Regulations R. 43-53 - 43-55http://www.scstatehouse.net/coderegs/c043.htm#43-500
    Certificate renewal requires the completion of six semester hours or the equivalent every five years.

    An applicant who is employed in a position that requires educator certification must maintain verification of having earned a minimum of 120 renewal credits during the certificate's five-year validity period. Renewal credits may be earned through professional activities that directly relate to the educator's professional growth and development plan, support the goals of the employing educational entity and promote student achievement.

    An applicant who is not employed in a position that requires educator certification but who chooses to maintain a current certificate must submit verification of having earned a minimum of 120 renewal credits during the certificate's five-year validity period. Renewal credits may be earned through professional activities that directly relate to the educator's current area(s) of certification or to a formal program of study (master's, specialist, or doctorate) in a certification area in which the educator is officially enrolled.

    Educators who do not hold a master's degree must earn a minimum of sixty renewal credits of the 120 credits required during each five-year validity period by completing at least three semester hours of college credit at the graduate level. These credits must be earned from a national or regionally accredited college or university or through a college or university that has graduate programs approved for teacher education by the state board of education.

    To advance his or her credential from one classification to another, a teacher must submit to the Office of Teacher Certification the following:

    • Bachelor's degree
    • Bachelor's degree plus 18 hours
    • Master's degree
    • Master's degree plus 30 hoursm
    • Doctorate.

    Code 1976 § 59-18-1550 http://www.scstatehouse.net/code/t59c018.htm
    Each teacher employed in schools designated as below average or unsatisfactory who participate in the professional development activities and the improvement actions of the school which go beyond the normal school day and year may earn credits toward recertification according to the criteria established by the State Board of Education. To receive credit, activities must be based on identified professional development needs outlined in the school's improvement plan and must include at least one of the following:

    • Summer institute with follow-up activities
    • Practice of new teaching strategies with peers regularly throughout the school year
    • Work with peer study groups during the academic year in planning lessons
    • Observing and coaching regularly in one another's classrooms.

    The activities must be approved by the Department of Education and the department shall determine the amount of credit earned by the participation.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Code 1976 § 59-26-40http://www.scstatehouse.net/code/t59c026.htm
    All teachers must be evaluated and assisted with a process developed or adopted by the local school district in accordance with state board regulations and must also complete individualized professional growth plans established by the school or district.

    Professional growth plans shall be supportive of district strategic plans and school renewal plans, and may require completion of coursework for the remediation of identified deficiencies.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Code 1976 § 59-1-475http://www.scstatehouse.net/code/t59c001.htm
    Each school district shall adopt a curriculum for continuing education on domestic and family violence for teachers and appropriate staff based on the guidelines and materials developed by the department of education and the South Carolina Coalition Against Domestic Violence and Sexual Assault and approved by the department of social services.

    Code 1976 § 59-29-183http://www.scstatehouse.net/code/t59c029.htm
    The state department of education shall develop or select inservice training programs for teachers and staff in teaching higher order thinking and problem solving as part of the existing curriculum. Upon funding for district implementation of the program by the General Assembly, the department shall ensure that each school district implements teacher inservice training in higher order thinking and problem solving on a schedule to train all teachers and staff within five years.

    Code 1976 § 59-17-140http://www.scstatehouse.net/code/t59c017.htm
    Each school district during annual inservice training shall provide a program of instruction for teachers and administrators in the essentials of constitutional protections and prohibitions as they relate to religion and public school operations.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts Code 1976 § 59-18-1930http://www.scstatehouse.net/code/t59c018.htm
    The Education Oversight Committee shall provide for a comprehensive review of state and local professional development to include principal leadership development and teacher staff development. The review must provide an analysis of training to include what professional development is offered, how it is offered, the support given to implement skills acquired from professional development and how the professional development enhances the academic goals outlined in district and school strategic plans. The oversight committee shall recommend better ways to provide and meet the needs for professional development, to include the use of the existing contract days for inservice. Needed revisions shall be made to state regulations to promote use of state dollars for training that meets national standards for staff development.

    Upon receipt of the recommendations from the comprehensive review of state and local professional development, the State Department of Education shall develop an accountability system to ensure that identified professional development standards are effectively implemented. As part of this system the department shall provide information on the identified standards to all principals and other professional development leaders. Training for all school districts in how to design comprehensive professional development programs that are consistent with the standards shall also be a part of the implementation. A variety of staff development options that address effective teaching and assessment of state academic standards and workforce preparation skills shall be included in the information provided to principals and other professional development leaders to ensure high levels of student achievement.

    Code 1976 § 59-3-90http://www.scstatehouse.net/code/t59c003.htm
    Code 1976 § 59-20-60http://www.scstatehouse.net/code/t59c020.htm

    The state department of education shall provide recommendations and assist districts in conducting inservice training programs for teachers based on the findings and research it derives from the study of effective schools and classrooms and from district plans.

    All school districts must have implemented an on-going, long-range professional development training program in support of effective schools and classrooms.

    Professional Development Requirements for Low-Performing Schools
    School requirements Code 1976 § 59-18-1500http://www.scstatehouse.net/code/t59c018.htm
    Schools rated below average or unsatisfactory must revise their improvement plan. The plan should provide a clear, coherent plan for professional development designed by the faculty that is ongoing, job related and keyed to improving teaching and learning.

    In addition, the required principals' and teachers' professional growth plans must be reviewed and amended to reflect the professional development needs identified in the revised plan and must establish individual improvement criteria on the performance dimensions for the next evaluation.

    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs S.C. Code of Regulations R. 43-500http://www.scstatehouse.net/coderegs/c043.htm#43-500
    The state board has also established teacher training programs in mathematics, science and computer education. Courses will be provided throughout the state on college campuses or at school district facilities. School districts will be invited to apply for funds to conduct one or more courses under criteria approved by the state board for certificate renewal courses or to contract with colleges to offer the prescribed courses.

    Code 1976 § 59-5-135http://www.scstatehouse.net/code/t59c005.htm
    The Governor's Institute of Reading was created in an effort to mobilize education, business and community resources to ensure that all children learn to read independently and well by the end of the third grade. The institute provides teachers, among other services, with professional development and support for implementing best practices in the teaching of reading.

    State Financial Support for Teacher Professional Development
    Specific Appropriations Code 1976 § 59-1-525http://www.scstatehouse.net/code/t59c001.htm
    The state department of education has implemented a schoolwide grant program to enhance the teaching of the grade specific standards adopted by the State Board of Education and to increase the academic performance of students in grades K-5 in the core academic areas of reading, mathematics, social studies and science.

    Of the reading, mathematics, social studies, and science appropriation for this purpose from lottery proceeds each year, $500,000 must be used for teacher inservice training and professional development related to Project Read.

    Tuition Reimbursement No state policy.
    National Board South Carolina's Center for Educator Recruitment, Retention, and Advancement (CERRA) http://www.cerra.org/Proviso-178.pdf
    South Carolina's Center for Educator Recruitment, Retention, and Advancement (CERRA) administers the SC NBC Loan Program which provides up to $2,300 (the assessment fee cost) to qualifying classroom teachers and provides a salary supplement for those who achieve National Board Certification and meet the specific guidelines established by the State Board of Education. This funding is provided through a "forgivable" loan, which allows teachers to borrow the amount needed to pursue National Board Certification and the fee will be paid directly to NBPTS. As long as the teacher becomes a National Board Certified Teacher within three years of application, the entire loan amount is forgiven. Guidelines permit cancellation of half of the loan amount if a candidate submits a scorable portfolio to NBPTS. If the candidate does not become certified within the three-year period, he/she is responsible for full loan repayment to the State of South Carolina.

    Incentives for earning National Board Certification include:

    • Salary increase: National Board Certified Teachers working in a position qualifying for the salary increase receive a supplement of $7,500 annually for the life of the certificate (up to ten years). This supplement is part of S.C. Proviso 1A.40 and must be approved annually by the State Legislature
    • Professional development exemption: National Board Certified Teachers in South Carolina are exempt from taking the required six semester hours within five years of service to renew their certificate during the 10-year life of the NBPTS certificate
    • Reciprocity: South Carolina grants certification to anyone from out-of-state who has National Board Certification, without any additional requirements (e.g., test scores, courses).
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals S.C. Code of Regulations R. 43-209http://www.scstatehouse.net/coderegs/c043.htm#43-209 All instructional paraprofessionals must participate in preservice and inservice training programs for instructional paraprofessionals.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    South Dakota
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days SDCL. § 13-26-2http://198.187.128.12/southdakota/lpext.dll/Infobase/ffce/10f84/10f9c?fn=document-frame.htm&f=templates
    No state policy.

    However, school boards are encouraged to provide time within the regular school term for curriculum and staff development.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement S.D. Admin. R. 24:15:03:06 http://legis.state.sd.us/rules/rules/2415.htm#24:15:03:06
    South Dakota Department of Education, Teacher Certification Renewal Application Instructions & Requirements, http://www.state.sd.us/deca/OPA/Teacher%20Certification/RenewTeacherCertApp.doc

    The department of education may renew a teacher's certificate for a five-year period upon completion of:
    • Six semester hours or nine quarter hours from an accredited postsecondary institution (including community colleges and postsecondary technical institutes)
    • Six renewal credits approved by the department
    • Nine continuing education units (CEUs)
    • A combination of the above equivalent to six semester hours.

    College credit may be graduate or undergraduate and may include workshops, telecourses, extension courses, and independent study or correspondence courses from accredited colleges or universities. Credits taken after the issue date on your certificate will count toward the next renewal.

    All credits must relate to the area in which the teacher is qualified to teach or be applicable to an added endorsement or advanced degree in education. Teachers with limited vocational certificates must comply with the requirements of their professional development plan.

    S.D. Admin. R. 24:03:01:01http://legis.state.sd.us/rules/rules/2403.htm#24:03:01
    Inservice education or training is defined as a program of systematized activities approved by the school system that contributes to the professional or occupational growth and competence of staff members during the time of their service to the school system.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts No state policy.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs SDCL. § 13-3-58http://198.187.128.12/southdakota/lpext.dll/Infobase/ffce/100d8/101c3?fn=document-frame.htm&f=templates
    The Department of Education shall establish the Advanced Reading Enhancement Program to assist and strengthen the teaching and learning of reading in grades one and two. Early intervention reading strategies shall promote growth in word recognition and comprehension through focused reading and writing activities. The department shall develop and provide a comprehensive statewide program that will offer technical assistance to school districts and offer professional development in research-based classroom practices that allow teachers to analyze instruction, assessment, and achievement, and set goals for improvement.

    S.D. Admin. R. 24:40:11:04http://legis.state.sd.us/rules/rules/2440.htm#24:40:11
    The Christa McAulliffe Fellowship program provides funding for:

    • A sabbatical for study, research or academic improvements
    • Expanding or replicating model programs for staff development.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board South Dakota Department of Education, National Board Certification, http://www.state.sd.us/deca/Secretary/NationalBoard/index.htm
    South Dakota has been allocated funds for the subsidy program provided by the U.S. Congress through a grant from the U.S. Department of Education for the Candidate Subsidy Program. The program helps teachers obtain National Board Certification through the National Board for Professional Teaching Standards (NBPTS). The Candidate Subsidy Program helps financially offset a portion of the application fee for teachers who participate in National Board Certification.

    Subsidies of $500 to $1,000 will be awarded to eligible national board certification candidates.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Texas
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 19 TAC § 232.851 http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=232&rl=851
    Holders of the Standard Classroom Teacher Certificate must complete 150 clock hours of continuing professional education every five years.

    Holders of the Standard Reading Specialist Certificate must complete 200 clock hours of continuing professional education every five years.

    Holders of the Standard Master Teacher Certificate must complete 200 clock hours of continuing professional education every five years.

    Holders of the Standard Learning Resources Specialist Certificate must complete 200 clock hours of continuing professional education every five years.

    Holders of Provisional Teaching Certificates issued prior to September 1, 1999, who opt into the Standard Certificate pursuant to §232.810 of this chapter must complete 150 clock hours of continuing professional education every five years.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) 19 TAC § 150.1004 http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&app=9&p_dir=N&p_rloc=111616&p_tloc=&p_ploc=1&pg=4&p_tac=&ti=19&pt=2&ch=150&rl=1001
    A teacher who is deemed "in need of assistance" following a performance appraisal shall, in consultation with the appraiser and/or the teacher's supervisory, develop an intervention plan that includes, among other things, options for professional development activities designed to enhance teacher proficiency.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts TEC § 21.451 http://www.capitol.state.tx.us/statutes/docs/ED/content/htm/ed.002.00.000021.00.htm#21.451.00
    The staff development provided by a school district must be:
    • Conducted in accordance with standards developed by the district
    • Designed to improve education in the district.

    In addition, staff development must be predominantly campus-based, related to achieving campus performance objectives established under and developed and approved by the campus-level committee.

    A school district may use district-wide staff development as developed and approved at the district level.

    TEC § 11.252 http://www.capitol.state.tx.us/statutes/docs/ED/content/htm/ed.002.00.000011.00.htm#11.252.00
    Each school district shall have a district improvement plan that is developed, evaluated and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. The plan must include provisions for, among other things, staff development for the district's professional staff.

    At least every two years, each district shall evaluate the effectiveness of the district's decision-making and planning policies, procedures and staff development staff development activities related to district- and campus-level decision-making and planning to ensure that they are effectively structured to positively impact student performance.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs TEC § 21.455 http://www.capitol.state.tx.us/statutes/docs/ED/content/htm/ed.002.00.000021.00.htm#21.455.00
    The commissioner of education shall develop and make available professional development institutes for teachers who provide instruction in mathematics to students at the fifth through eighth grade levels. Institutes must address:
    • The underlying mathematical skills required to be taught at the relevant grade levels
    • Mathematical instruction techniques that, through scientific testing, have been proven effective.

    Note: From funds appropriated for the purpose, the commissioner shall pay a stipend (amount to be determined by the commissioner) to each teacher who completes a professional development institute developed under this section.

    19 TAC § 230.121http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=230&rl=121
    Institutions of higher education with approved teacher education programs may apply to the State Board for Educator Certification (SBEC) for designation as centers for professional development of teachers.

    TEC § 21.047 http://www.capitol.state.tx.us/statutes/docs/ED/content/htm/ed.002.00.000021.00.htm#21.047.00
    The state board may develop the process for the establishment of centers for professional development through institutions of higher education for the purpose of integrating technology and innovative teaching practices in the preservice and staff development training of public school teachers and administrators. An institution of higher education with a teacher education program may develop a center through a collaborative process involving public schools, regional education service centers, and other entities or businesses. A center may contract with other entities to develop materials and provide training.

    State Financial Support for Teacher Professional Development
    Specific Appropriations One of the primary strategies for the State Board for Educator Certification (SBEC) is improving educator quality. In the last biennium (2002-2003 to 2003-2004) the SBEC appropriated $10 million to pursue various goals toar improving educator quality.

    Source: SBEC.

    19 TAC § 89.1125 http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=89&rl=1125
    State special education funds may be used to, among other things:

    • Contract with consultants to provide staff development
    • Pay travel of staff (including administrators, general education teachers, and special education teachers and service providers) to attend staff development meetings for the purpose of improving performance in assigned positions directly related to the education of eligible students with disabilities.

    TEC § 42.153 http://www.capitol.state.tx.us/statutes/docs/ED/content/htm/ed.002.00.000042.00.htm#42.153.00
    A district's bilingual education or special language allocation may be used, in addition to other things, staff development.

    Tuition Reimbursement TEC § 29.061 http://www.capitol.state.tx.us/statutes/docs/ED/content/htm/ed.002.00.000029.00.htm#29.061.00
    A school district may compensate a bilingual education or special language teacher for participating in a continuing education program that is in addition to the teacher's regular contract. The continuing education program must be designed to provide advanced bilingual education or special language program endorsement or skills.

    In addition, the Teacher for Texas program provides tuition reimbursements. For more information, see .

    And finally, the Educational Aide Exemption (EA) program encourages employees of public school district's in the state to seek out and acquire certification as teachers by providng free tuition and reduced fees to participants. For more information, see http://www.collegefortexans.com/cfbin/tofa2.cfm?ID=38

    National Board No state policy.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy. However, the Educational Aide Exemption (EA) program encourages employees of public school district's in the state to seek out and acquire certification as teachers by providng free tuition and reduced fees to participants. For more information, see http://www.collegefortexans.com/cfbin/tofa2.cfm?ID=38

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development 19 TAC § 232.4 http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=232&rl=4
    High-quality professional development as defined by the No Child Left Behind Act of 2001, 20 United States Code (USC), §7801 (2001, as amended), which includes, but is not limited to, activities that are sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction; that advance the teacher's understanding of effective instructional strategies; that are developed with participation of teachers, principals, parents, and administrators; and that are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement.

    19 TAC § 232.850 http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=232&rl=850
    At least 80% of the continuing professional education (CPE) activities should be directly related to the certificate(s) being renewed and focus on the standards required for the initial issuance of the certificate(s), including:

    • Content area knowledge and skills
    • Professional ethics and standards of conduct
    • Professional development, which should encompass topics such as district and campus priorities and objectives; child development, including research on how children learn; discipline management; applicable federal and state laws; diversity and special needs of student populations; increasing and maintaining parental involvement; integration of technology into educational practices; ensuring that students read on or above grade level; diagnosing and removing obstacles to student achievement; and instructional techniques.
    • Educators are encouraged to identify CPE activities based on results of the required annual appraisal

    Means of Evaluation/Data Collection 19 TAC § 232.870 http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=232&rl=870
    The SBEC is responsible for developing procedures to approve as providers and/or sponsors any other person, agency or entity seeking to offer continuing professional education activities.

    Utah
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement U.A.C. R277-522 http://www.rules.utah.gov/publicat/code/r277/r277-522.htm
    U.A.C. R277-502 http://www.rules.utah.gov/publicat/code/r277/r277-502.htm

    Level I teachers must complete professional development directed by the local school district.

    Level II teachers must teachers must have three years experience and 100 professional development points over five years.

    Level 3 teachers must have three years of experience and 100 professional development points over 7 years.

    Note: Professional development means locally or Board-approved education-related training or activities that enhance an educator's background consistent license renewal requirements. Professional development plan means a plan developed by an educator and approved by the educator's supervisory that includes locally or board-approved education related training or activities that enhance an educator's background.

    U.A.C. R277-519-4http://www.rules.utah.gov/publicat/code/r277/r277-519.htm
    Credit is available in half-credit units, beginning with one-half credit and up to three credits per educational experience.

    Credit for specific inservice experiences include:

    • Courses and workshops: On the semester system, seven to thirteen contact hours equals one-half credit, fourteen to twenty contact classroom hours equal one credit
    • Independent study: forty two hours equal one credit
    • Conferences: no specific credit awarded unless a conference could also satisfy the criteria for a workshop or independent study. If so, credit may be issued upon prior approval by the USOE
    • Certification Section of the experience.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) U.A.C. R277-400-7http://www.rules.utah.gov/publicat/code/r277/r277-400.htm#T7
    Each Utah school district shall provide an annual inservice for district and school building staff on employees roles, responsibilities and priorities in the emergency response plan.

    Note: Each local board of education shall adopt, maintain and provide a copy to the Utah State Office of Education, its Emergency Preparedness and Emergency Response plans or a comprehensive plan that prepares and trains students and staff for natural disaster and school violence emergencies.

    U.A.C. R277-473-8http://www.rules.utah.gov/publicat/code/r277/r277-473.htm#T8
    School districts shall develop policies and procedures consistent with the law and Board rules for standardized test administration and make them available and provide training to all teachers and administrators.

    At least twice each school year, school districts shall provide professional development for all teachers, administrators, and standardized test administrators concerning guidelines and procedures for standardized test administration, including teacher responsibility for test security and proper professional practices.

    U.C.A. 1953 § 53A-1-605 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24212/24367/2439f?fn=document-frame.htm&f=templates
    Each local school board shall provide for a professional development program that provides teachers, principals, and other professional staff employed by the school district with the training required to successfully establish and maintain U-PASS.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards U.C.A. 1953 § 53A-3-701 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24891/24af2/24af3?fn=document-frame.htm&f=templates
    Each public school and school district shall develop and implement a systematic, comprehensive, and long-term plan for staff professional development.

    Each school shall use its school community council, school directors or a subcommittee or task force created by the school community council to help develop and implement the plan.

    Plans should include an alignment of professional development activities at the school and school district level with:

    • The school improvement plan
    • The School LAND Trust Program
    • The Utah Performance Assessment System for Students
    • The Educator Licensing and Professional Practices Act
    • Teacher Career Ladders
    • Educator evaluation.

    Miscellaneous efforts U.C.A. 1953 § 53A-3-701 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24891/24af2/24af3?fn=document-frame.htm&f=templates
    Each public school and school district shall develop and implement a systematic, comprehensive, and long-term plan for staff professional development.

    Each school shall use its school community council, school directors or a subcommittee or task force created by the school community council to help develop and implement the plan.

    Plans should include an alignment of professional development activities at the school and school district level with:

    • The school improvement plan
    • The School LAND Trust Program
    • The Utah Performance Assessment System for Students
    • The Educator Licensing and Professional Practices Act
    • Teacher Career Ladders
    • Educator evaluation.

    Plans should also include:

    • Provisions for the development of internal instructional leadership and support
    • The periodic presence of all stakeholders at the same time in the professional development process, to include administrators, educators, support staff, parents, and students
    • Provisions for the use of consultants to enhance and evaluators to assess the effectiveness of the plan as implemented
    • The time required for and the anticipated costs of implementing and maintaining the plan.

    Each local school board shall review and either approve or recommend modifications for each school plan within its district so that each school's plan is compatible with the district plan and:

    • Provide positive and meaningful assistance to a school, if requested by its community council or school directors, in drafting and implementing its plan
    • Monitor the progress of each school plan and hold each school accountable for meeting the objectives of its plan.

    The State Board of Education, through the superintendent of public instruction, shall work with school districts to identify the resources required to implement and maintain each school's and school district's professional development plan.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers U.A.C. R277-479-3http://www.rules.utah.gov/publicat/code/r277/r277-479.htm#T3
    Utah's Regional Service Centers consist of four area centers designated to serve school districts in cooperative projects such as purchasing, media services, inservice and special education. These centers service small and rural districts or both in the northeast, southeast, southwest and central areas of Utah.
    Other Professional Development Services and Programs U.C.A. 1953 § 53A-1a-107 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24445/24474/244bd?f=templates&fn=document-frame.htm&2.0#JD_53a-1a-107JD_53a-1a-107
    The state board of education is responsible for disseminating successful site-based decision-making models to districts and schools and provide teacher professional development opportunities and evaluation programs for site-based plans.

    U.C.A. 1953 § 53B-18-801 http://198.187.128.12/utah/lpext.dll/Infobase/25f2c/26a1f/26ad8/26ad9?f=templates&fn=document-frame.htm&2.0
    The Center for the School of the Future at Utah State University provides, in addition to other duties, support in the implementation of best practices in the public education system through professional development programs and dissemination of information. The center also provides inservice workshops and on-site visits to assure that board and district procedures are appropriately understood and implemented.

    U.C.A. 1953 § 53A-3-402.10 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24891/24918/2498c?fn=document-frame.htm&f=templates
    The Reading Clinic at the University of Utah assists educators in becoming better prepared to help all students become successful readers by providing them with professional development programs in reading that are based on best practices and the most current, scientific research available through nationally and internationally recognized reading researchers and instructional specialists.

    State Financial Support for Teacher Professional Development
    Specific Appropriations U.A.C. R277-478-5 http://www.rules.utah.gov/publicat/code/r277/r277-478.htm#T5
    U.C.A. 1953 § 53A-17a-104 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/2557d/255be/255e0?fn=document-frame.htm&f=templates
    U.C.A. 1953 § 53A-17a-124http://198.187.128.12/utah/lpext.dll/Infobase/241ed/2557d/255be/256e1?fn=document-frame.htm&f=templates

    Districts and charter schools shall use Quality Teaching Block Grant funds to implement school and school district comprehensive, long-term professional development professional development plans required by state policy.

    For the fiscal year beginning July 1, 2003, the Quality Teaching Block Grant Program totaled $57,426,623.

    U.A.C. R277-479-6http://www.rules.utah.gov/publicat/code/r277/r277-479.htm#T6
    The Utah State Office of Education shall designate a sum from the amount appropriated for District Services for staff development for school teachers, including instruction in methods which incorporate the Core Curriculum, with emphasis on language arts/reading, mathematics, science, and other areas, the use of technology as an instructional tool, and the development of teacher skills in the use of new assessment tools that demonstrate student competency.

    The office shall use the appropriation to improve access to schooling for all students by training teachers to provide a personalized education plan to meet the needs of each child.

    U.A.C. R277-524-6 http://www.rules.utah.gov/publicat/code/r277/r277-524.htm#T6
    Local education agencies may use Title I funds in addition to other funds available and identified by the local education agency to support ongoing training and professional development for paraprofessionals.

    Tuition Reimbursement U.C.A. 1953 § 53A-1a-601 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24445/2467d/2467e?f=templates&fn=document-frame.htm&2.0#JD_53a-1a-601JD_53a-1a-601
    Utah's Public Education Job Enhancement Program to attract, train, and retain highly qualified secondary teachers in mathematics, physics, chemistry, physical science, learning technology, and information technology.

    Awards of up to $20,000 or a scholarship to cover the tuition costs for a master's degree, an endorsement, or graduate education in the areas identified to be given to selected public school teachers on a competitive basis.

    U.C.A. 1953 § 53A-6-104 http://198.187.128.12/utah/lpext.dll/Infobase/241ed/24b4e/24b84/24bcf?f=templates&fn=document-frame.htm&q=53A-6-104%20&x=Advanced&2.0
    An educator who is enrolling in a course of study at an institution within the state system of higher education to satisfy the professional development requirements is exempt from tuition, except for a semester registration fee established by the State Board of Regents, if:

    • The educator is enrolled on the basis of surplus space in the class after regularly enrolled students have been assigned and admitted to the class in accordance with regular procedures, normal teaching loads and the institution's approved budget
    • Enrollments are determined by each institution under rules and guidelines established by the State Board of Regents in accordance with findings of fact that space is available for the educator's enrollment.

    National Board National Board for Professional Teaching Standards (NBPTS), State & Local Actions & Incentives, Utah, http://www.nbpts.org/about/stateinfo.cfm?state=Utah
    In addition, the Utah State Office of Education will utilize National Board for Professional Teaching Standards (NBPTS) Candidate Subsidy funds to support 17 candidates at 50 percent of the certification fee. Selection is based on a first-come, first-served basis and candidates must meet NBPTS eligibility guidelines.

    For candidate eligibility guidelines, see http://www.nbpts.org/candidates/index.cfm#2

    .
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals U.A.C. R277-524-6http://www.rules.utah.gov/publicat/code/r277/r277-524.htm#T6
    No state policy, however, local education agencies may use Title I funds in addition to other funds available and identified by the local education agency to support ongoing training and professional development for paraprofessionals.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Vermont
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days 16 V.S.A. § 1071 http://www.leg.state.vt.us/statutes/fullsection.cfm?Title=16&Chapter=025&Section=01071
    Each public school shall be provide at least five teacher in-service education days, during which time activities shall be conducted without students present in order to increase the competency of the staff, improve the curriculum of the school, enable teachers to attend state educational meetings or disseminate student progress information to parents or the community.

    Schools may schedule additional days for student attendance or teacher in-service education. However, these days shall not conflict with any applicable school calendar.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 000 CVR 010, Not available online.
    Vermont State Board of Education Manual of Rules and Practices, Rule 5200 and 5100, http://www.state.vt.us/educ/new/pdfdoc/board/rules/5100.pdf#general
    State of Vermont Department of Education, Frequently Asked Questions Regarding Vermont’s Educator Licensing Process,http://www.state.vt.us/educ/new/pdfdoc/licensing/licensing_process_update.pdf

    Vermont requires teachers to complete 180 professional development points every five years for relicensure.

    Relicensure credit means a unit of measure assigned by a local or regional standards board, or the state licensing office, to a professional development activity that meets standards for relicensure.

    Note: Fifteen clock hours of professional development is equivalent to one relicensure credit.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Vermont State Board of Education Manual of Rules and Practices, Rule 5600, http://www.state.vt.us/educ/new/pdfdoc/board/rules/5100.pdf#general
    No state policy.

    However, teacher relicensure is based on a local standards board-approved Individual Professional Development Plan (IPDP) and corresponding board-approved professional development activities and board-approved professional portfolios.

    Note: An Individual Professional Development Plan (IPDP) describes the professional development goals to be pursued during a specified period of time by the individual filing such plan.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Vt. Code R. 22 000 009, Not available online.
    Schools must provide for training of school staff such that teachers and health and guidance personnel have a sufficient level of professional development to enable them to competently teach or provide other services required in the school's alcohol and drug abuse prevention education program.

    22 000 CVR 003, Not available online.
    Each school shall ensure that new professional staff are provided appropriate training in standards-based instruction and shall ensure that each new professional staff member works with the local and regional standards boards to establish an IPDP for the licensure period.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts 22 000 CVR 003, Not available online.
    Vermont's teachers complete needs-based professional development/staff development based on needs identified through an examination of student performance data and related data and aligned with a schools action plan for improving student performance.

    Each school shall make continual and steady progress in developing a local comprehensive assessment system that includes the state-level assessments, is aligned with the Framework or comparable standards and is consistent with the Vermont Comprehensive Assessment System adopted by the State Board of Education in November 1996.

    A school's comprehensive assessment system shall yield results that enable it to make decisions about instruction, professional development and educational resources and curriculum.

    Each school shall develop and implement a school-wide system of needs-based professional development for all professional staff including administrators and other staff involved in student instruction, including paraprofessionals. The professional development system shall be designed, after research and data collection, to enhance the skills and abilities of staff to improve student performance in relation to the Framework or comparable standards.

    In addition, each school must align its professional development system with its staff evaluation and supervision policies.

    Each school shall coordinate its professional development with district-wide goals and coordinate with local and regional standards boards to ensure that each professional educator's Individual Professional Development Plan (IPDP) is, to the fullest extent practicable, aligned with the school's action plan and professional development needs.

    Using data and research to reach decisions, school leadership shall provide for appropriate professional development linked to the school's action plan.

    Professional Development Requirements for Low-Performing Schools
    School requirements 16 V.S.A. § 165 http://198.187.128.12/vermont/lpext.dll/Infobase/152d5/15310/15412/15468?fn=document-frame.htm&f=templates
    Vermont has established school quality standards and student performance standards (See, http://www.state.vt.us/educ/new/pdfdoc/board/rules/2000.pdf) that all public schools must meet.

    If a school fails to meet the established standards the state board may recommend, among other things, continued technical assistance.

    22 000 CVR 003, Not available online.
    If a determination is made that a school is in need of technical assistance, the commissioner, as necessary and appropriate, shall:

    • Assist in analyzing student performance data and determining areas of needed improvement
    • Assist in developing an action plan to improve student performance based upon the analysis of data
    • Assist in securing resources to advance the implementation of the action plan, such as grants and linkages with professional development organizations
    • Intensify monitoring of school progress in improving student performance
    • Make available information about the resources contained in the clearinghouse.

    16 V.S.A. § 164(10)http://198.187.128.12/vermont/lpext.dll/Infobase/152d5/15310/15412/15450?fn=document-frame.htm&f=templates
    The state has established an information clearinghouse and accessible database to help districts share information about educational programs and practices, which improve student performance.

    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers Vermont Teacher Quality Enhancement Program,http://www.vismt.org/forms/fbp.html
    Funded by a federal Teacher Quality Enhancement state grant in 1999, Vermont has created five regional “Teacher Quality Networks,” a partnership of schools, communities, businesses, professional development providers, and institutions of higher education, to share ideas for school improvement plans, professional development, and curriculum, instruction and assessment. This support system enables schools to stay connected as they work to enhance educator quality.

    Some of the program's goals include:

    • Develop data base to profile teacher education and professional development programs in colleges and schools
    • Build local capacity for quality professional development
    • Support implementation for local teacher leader models
    • Support provision of necessary content training
    • Provide regional coordination for professional development partnerships.

    Other Professional Development Services and Programs Vermont Statewide System of Educator Preparation and Professional Development (SSEPPD), http://www.sseppd.org/
    Vermont's Statewide System of Educator Preparation and Professional Development (SSEPPD) works to guarantee a high-quality educational experience to every learner in the state through the creation of a regionally focused, school-based educator preparation and quality enhancement programs.

    22 000 CVR 001, Not available online.
    The department of education's educational resources unit provides, among other things, a teacher-to-teacher training program. In addition, the department has a personnel development team that coordinates in-service planning and professional development activities and services as the core staff of the In-service institute.

    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board Vermont's Title II Report (2003),http://www.title2.org
    The Vermont Project for Accomplished Teaching,http://www.vtworldclassteaching.org/

    State funding supports experienced teachers seeking National Board for Professional Teaching Standards (NBPTS) certification by providing $2000 to cover this assessment process. Additionally, funding was provided to give teachers who are successful in acquiring Board certification and who agree to serve as a mentor a $2,500 annual bonus.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Vt. Code R. 22 000 006, Not available online.
    Each school district and supervisory union must:
    • Identify the training needs of the paraeducators who assist qualified personnel in the provision of special education and related services
    • Provide paraeducators entry level training as needed and ongoing in-service training to ensure that paraeducators are appropriately trained.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Virgin Islands
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days Information not available.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Information not available.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Information not available.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) Information not available.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards Information not available.
    Miscellaneous efforts 17 V.I.C. § 294, Not available online.
    The Department of Education shall establish, and publish or cause to be published a description of, programs and procedures for the development of a comprehensive system of personnel development which shall include the inservice training of general and special educational instructional and support personnel, detailed procedures to assure that all personnel necessary to carry out the purposes of this chapter are appropriately and adequately trained, and effective procedures for acquiring and disseminating the teachers and administrators of programs for handicapped children significant information derived from educational research, demonstration, and similar projects, and adopting, where appropriate, promising educational practices and materials developed through such projects.
    Professional Development Requirements for Low-Performing Schools
    School requirements Information not available.
    District requirements Information not available.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities Information not available.
    Regional Service Centers Information not available.
    Other Professional Development Services and Programs Information not available.
    State Financial Support for Teacher Professional Development
    Specific Appropriations Information not available.
    Tuition Reimbursement Information not available.
    National Board Information not available.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals Information not available.
    Substitute Teachers Information not available.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development Information not available.
    Means of Evaluation/Data Collection Information not available.

    Virginia
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement 8 VAC 20-21-100http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-21-100
    Licenses may be renewed upon the completion of 180 professional development points within a five-year validity period based on an individualized professional development plan.

    Professional development points can be accrued by the completion of activities from one or more of the following options:

    • College credit
    • Professional conference
    • Peer observation
    • Educational travel
    • Curriculum development
    • Publication of article/book
    • Mentorship/supervision
    • Educational project
    • Employing educational agency professional development activity.

    A minimum of 90 points (three semester hours in a content area) in the license holder's endorsement area or areas shall be required of license holders without a master's degree and may be satisfied at the undergraduate (two-year or four-year institution) or graduate level. Special education course work designed to assist classroom teacher and other school personnel in working with students with disabilities, a course in gifted education, a course in educational technology, or a course in English as a second language may be completed to satisfy the content course requirement for one cycle of the renewal process.

    Professional development activities designed to support the Virginia Standards of Learning, Standards of Accreditation, and Assessments may be accepted in lieu of the content course for one renewal cycle. The substance of the activities must clearly support these initiatives and address one or more of the following areas:

  • New content knowledge to implement the Virginia Standards of Learning
  • Curriculum development initiative designed to translate the standards from standards to classroom objectives
  • Teaching beginning reading skills including phonemic awareness and the structure of language (phonics)
  • Staff development activities in assessment to assist classroom teachers in the utilization of test results to improve classroom instruction
  • Professional development designed to implement the technology standards in the schools.
  • Content area courses are courses at the undergraduate level (two-year or four-year institution) or at the graduate level that will not duplicate previous courses taken in the humanities, history and social science, the sciences, mathematics, health and physical education, and the fine arts. These courses are usually available through the college or department of arts and sciences. License holders with elementary education, middle education, special education, or reading endorsements must satisfy the 90-point requirement through content course work in one of the areas listed above. Courses available through the college's or institution's department of education may be used to satisfy the content requirement for those license holders with endorsements in health and physical education, vocational education, and library science education.

    With prior approval of the division superintendent, the 90 points in a content area also may be satisfied through course work taken to obtain a new teaching endorsement or course work taken because of a particular need of a particular teacher.

    The remaining 90 points may be accrued by activities drawn from one or more of the 10 options described in The Virginia Renewal Manual. Renewal work is designed to provide licensed personnel with opportunities for professional development relative to the grade levels or teaching fields to which they are assigned or for which they seek an added endorsement. Such professional development encompasses:

    • Responsible remediation of any area of an individual's knowledge or skills that fails to meet the standards of competency
    • Responsible efforts to increase the individual's knowledge of new developments in his field and to respond to new curricular demands within the person's area of professional competence.

    The proposed work toward license renewal in certain options must be approved in advance by the chief executive officer or designee of the employing educational agency. Persons who are not employed by an educational agency may renew or reinstate their license by submitting to the Office of Professional Licensure, Department of Education, their individualized renewal record and verification of points, including official student transcripts of course work taken at an accredited two-year or four-year college or university.

    On and after July 1, 2003, persons seeking license renewal as teachers must demonstrate proficiency in the use of educational technology for instruction.

    On or after July 1, 2004, persons seeking license renewal and persons seeking licensure renewal as teachers for the first time after such date complete study in child abuse recognition and intervention in accordance with curriculum guidelines developed by the state board of education in consultation with the state department of social services that are relevant to the specific teacher licensure routes.

    Va. Code Ann. § 22.1-303http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-303
    Any teacher hired on or after July 1, 2001, shall be required, as a condition of achieving continuing contract status, to have successfully completed training in instructional strategies and techniques for intervention for or remediation of students who fail or are at risk of failing the Standards of Learning assessments. Local school divisions shall be required to provide said training at no cost to teachers employed in their division. In the event a local school division fails to offer said training in a timely manner, no teacher will be denied continuing contract status for failure to obtain such training.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) Va. Code Ann. § 22.1-276.2http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-276.2
    The school board may require any teacher, whose performance evaluation indicates deficiencies in the management of student conduct, to attend professional development activities designed to improve classroom management and disciplinary skills.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) 8 VAC 20-25-20http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-25-20
    School divisions and institutions of higher education shall develop implementation plans for pre-service and in-service training for instructional personnel. The implementation plan shall provide the requirements for demonstrated proficiency of the technology standards.

    Va. Code Ann. § 22.1-253.13:5http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-253.13C5
    Each local school board shall provide a program of high-quality professional development (i) in the use and documentation of performance standards and evaluation criteria based on student academic progress and skills for teachers and administrators to clarify roles and performance expectations and to facilitate the successful implementation of instructional programs that promote student achievement at the school and classroom levels; (ii) as part of the license renewal process, to assist teachers and principals in acquiring the skills needed to work with gifted students, students with disabilities, and students who have been identified as having limited English proficiency and to increase student achievement and expand the knowledge and skills students require to meet the standards for academic performance set by the Board of Education; (iii) in educational technology for all instructional personnel which is designed to facilitate integration of computer skills and related technology into the curricula, and (iv) for administrative personnel designed to increase proficiency in instructional leadership and management, including training in the evaluation and documentation of teacher and administrator performance based on student academic progress and the skills and knowledge of such instructional or administrative personnel.

    In addition, each local school board shall also provide teachers and principals with high-quality professional development programs in (i) the preparation of tests and other assessment measures; (ii) methods for assessing the progress of individual students, including Standards of Learning assessment materials or other criterion-referenced tests that match locally developed objectives; (iii) instruction and remediation techniques in English, mathematics, science, and history and social science; (iv) interpreting test data for instructional purposes; and (v) technology applications to implement the Standards of Learning.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts 8 VAC 20-25-20 http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-25-20
    School divisions and institutions of higher education shall develop implementation plans for pre-service and in-service training for instructional personnel. The implementation plan shall provide the requirements for demonstrated proficiency of the technology standards.

    For Maryland's High-Quality Professional Development Criteria, see http://www.pen.k12.va.us/VDOE/nclb/HQPDcriteria4-04.pdf

    8VAC20-450-10http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-450-10
    Local school authorities shall develop continuing in-service training programs in accordance with the provision of the Standards of Quality, as follows:

    • Each school division shall provide a program of personnel development for instructional personnel
    • This program shall be designed to help all personnel increase proficiency in performing responsibilities.

    Underlying the Standards of Quality is the desire that local school divisions will provide in-service and staff development activities consistent with locally identified needs. Planning shall include representation of professional personnel. Such activities may include in-school staff development endeavors, classes with college credit, classes without college credit, or other activities that the school division determines to be appropriate for the needs of staff.

    8VAC20-450-20http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-450-20
    The division superintendent of schools may:

    • Organize classes within the division on a regular basis
    • Arrange with state institutions of higher learning to provide instructors for such classes, which will involve semester hours credit
    • Select and enroll instructional personnel who must be under a teaching contract with the participating school boards.

    8VAC20-450-30http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-450-30
    8 VAC 20-450-40http://leg1.state.va.us/000/reg/TOC08020.HTM#C0450
    8VAC20-450-50 http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-450-50

    School divisions are encouraged to design and develop programs to meet the objectives of the Standards of Quality and to meet special needs of the local educational program. The primary objective of the noncollege credit program shall be to increase proficiency of instructional personnel in performing assigned tasks. These programs, with prior approval of the Department of Education, will be accepted for partial fulfillment of certification renewal requirements. One-hour credit necessitates a minimum of 16 contact hours. Noncollege credit programs may not be substituted for college credit courses needed to meet specific course requirements for certificate endorsement.

    Applications for approval for these programs shall be submitted on forms provided by the department of education to include the following:

    • Documentation of areas of need for in-service programs
    • Objectives for the program
    • Number of teacher involved in the program
    • Description of training plans
    • Plans for program evaluation
    • Names and qualifications of instructors or consultants.

    Certification renewal credit earned under these programs (noncollege credit) shall not constitute more than three of the six semester hours' credit required for certificate renewal. College credit courses taken for certificate renewal shall be taken at a senior institution unless a new endorsement is sought. Courses taken for certification deficiency purposes may be taken at a two-year or four-year institution. Underlying certificate renewal is the assumption that courses taken shall be at or beyond the level at which previous work was completed.

    Va. Code Ann. § 22.1-253.13:1http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-253.13C1
    From such funds as may be appropriated or otherwise received for such purpose, there shall be established within the department of education a unit to, among other things, identify and analyze effective instructional programs and practices and professional development initiatives. Such unit may also provide resources supporting professional development for administrators and teachers. In providing such information, resources, and other services to school divisions, the unit shall give priority to those divisions demonstrating a less than 70 percent passing rate on the Standards of Learning assessments.

    Professional Development Requirements for Low-Performing Schools
    School requirements 8 VAC 20-131-310http://leg1.state.va.us/cgi-bin/legp504.exe?000+reg+8VAC20-131-310
    A school rated as accredited with warning must develop and implement a three-year school improvement plan, which articulates the staff development needed.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs Va. Code Ann. § 23-9.13:1 http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+23-9.13C1
    The Virginia State Council of Higher Education shall establish institutes providing in-service training in the effective use of educational technology for teachers, administrators and librarians in the elementary and secondary schools and equivalent adult education and literacy programs in the Commonwealth.

    The institutes shall be established at sites that may include two-year and four-year public institutions of higher education.

    Note: Contingent upon funding.

    Va. Code Ann. § 22.1-279.6http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-279.6
    The state board of education shall establish develop standards for in-service training of school personnel in and examples of the appropriate management of student conduct and student offenses in violation of school board policies.

    Va. Code Ann. § 22.1-253.13:5 http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-253.13C5
    The state board of education shall provide guidance on high-quality professional development for school personnel.

    The state board shall also provide technical assistance on high-quality professional development to local school boards designed to ensure that all instructional personnel are proficient in the use of educational technology consistent with its Six-Year Educational Technology Plan for Virginia.

    State Financial Support for Teacher Professional Development
    Specific Appropriations Va. Code Ann. § 22.1-199.1http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-199.1
    In the 1996 biennium and thereafter, the first priority for funding shall be consistent with those components of the Board of Education's revised six-year technology plan which includes, but is not limited to, training and professional development on available technologies and software to all levels and positions, including professional development for personnel delivering career and technical education at all levels and positions.

    Va. Code Ann. § 22.1-199.1http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-199.1
    The board of education shall provide funding for educational technology training for instructional personnel.

    Tuition Reimbursement Va. Code Ann. § 22.1-295 http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-295
    School boards are required to adopt employment policies and practices designed to promote the employment and retention of the highest quality instructional personnel and to effectively serve the educational needs of students. Such policies shall include, but need not be limited to, incentives for excellence in teaching, including financial support for teachers attending professional development seminars or those seeking and obtaining national certification.

    National Board Va. Code Ann. §22.1-299.2 http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-299.2
    National Board for Professional Teaching Standards (NBPTS), State & Local Actions & Incentives, Virginia,http://www.nbpts.org/about/stateinfo.cfm?state=Virginia

    The state department of education utilizes National Board for Professional Teaching Standards (NBPTS) subsidies to support 169 candidates at $1,000 of the certification fee. Legislative appropriation provides for the other $1,000 portion of the fee for 75 randomly selected candidates.

    In 1999, Virginia established the National Teacher Certification Incentive Reward Program, which provides public school teachers obtaining National Board certification, to the extent that funds are available, an initial award of $5,000 and a subsequent award of $2,500 each year for the life of the certificate.

    Note: The state board established guidelines for the distribution of awards if the moneys in the fund are not sufficient to award each eligible teacher the established award amount.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development

    For Maryland's High-Quality Professional Development Criteria, see http://www.pen.k12.va.us/VDOE/nclb/HQPDcriteria4-04.pdf

    Means of Evaluation/Data Collection No state policy.

    Washington
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Washington's Professional Certificate is renewable contingent upon completing 150 clock hours of continuing education credit (or academic equivalent) every five years.

    WAC 180-79A-250 http://www.leg.wa.gov/WAC/index.cfm?section=180-79A-250&fuseaction=section
    The state's Residency Certificate (initial) is valid for five years and may be renewed for an additional three-year period on application and verification that the individual has completed all course work requirements from a regionally accredited institution of higher education for continuing certification of has completed at least 15 quarter credit hours (10 semester credit hours) since the certificate was issued or renewed.

    WAC 180-85-030 http://www.leg.wa.gov/wac/index.cfm?fuseaction=section§ion=180-85-030
    The term continuing education credit hour means:

    • For each college or university semester hour credit, fifteen hours of continuing education credit hours shall be granted
    • For each college/university quarter hour credit, ten hours of continuing education credit hours shall be granted
    • For each sixty minutes of instruction in coursework provided by a vocational-technical college, one continuing credit hour shall be granted
    • For each sixty minutes of approved in-service education including reasonable time for breaks and passing time, one continuing credit hour shall be granted.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) WAC 392-192-020 http://www.leg.wa.gov/WAC/index.cfm?section=392-192-020&fuseaction=section
    Washington has established procedures to be adopted by districts for the professional development of certified classroom teachers and certificated support personnel. Professional development procedures shall be used to:
    • Encourage employee self-assessment and goal setting
    • Provide opportunities for and encourage sharing among teaching and support staff of personal professional experience and expertise
    • Aid employees in planning personal professional growth plans
    • Provide opportunities for parents, students, and other interested community members to offer meaningful input to their schools through their observations of instructional effectiveness
    • Link identified professional needs with appropriate in-service, staff development and other appropriate professional growth and instructional improvement opportunities.

    WAC 392-192-030 http://www.leg.wa.gov/WAC/index.cfm?section=392-192-030&fuseaction=section
    Local school districts shall adopt a professional growth program for certificated classroom teachers and certificated support personnel unless a collective bargaining agreement provides otherwise.

    WAC 392-192-050 http://www.leg.wa.gov/wac/index.cfm?fuseaction=section§ion=392-192-050
    One or more of the following sources of information shall be used by certificated classroom teachers and certificated support personnel in developing professional growth plans:

    • Peer review and evaluation
    • Input by parents
    • Input by students
    • Personal and/or professional goals
    • Schools district goals
    • Building goals
    • Self-assessment
    • Personal academic records
    • School district evaluations.

    RCW 28A.405.100 http://www.leg.wa.gov/RCW/index.cfm?section=28A.405.100&fuseaction=section
    Washington's superintendent of public instruction is responsible for establishing and amending, as necessary, minimum criteria for the evaluation of the professional performance cabavilities and development of classroom teachers. Evaluation criteria include:

    • Instructional skills
    • Classroom management
    • Professional preparation and scholarship
    • Effort toward improvement when needed
    • The handling of student discipline and attendant problems
    • Interest in teaching pupils
    • Knowledge of subject matter.

    Every board of directors is required to established evaluative criteria and procedures based on state established guidelines.

    RCW 28A.405.140http://www.leg.wa.gov/RCW/index.cfm?section=28A.405.140&fuseaction=section
    Following an evaluation, the principal or the evaluator may require that a teacher take in-service training provided by the district the area of teaching skills needing improvement, and may require the teacher to have a mentor for the purposes of achieving such improvement.

    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) WAC 180-79A-206 http://www.leg.wa.gov/WAC/index.cfm?section=180-79A-206&fuseaction=section
    WAC 180-79A-030 http://www.leg.wa.gov/WAC/index.cfm?section=180-79A-030&fuseaction=section

    Candidates who apply for a continuing certificate who have not successfully completed coursework or an in-service program on issues of abuse, must complete the abuse coursework requirement.

    Issues of abuse coursework requirement means completion of coursework in or an in-service program on issues of abuse. The content shall discuss the identification of physical, emotional, sexual and substance abuse, information on the impact of abuse on the behavior and learning abilities of students, discussion of the responsibilities of a teacher to report abuse or provide assistance to students who are victims of abuse and methods for teaching students about abuse of all types and their prevention.

    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts No state policy.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs RCW 28A.300.300 http://www.leg.wa.gov/RCW/index.cfm?section=28A.300.300&fuseaction=section
    The Center for the Improvement of Student Learning, in cooperation with statewide organizations interested in improving literacy, develop and impelement strategies to improve reading in the state, with a special emphasis on the instruction of reading in the primary grades using the effective reading programs. The strategies may include, but should not be limited to, expanded in-service training in reading instruction, the training of paraprofessionals and volunteers in reading instruction and increasing statewide and regional technical assistance in reading instruction.

    RCW 28A.415.010 http://www.leg.wa.gov/RCW/index.cfm?section=28A.415.010&fuseaction=section
    State policy requires each educational service district board to establish a Center For The Improvement Of Teaching. The center shall administer, coordinate, and act as fiscal agent for such programs related to the recruitment and training of certificated and classified K-12 education personnel.

    The education service district board may arrange each year for the holding of one or more teachers' institutes and/or workshops for professional staff preparation and in-service training. The board may provide additional means of teacher and other professional staff preparation and in-service training as it deems necessary.

    State Financial Support for Teacher Professional Development
    Specific Appropriations RCW 28A.300.450
    The Washington financial literacy public-private partnership account provides financial literacy opportunities for students and financial literacy professional development opportunities for the teachers providing those educational opportunities.

    RCW 28A.300.295
    The superintendent of public instruction shall establish a grant program to provide incentives for teachers, schools, and school districts to use the identified programs on the approved list in grades kindergarten through four. Schools, school districts, and educational service districts may apply for grants to be used for in-service training and instructional materials.

    RCW 28A.300.330
    The superintendent of public instruction shall establish a primary grade reading grant program. The purpose of the grant program is to enhance teachers' skills in using teaching methods that have proven results gathered through quantitative research and to assist students in beginning reading.

    Schools and school districts may apply for primary grade reading grants. To qualify for a grant, the grant proposal shall provide that the grantee must:

    • Document that the instructional model the grantee intends to implement, including teaching methods and instructional materials, is based on results validated by quantitative methods
    • Agree to work with the independent contractor to determine the effectiveness of the instructional model selected and the effectiveness of the staff development provided to implement the selected model
    • Provide evidence of a significant number of students who are not achieving at grade level.

    RCW 28A.300.440
    The natural science, wildlife, and environmental education grant program is hereby created, subject to the availability of funds in the natural science, wildlife, and environmental education partnership account. Funds may be used for, among other things, continuing in-service and preservice training for educators with materials specifically developed to enable educators to teach essential academic learning requirements in a compelling and effective manner.

    WAC 392-195
    State policy authorizes the superintendent of public instruction to adopt rules and regulations for the allocation of funds to common school districts and educational service districts for in-service training programs for certificated and classified personnel. Applicants for funds shall request funds from the superintendent of public instruction in accordance with the following provisions:

    • Applicants shall conduct a needs assessment
    • The board of an applicant shall appoint an advisory inservice training task force of members comprised of representatives from administrators, building principals, teachers, classified and support personnel employed by the applicant, an institution of higher education, and the general public in such numbers as shall be established by the applicant board of directors
    • The applicant shall establish written goals and objectives, identify training activities relevant thereto and design evaluation procedures and criteria which assess the degree and level of attainment of the goals and objectives
    • The task force shall participate in identifying the inservice training needs and goals pursuant to this chapter and suggest changes, if any, in direction, focus, or evaluation methods. No application will be accepted which is not approved by a majority vote of the task force
    • Nonpublic school personnel may be invited to participate in continuing professional development activities by the applicant
    • The applicant shall demonstrate with a signed statement of assurance to the superintendent of public instruction its intention to implement the recommendations of the needs assessment
    • Funds shall supplement, not supplant, the existing staff development and inservice activities of an applicant.

    RCW 28A.415.030 , RCW 28A.415.040
    Washington's In-Service Training Act of 1977 provides the superintendent of public instruction with the authority to administer appropriated funds for the conduct of in-service training programs for public school certificated and classified personnel and to supervise the conduct of such programs. Each district requesting such funds shall have:

    • Conducted a district needs assessment, including plans developed at the building level, to be reviewed and updated at least every two years, of certificated and classified personnel to determine identified strengths and weakness of personnel that would be strengthened by such inservice training program
    • Demonstrate that the plans are consistent with the goals of basic education
    • Established an inservice training task force and demonstrated to the superintendent of public instruction that the task force has participated in identifying inservice training needs and goals
    • Demonstrated to the superintendent of public instruction its intention to implement the recommendations of the needs assessment and thereafter the progress it has made in providing inservice training as identified in the needs assessment.

    WAC 180-79A-131
    Certification fees will be used solely for precertification preparation, professional inservice training programs, teachers' institutes and/or workshops and evaluations. Funds designated for inservice programs shall not supplant funds already available for such programs.

    Funds may be used to support costs related to training, such as the payment of professional contractual services, per diem, travel costs, materials, printing, or released time. Nonallowable costs are college/university tuition and fees.

    RCW 28A.655.130
    To the extent funds are appropriated, the office of the superintendent of public instruction annually shall allocate accountability implementation funds to school districts. The purposes of the funds are to, among other things, provide staff professional development to implement the selected curricula and instruction.

    RCW 28A.505.210
    School districts shall have the authority to decide the best use of student achievement funds to assist students in meeting and exceeding the state's academic standards. Funds may be used, in addition to other things, to provide additional professional development for educators, including additional paid time for curriculum and lesson redesign and alignment, training to ensure that instruction is aligned with state standards and student needs, reimbursement for higher education costs related to enhancing teaching skills and knowledge, and mentoring programs to match teachers with skilled, master teachers. The funding shall not be used for salary increases or additional compensation for existing teaching duties, but may be used for extended year and extended day teaching contracts.

    Tuition Reimbursement No state policy.
    National Board National Board for Professional Teaching Standards (NBPTS), State & Local Support & Initiatives, Washington,http://www.nbpts.org/about/stateinfo.cfm?state=Washington
    The Washington Legislature funds an annual $3,500 salary enhancement for teachers who achieve National Board Certification.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals

    RCW 28A.415.310 http://www.leg.wa.gov/RCW/index.cfm?section=28A.415.310&fuseaction=section
    Washington's paraprofessional training program was created to provide training for classroom assistants to assist them in helping students achieve the state's student learning goals. The program also provides training to certificated personnel who work with classroom assistants.

    The superintendent of public instruction may allocate funds, to the extent funds are appropriated for this program, to educational service districts, school districts and other organizations.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    West Virginia
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days W. Va. Code, § 18-5-45http://129.71.164.29/wvcode/18/WVC%2018%20%20-%20%205%20%20-%20%2045%20%20.htm#HD0
    The school calendar traditionally provides for 180 actual days of instruction with an employment term for teachers of no less than 200 days, exclusive of Saturdays and Sundays. The instructional term for students shall include one instructional day in each of the months of October, December, February, April and June, which is an instructional support and enhancement day scheduled by the board to include both instructional activities for students and professional activities for teachers to improve student instruction.

    Six days are designated by the county board to be used outside of the school environment for activities such as professional development and professional meetings. Three of the days must be scheduled prior to the first day of school.

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement W. Va. Code, § 18A-3-3 http://129.71.164.29/wvcode/18A/WVC%2018%20A-%20%203%20%20-%20%20%203%20%20.htm#HD0
    For renewal, all certificates require six semester hours of credit completed subsequent to the certificate being renewed, and within the five-year period immediately preceding the date of application unless the applicant holds a master's plus 30 salary classification based upon the awarding of a master's degree or has reached the age of 60.
    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) W. Va. C.S.R. § 126-14-5http://www.wvsos.com/csrdocs/worddocs/126-014.doc
    County boards must ensure that school test coordinators and site administrators and/or designees provide adequate training and staff development for all educators that administer and/or proctor state assessments.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts W. Va. Code, § 18-2-23ahttp://129.71.164.29/wvcode/18/WVC%2018%20%20-%20%202%20%20-%20%2023%20%20.htm#HD0
    Annual professional staff development goals are established by the state board of education.

    As a first priority, the state board shall require adequate and appropriate professional staff development to ensure high quality teaching that will enable students to achieve the content standards established for the required curriculum in the public schools.

    The goals shall include measures by which the effectiveness of the professional staff development programs will be evaluated. The professional staff development goals may include separate goals for teacher, principals, paraprofessional service personnel and classroom aides and others in the public schools.

    In establishing the goals, the state board shall review reports that may indicate a need for professional staff development including, but not limited to, the report of the center for professional development, student test scores on the statewide student assessment program, the measures of student and school performance for accreditation purposes, school and school district report cards and its plans for the use of funds in the strategic staff development fund.

    The center for professional development shall design a proposed professional staff development program plan to achieve the goals of the state board and shall submit the proposed plan to the state board for approval as soon as possible following receipt of the state board goals each year.

    The proposed plan shall include a strategy for evaluating the effectiveness of the professional staff development programs delivered under the plan and a cost estimate. The state board shall review the proposed plan and return it to the center for professional development noting whether the proposed plan is approved or is not approved, in whole or in part. If a proposed plan is not approved in whole, the state board shall note its objections to the proposed plan or to the parts of the proposed plan not approved and may suggest improvements or specific modifications, additions or deletions to address more fully the goals or eliminate duplication. If the proposed plan is not wholly approved, the center for professional development shall revise the plan to satisfy the objections of the state board. State board approval is required prior to implementation of the professional staff development plan.

    The state board approval of the proposed professional staff development plan shall establish a master plan for professional staff development which shall be submitted by the state board to the affected agencies and to the legislative oversight commission on education accountability. The master plan shall include the state board approved plans for professional staff development by the state department of education, the center for professional development, the state institutions of higher education and the regional educational service agencies to meet the professional staff development goals of the state board. The master plan also shall include a plan for evaluating the effectiveness of the professional staff development delivered through the programs and a cost estimate.

    The master plan shall serve as a guide for the delivery of coordinated professional staff development programs by the state department of education, the center for professional development, the state institutions of higher education and the regional educational service agencies beginning on the first day of June in the year in which the master plan was approved through the thirtieth day of May in the following year: Provided, That nothing in this section shall prohibit changes in the master plan, subject to state board approval, to address staff development needs identified after the master plan was approved.

    West Virginia Department of Education, West Virginia Board of Education Goals for Professional Development, http://wvde.state.wv.us/profdev/
    State policy requires the identification and adoption of annual professional development goals. These goals allow the board of education to exert strong leadership, target resources and establish annual priorities related to its long term strategic goals.

    The goals also give direction to the Center for Professional Development, the West Virginia Department of Education, Regional Educational Service Agencies and other entities that provide professional development to public schools. These goals are based on a needs assessment of student performance trend data and recommendations from all relevant state agencies.

    W. Va. C.S.R. § 126-154-4http://www.wvsos.com/csrdocs/worddocs/126-154.doc
    One of the goals of the West Virginia Commission for Professional Teaching Standards is to encourage a unified system for professional development from recruitment to retirement that supports excellence in teaching and learning.

    W. Va. C.S.R. § 126-42-7http://www.wvsos.com/csrdocs/worddocs/126-042.doc
    County boards of education must ensure that professional staff are provided with continuous professional development to increase their ability to deliver a high quality education program. Boards must also ensure that professional development opportunities are provided through a variety of means such as institutes, workshops, conferences, teachers and business exchange programs and school site visitations.

    W. Va. Code, § 18B-14-8http://129.71.164.29/wvcode/18B/WVC%2018%20B-%2014%20%20-%20%20%208%20%20.htm#HD0
    West Virginia has also created a statewide task force on teacher quality to address issues which include, but are not limited to, the following:

    • Need to strengthen teacher education in subject area fields by addressing the quality and regional accessibility of pre-service and in-service programs at both the baccalaureate and graduate degree levels
    • Need to determine the most effective method of staff development for teachers
    • The opportunities and resources for professional development experiences in technology.

    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers W. Va. Code, § 18-2-26 http://129.71.164.29/wvcode/18/WVC%2018%20%20-%20%202%20%20-%20%2026%20%20.htm#HD0
    The West Virginia Legislature established multicounty regional education service agencies that provide high quality, cost effective education programs and services to students, schools and school systems.

    Areas of service include providing high quality, targeted staff development designed to enhance the performance and progress of students in state public education.

    Other Professional Development Services and Programs W. Va. Code, § 18A-3A-2http://129.71.164.29/wvcode/18A/WVC%2018%20A-%20%203%20A-%20%20%202%20%20.htm#HD0
    West Virginia's Center for Professional Development identifies, coordinates, arranges and otherwise assists in the delivery of professional development programs and activities that help professional educators acquire the knowledge, skills, attitudes, practices and other such pertinent complements deemed essential for an individual to demonstrate appropriate performance as a professional personnel in the public schools of the state.

    The center also may permit and encourage school personnel such as classroom aides, higher education teacher education faculty and higher education faculty in programs such as articulated tech prep associate degree and other programs to participate in appropriate professional development programs and activities with public school professional educators.

    Other services provided by the center include:

    • Providing for the routine updating of professional skills of professional educators through in-service and other programs such as statewide or regional institutes
    • Provide consultation and assistance to county staff development councils.

    W. Va. Code, § 18-2E-5http://129.71.164.29/wvcode/18/WVC%2018%20%20-%20%202%20E-%20%20%205%20%20.htm#HD0
    In addition, based on the assessment of student, school and school system performance and progress, the state board shall establish early detection and intervention programs using the available resources of the department of education, the regional educational service agencies, the center for professional development and the principals academy, as appropriate, to assist underachieving schools and school systems to improve performance before conditions become so grave as to warrant more substantive state intervention. Assistance shall include, but is not limited to, providing additional technical assistance and programmatic, professional staff development, providing monetary, staffing and other resources where appropriate, and, if necessary, making appropriate recommendations to the process for improving education council.

    W. Va. Code, § 18A-3A-1http://129.71.164.29/wvcode/18A/WVC%2018%20A-%20%203%20A-%20%20%201%20%20.htm#HD0
    The state's Center for Professional Development's general mission is to advance the quality of teaching and management in the schools of West Virginia through:

    • The implementation primarily of statewide training, professional development and technical assistance programs and practices as recommended by the state board to assure the highest quality of teaching and management
    • The provision of technical and other assistance and support to regional and local education agencies in identifying and providing high quality professional staff development and training programs and implementing best practices to meet their locally identified needs.

    The center may also implement local programs if the state board, in its master plan for professional staff development established pursuant to section twenty-three-a, article two, chapter eighteen of this code, determines that there is a specific local need for the programs. Additionally, the center shall perform such duties as are assigned to it by law.

    The center shall assist in the delivery of programs and activities pursuant to this article to meet statewide, and if needed as determined by the goals and master plan for professional staff development established by the state board pursuant to section twenty-three-a, article two, chapter eighteen of this code, the local professional development needs of teachers, principals and administrators and may contract with existing agencies or agencies created after the effective date of this section or others to provide training programs in the most efficient manner. Existing programs currently based in agencies of the state shall be continued in the agency of their origin unless the center establishes a compelling need to transfer or cancel the existing program. The center shall recommend to the governor the transfer of funds to the providing agency, if needed, to provide programs approved by the center.

    State Financial Support for Teacher Professional Development
    Specific Appropriations W. Va. Code, §18-2-3 http://129.71.164.29/wvcode/18/WVC%2018%20%20-%20%202%20%20-%20%2032%20%20.htm#HD0
    West Virginia's strategic staff development fund represents the allocation of balances which accrue in the general school each year. The money in the fund may be used by the state board to provide staff development in schools, counties or both that the state board determines need additional resources.

    Additionally, the state board shall use a reasonable amount of the money from the strategic staff development fund to contract with an independent evaluator chosen by the state board to evaluate the effectiveness with which the money was used for staff development. The state board is required to report to the legislative oversight commission on education accountability before the first day of December of each year:

    • The amount of each expenditure
    • The purpose of each expenditure
    • The effectiveness of the staff development resulting from each expenditure.

    Tuition Reimbursement No state policy.
    National Board CSR §§126-137-1 through 126-137-5http://wvde.state.wv.us/policies/p5203.html
    W. Va. Code §18A-4-2a http://129.71.164.29/wvcode/18A/WVC%2018%20A-%20%204%20%20-%20%20%202%20A.htm#HD0

    In 2002, West Virginia established the National Board for Professional Teaching Standards (NBPTS) Certification Reimbursement and Salary Bonus Program for teachers employed in the state’s public schools.

    The program recognizes and rewards public school classroom teachers who achieve National Board certification. The program also provides reimbursement of actual expenses incurred while obtaining certification of up to $600. A maximum of 200 teachers each school year may be reimbursed on a first come first served basis.

    A classroom teacher who receives a subsidy from the NBPTS or any other third party payer shall not be entitled to reimbursement by the West Virginia Department of Education and only expenses incurred personally by the candidate shall be reimbursable.

    In addition, since 2001, National Board certified teachers receive $2,500 annually for the life of the certificate, but in no event for more than ten years for any one certification. Payments are in addition to any amounts prescribed in the applicable state minimum salary schedule and are paid in equal monthly installments.

    Note: Funding is administered by the department of education from legislative appropriations. If a legislative appropriation is insufficient, the department will prorate the reimbursement for expenses and salary bonuses and shall request sufficient funds, including needed retroactive payments, from the legislature at its next regular session.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals W. Va. Code, § 18-5-13http://129.71.164.29/wvcode/18/WVC%2018%20%20-%20%205%20%20-%20%2013%20%20.htm#HD0
    W. Va. C.S.R. § 126-136-25 http://www.wvsos.com/csrdocs/pdfdocs/126-136.pdf

    Each county board of education has the authority to provide in-service training for teacher aides.

    Individuals assuming duties as teacher aides in exceptional children programs must be provided with a four-clock-hour program of training prior to the assignment that consists of training in areas specifically related to the education of exceptional children.

    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Wisconsin
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days No state policy.
    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement Wis. Adm. Code s PI 34.18 http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=41046615&infobase=code.nfo&jump=PI%2034.18&softpage=Document-hidden#JUMPDEST_PI%2034.18
    Wis. Adm. Code s PI 34.19 (5)http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=41046615&infobase=code.nfo&jump=PI%2034.19&softpage=Document-hidden#JUMPDEST_PI%2034.19
    Wisconsin Department of Public Instruction, Educator Licensing, Renewal, http://www.dpi.state.wi.us/dpi/dlsis/tel/renewal.html

    Wisconsin's Regular License is valid for five years and is renewable with six semester hours or 180 equivalency clock hours, or a combination of the two.

    The credits or equivalent must be directly and substantively related to one or more of the licenses held by the applicant or to the applicant's professional competency.

    Wis. Adm. Code s PI 34.17http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=41046615&infobase=code.nfo&jump=PI%2034.17&softpage=Document-hidden#JUMPDEST_PI%2034.17
    To move to the professional educator level, an initial educator shall design and complete a professional development plan that demonstrates increased proficiency. The plan shall include:

    • Identified activities and objectives related to professional development goals, school or school district goals or performance goals identified by the educator
    • A timeline for achieving the professional development goals
    • Evidence of collaboration with professional peers and others
    • An assessment plan that specifies indicators of growth.

    Successful completion of the professional development plan shall be documented. The documentation may include but is not limited to evidence of whole group and individual student performance as measured by state, local, formal and informal assessments; lesson plans; supervisor and mentor comments of classroom performance; journals documenting samples of pupil errors and analysis of teacher interpretations of errors; ongoing documentation of classroom management techniques and results; and curriculum adaptations for children with disabilities or other exceptionalities with related outcome measures. The documentation portfolio may also include evidence that identifies professional development activities related to the professional development goals. The evidence may be in the form of samples of pupil work, letters of recommendation; evidence of attending professional meetings, workshops, conferences or seminars; administrative or supervisory evaluations; peer evaluations; journals, diaries or published articles; action research projects and results; college, university or technical college course work; or evidence of in-district work assignments outside of the classroom.

    Wis. Admin. Code s PI 34.01http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=41046615&infobase=code.nfo&jump=PI%2034.01&softpage=Document-hidden#JUMPDEST_PI%2034.01
    A "professional development plan" means a list of activities, timelines for achievement and a plan for assessment that indicates professional growth that has as a goal the improvement of student learning.

    Wis. Adm. Code s PI 37.04 http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=41046596&infobase=code.nfo&jump=PI%2037.04&softpage=Document-hidden#JUMPDEST_PI%2037.04
    An individual holding national board certification as of July 1, 2000 shall be granted a master educator license and shall be exempt from meeting the continuing professional education credit requirements as long as the national board certification is effective.

    Note: A certificate issued by the National Board is effective for 10 years.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) No state policy.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts W.S.A. 121.02 http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=41046664&advquery=%20121.02&headingswithhits=on&infobase=stats.nfo&record={3485}&recordswithhits=on&zz
    Each school board shall establish, with school board employees, an annual professional staff development plan designed to meet the needs of individuals or curriculum areas in each school.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs No state policy.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board Wisconsin Statutes 115.42 http://folio.legis.state.wi.us/cgi-bin/om_isapi.dll?clientID=33938462&hitsperheading=on&infobase=stats.nfo&record={14FD5}&softpage=Document
    National Teacher Certification Grant/Stipend for National Board for Professional Teaching Standards (NBPTS) Certification,http://www.dpi.state.wi.us/dpi/dlsis/tel/grantntc.html

    A teacher who become Nationally Board Certified may:
    • Obtain a subsidy to offset the cost of application (not to exceed $2,000)
    • Obtain annual grants of $2500 for nine years after achieving the certificate
    • Become licensed for 10 years as a Wisconsin Master Educator
    • Use his or her work in the National Board process in lieu of six credits for license renewal.
    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers No state policy.
    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.

    Wyoming
    Teacher Professional Development Requirements
    Statewide Required Professional Development Days WY Rules and Regulations EDU GEN Ch 8 s 9 http://soswy.state.wy.us/RULES/3817.pdf
    No state policy.

    However, unless the State Board has approved an alternative schedule, each school shall be in operation for at least 180 days and shall conduct classes with a majority of teachers and students present for at least 175 days. Days used exclusively for registration, report card distribution, teacher/parent conferences, in-service programs, and similar activities shall only be counted as days of operation beyond the 175-day pupil-teacher contact minimum.

    WY Rules and Regulations EDU GEN Ch 22 s 5 http://soswy.state.wy.us/RULES/398.pdf
    The Board of Trustees of each local school district shall establish by policy the length of a school day for kindergarten, elementary, middle/junior high, and secondary school programs. Local board policy may exceed the minimum hours established by these rules. Local board policy may also provide for an adjusted school/hour/day schedule for staff development, teacher planning, community involvement, and similar professional and development activities without written notification to and authorization by the State Board of Education (SBE) or the Wyoming Department of Education (WDE).

    Professional Development Requirements for Licensure/Certification Renewal and Licensure/Certification Advancement WY Rules and Regulations COM TSB Ch 1 s 2, s 3 http://soswy.state.wy.us/RULES/3237.pdf
    Professional development activity is required to renew a certificate or permit. This requirement may be satisfied by graduate or undergraduate work in an approved program at an institution of higher learning, an activity approved by the Professional Teaching Standards Board (PTSB), work that would be transferable to an approved program, a local staff development program approved by the PTSB, successful completion of requirements for certification by the National Board for Professional Teaching Standards, an individual professional development program or Professional Teaching Standards Board in-service workshops.

    An educator currently holding a valid certificate will be permitted to continue to hold that certificate as long as the appropriate professional development renewal criteria are met.

    Note: Professional development activities are defined as specific learning programs completed during the term of a certificate or permit to improve an applicant's skills.

    Professional Development Required by Teacher Evaluations (i.e. individual professional development plans) No state policy.
    Topic-Specific Professional Development Required of All Teachers (not related to licensure/certification renewal/advancement) WY Rules and Regulations EDU GEN Ch 6 s 15 http://soswy.state.wy.us/RULES/4896.pdf
    Each district shall develop and implement a technology plan that includes a plan of professional development to ensure that staff is trained to use the technology to enhance instruction and improve student learning.
    State Efforts to Improve Professional Development (i.e. alignment with state standards)
    Alignment with state standards No state policy.
    Miscellaneous efforts WY Rules and Regulations EDU GEN Ch 6 s 10 http://soswy.state.wy.us/RULES/4896.pdf
    School districts must demonstrate that staff development relates to student performance. In addition, staff development must focus on:
    • The development and implementation of standards and standards-based assessments
    • The instructional and student learning uses of technology
    • Individual school improvement goals
    • Assessed needs based on documented student results
    • Individual professional development goals for teachers in need of improvement.
    Professional Development Requirements for Low-Performing Schools
    School requirements No state policy.
    District requirements No state policy.
    State Support for Professional Development Services and Programs
    On-line Professional Development Opportunities No state policy.
    Regional Service Centers No state policy.
    Other Professional Development Services and Programs No state policy.
    State Financial Support for Teacher Professional Development
    Specific Appropriations No state policy.
    Tuition Reimbursement No state policy.
    National Board W.S. § 21-7-501 http://legisweb.state.wy.us/statutes/titles/title21/c07a05.htm
    W.S. § 21-22-106(a)(iii)http://legisweb.state.wy.us/statutes/titles/title21/chapter22.htm

    School districts may reimburse a maximum of 50 teachers and certified or licensed service providers the actual cost of obtaining National Board for Professional Teaching Standards (NBPTS) certification.

    A teacher is eligible for reimbursement if they meet the following criteria:

    • The teacher has completed a minimum of three years of teaching in the state
    • The teacher/service provider was successful in receiving his national certification
    • The teacher agrees to mentor at least one other teacher employed in the state through the national certification process
    • The teacher also agrees to serve as a consultant with local education agencies on staff development programs.

    Note: School districts may apply for innovative program grants to recover reimbursement expenses.

    Professional Development Policies for Paraprofessionals and Substitute Teachers
    Paraprofessionals No state policy.
    Substitute Teachers WY Rules and Regulations COM TSB Ch. 14 s 3http://soswy.state.wy.us/RULES/4898.pdf
    A classroom substitute permit is valid for up to five years and may be renewed by completion of five semester hours of approved staff development work.

    In order to be certified as a classroom substitute, an applicant must have completed a minimum of 65 semester hours at an accredited institution of higher learning or possess a high school diploma or General Educational Development (GED) Certificate, spend 10 clock hours observing in a classroom in each level he/she wishes to serve as a classroom teacher and complete 24 clock hours of in-service to assure competency in:

    • Age level communication skills
    • Use and application of lesson plans
    • Use of instructional technology
    • Professional attitudes, behaviors, etc.

    Alignment with Federal No Child Left Behind Requirements
    State Definition Of High Quality Professional Development No state policy.
    Means of Evaluation/Data Collection No state policy.



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