Professional Development

 “For every student in North Carolina, a knowledgeable, skilled, compassionate teacher...a star in every classroom.”

         - NC Professional Teaching Standards (Revised May 2, 2013)

The purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels, which is "the work" of all educators.

Halifax County Schools believes a strong relationship exists between the quality of education provided to students and the competency and training of all personnel employed by the district.  The district places a high priority on securing the most competent personnel available, and once they are employed, we aim to provide them with ongoing opportunities for professional growth and development.   

As educators, we are lifelong learners, and "the work" that we do impacts the lifelong learning of generations to come.  Our participation in professional learning communities, regional roundtables, coursework, conferences, in-service, webinars, book talks, and scholarly articles continues to refine and empower our ability to address the diverse needs in the classroom.  However, it is equally important that each educator shares awareness and a working knowledge of the district's foundational orientations, protocols, and job-embedded professional development requirements to enhance their work performance. The professional learning listing emphasizes such acclimation. You are provided the opportunity to learn about the implementation of curriculum & instruction, elementary & secondary programs, state-legislated classroom initiatives, grant-related partnerships, and district classroom protocols.    

It is important to know that the district's varying approaches to professional learning are nestled in a professional learning community culture that provides for direct coaching, mentoring, reflective supervision, thought partners, lesson study, and technical assistance. All staff are encouraged to begin the school year with the end in mind.  With that beginning said, aim to finish the year strong. Ensure your growth goals align with your area's certification standards; then, collaborate with your administrator to design an action plan.  Collect evidence throughout the year documenting your growth towards achieving each goal.  Continuing education units (CEUs) are awarded for the completion of required professional development coursework, on-demand modules, boot camps, and participation in state/district training and regional roundtables.  For additional professional development opportunities and support, join the various content area listservs offered by the NC Department of Public Instruction (www.dpi.nc.state.us).    

Code of Ethics for NC Educators

Overview

Working collaboratively across grade levels is the art of growing professionally.  What better way to learn than meeting in like-minded groupings to problem-solve as a whole? Learn how to begin your educational journey in a positive professional learning community using the Code of Ethics for NC Educators (video Link).

In the Halifax County Schools District, there are "waves of challenge" that come and go. However, how we respond to the waves is the key to our collective success. Our first step in growing professional capacity is accepting and reflecting on the impact of the Code of Ethics for NC Educators. Halifax County Schools encourages a campus culture of professionalism. An ongoing climate and process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. The school campus is a professional learning community of educators (video Link).

Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning. The campus culture is established through the "Code of Ethics for NC Educators".  It provides a common set of expectations for educators to adhere to and thereby govern themselves in the workplace.  A commitment to growing and expanding your educational career is all it takes to soar above measure (become highly effective). The "Code of Ethics for NC Educators" enhances accountability and transparency when undertaking challenging tasks and disruptive behaviors. A strong ethical campus culture establishes an alma mata filled with pride and lasting memories.

Background Knowledge: (Video Link)

Some educators assume that a Professional Learning Community is a meeting—an occasional event when they meet with colleagues to complete a task. It is not uncommon for us to hear, “My PLC meets Wednesdays from 9:00 a.m. to 10:00 a.m.” This perception of a PLC is wrong on two counts. 

• First, the PLC is the larger organization and not the individual teams that comprise it. While collaborative teams are an essential part of the PLC process, the sum is greater than the individual parts. Much of the work of a PLC cannot be done by a team but instead requires a schoolwide or districtwide effort. Think of the school as the PLC and the various collaborative teams as the building blocks of the PLC.
• Second, the PLC process has a pervasive and ongoing impact on the structure and culture of the school. If educators meet with peers on a regular basis only to return to business as usual, they are not functioning as a PLC. So the PLC process is much more than a meeting. 
• A professional learning community (PLC) is a team of educators who share ideas to enhance their teaching practice and create a learning environment where all students can reach their fullest potential. 

Explore: (Reference Link)

The goal is not simply to learn a new strategy, but instead to create working conditions for a perpetual learning environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day work. Participation in developing the school's PLC is not reserved for those designated as leaders; rather, it is the responsibility of every staff member in the school.

The Work of the Teacher

Overview:

The "work of the teacher" must be grounded in a growth mindset. The North Carolina Professional Teaching Standards are the basis for teacher preparation, teacher evaluation, and professional development. Each of these will include the skills and knowledge needed for 21st-century teaching and learning. There are many struggles in the classroom that will challenge teachers' professional skill sets.  However, having a growth mindset turns challenges into springboards for growth and developing talents and abilities.  

Standard six of the "North Carolina Professional Teaching Standards" heralds the expectation for all teachers to meet and exceed growth based on established performance expectations.  

Explore: Link

STANDARD 6: Teachers Contribute to the Academic Success of Students

"The work" of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.   The student growth value places a teacher into one of three rating categories: highly effective, effective, or needs improvement.

Background Knowledge:

POLICIES FOR PERSONNEL SERVICES

Local school administrative units shall employ professional personnel who are highly qualified.  Toward that end, the State Board approves teacher education programs and awards licensure to prospective employees.  The State Board believes that all teacher-education programs should be rigorous and demanding in order to produce thoroughly prepared graduates.  The State Board also believes that licensure should be awarded on the basis of an applicant's demonstrated scholarship, instructional performance, and ability to motivate students.  The State Board authorizes and directs the staff of the Department of Public Instruction to implement programs of teacher education program approval and licensure, including the development of such guidelines, procedures, and manuals as it determines necessary, to carry out this policy.  These guidelines, standards, procedures, and manuals, when approved by the State Board, are incorporated and made a part of this policy as if set forth fully herein.

Effectiveness of Teachers

North Carolina defines a highly effective teacher as one who receives a rating of at least “accomplished” on each of the Teacher Evaluation Standards 1 – 5 and receives a rating of “exceeds expected growth” on Standard 6 of the Teacher Evaluation Instrument. 

An effective teacher is one who receives a rating of at least “proficient” on each of the Teacher Evaluation Standards 1-5 and receives a rating of at least “meets expected growth” on Standard 6 of the Teacher Evaluation Instrument.

A needs improvement teacher is one who fails to receive a rating of at least “proficient” on each of the Teacher Evaluation Standards 1-5 or receives a rating of “does not meet expected growth” on Standard 6 of the Teacher Evaluation Instrument.  This means that the student growth value for the teacher is lower than what was expected per the statewide growth model.

A three-year rolling average of student growth values generates the sixth standard rating used to determine teacher effectiveness. Only student growth values based on the individual students taught by a teacher will be used to determine the three-year rolling average for that teacher. The End-of-Course assessments, End-of-Grade assessments, Career and Technical Education Post-Assessments, and the Measures of Student Learning provide the student data used to calculate the growth value. - Standard #6: NC Professional Teaching Standards (Revised May 2, 2013)

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• The Work of the School Executive (Administrator)

  Overview

  The "work of the School Executive (administrator/principal") must be grounded in a growth mindset. The Evaluation Standards and Criteria are the basis for administrator preparation, administrator evaluation, and professional development. Each of these will include the skills and knowledge needed for 21st-century executive leadership. There are many struggles in the classroom that will challenge teachers' professional skill sets.  However, having a growth mindset turns challenges into springboards for growth and developing talents and abilities.  

  The "Policy EVAL-030: Evaluation Standards and Criteria: School Executives" heralds the expectation for all school executives (administrators) to meet and exceed growth based on established performance expectations.  

  Explore: (Reference Link)

  SCHOOL GROWTH: ACADEMIC ACHIEVEMENT LEADERSHIP

  Summary: School executives will contribute to the academic success of students. "The work" of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth. It is the intent of the State Board of Education to provide educators a state-wide, standardized measure of student growth for the purpose of promoting professional growth for educators, guiding school improvement efforts, and informing educator evaluation processes.

  EFFECTIVENESS OF SCHOOL EXECUTIVES:

  A highly effective administrator is one who receives a rating of at least “accomplished” on each of the Principal Evaluation Standards 1 – 7 of the Principal Evaluation Instrument.

  An effective administrator is one who receives a rating of at least “proficient” on each of the Principal Evaluation Standards 1 – 7 of the School Growth measure.

  A needs Improvement administrator is one who fails to receive a rating of at least “proficient” on each of the Principal Evaluation Standards 1 – 7  the School Growth measure.  

  Background Knowledge:

  POLICIES FOR PERSONNEL SERVICES

  Local school administrative units shall employ professional personnel who are highly qualified.  Toward that end, the State Board approves teacher education programs and awards licensure to prospective employees.  The State Board believes that all teacher-education programs should be rigorous and demanding in order to produce thoroughly prepared graduates.  The State Board also believes that licensure should be awarded on the basis of an applicant's demonstrated scholarship, instructional performance, and ability to motivate students.  The State Board authorizes and directs the staff of the Department of Public Instruction to implement programs of teacher education program approval and licensure, including the development of such guidelines, procedures, and manuals as it determines necessary, to carry out this policy.  These guidelines, standards, procedures, and manuals, when approved by the State Board, are incorporated and made a part of this policy as if set forth fully herein.

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