The Governing Board believes that in order to maximize student learning certificated staff members must be continuously learning and improving their skills. The Superintendent or designee shall develop a program of ongoing professional development that includes opportunities for teachers to enhance their instructional and classroom management skills and increase their knowledge of academic content in the core curriculum. The program may include but is not limited to:
- mastery of discipline-based knowledge, including the state-adopted standards, and effective subject-specific pedagogical skills;
- teaching methods and strategies, including the use of technologies to enhance instruction;
- sensitivity to the needs of diverse student populations, including minorities, students with disabilities, English language learners and economically disadvantaged students, and ability to meet those needs;
- understanding of how academic and vocational instruction can be integrated and implemented to increase student learning; skill in evaluating and combining available instructional resources; opportunities to collaborate with other staff members in the alignment of academic and vocational curricula;
- knowledge of strategies that enable parents/guardians to participate fully and effectively in their children’s education;
- effective classroom management skills, ability to relate to students, understand their various stages of growth and development, and motivate them to learn;
- training related to student health, safety and welfare.
The District’s staff development program shall provide maximum opportunities for staff participation without impacting the number of instructional days offered to students as required by law.
The Superintendent or designee shall develop a District staff development plan that is coordinated with school improvement objectives and school plans established by individuals who are closest to the classroom and most knowledgeable about the needs of the school and its students.
The Superintendent or designee shall ensure that the District meets its obligations related to the professional growth of individual probationary and permanent teachers.
Because the Board believes that intensive professional development is especially critical during the beginning years of a teacher’s career, the Superintendent or designee shall maintain a voluntary program of individualized support and assistance for first-year and second-year teachers.
The Board may budget funds for actual and reasonable expenses incurred by staff who participate in staff development activities.
The Superintendent or designee shall provide a means for continual evaluation of the benefit of these activities to staff and students.
44032 Travel expense payment
44279.1-44279.7 Beginning Teacher Support and Assessment Program (BTSA)
44560 Inservice preparation in ethnic backgrounds
44570-44578 Inservice training – personnel, secondary education
44579-44579.4 Instructional Time and Staff Development Reform Program
44580-44591 Inservice training – personnel, elementary teachers
44630-44643 Professional Development and Program Improvement Act of 1968
44670.144680.8 School personnel staff development and resource centers
44681-44689 Administrator training and evaluation
44700-44705 Classroom teacher instructional improvement program
44755-44759.7 Inservice training in reading instruction, grades K-3 and 4-8
48980 Notification of parents/guardians: schedule of minimum days
52800-52870 School-Based Program Coordination Act
54720-54734 School-Based Pupil Motivation and Maintenance Program
3543.2 Scope of representation of employee organization
Code Of Regulations, Title 5
6000-6002 Instructional time and staff development reform program
13025-13044 Professional development and program improvement programs
United States Code, Title 20
6101-6251 School-to-Work Opportunities Act of 1994
First Reading: 2/14/01
Governing Board Adoption: 3/14/01