sagepolicy - staff development

staff development and
accountability
The law, under:

s. 118.43(3)(d)1 requires the board of each participating school to develop a one-year program for all newly-hired employees that helps them make the transition from their previous employment or school to their current employment;
s. 118.43(3)(d)2 requires the board of each participating school to provide time for employees to collaborate and plan;
s. 118.43(3)(d)3 requires the school board of each participating school to require that each teacher and administrator submit to the board a professional development plan that focuses on how the individual will help improve pupil academic achievement, and requires that each plan include a method by which the individual will receive evaluations, from a variety of sources, on the success of his or her efforts;
s. 118.43(3)(d)4 requires the board of each participating school to regularly review staff development plans to determine if they are effective in helping to improve pupil academic achievement; and
s. 118.43(3)(d)5.f requires the board of each participating school to establish an evaluation process for professional staff members that identifies individual strengths and weaknesses, clearly describes areas in need of improvement, includes a support plan that provides opportunities to learn and improve, documents performance in accordance with the plan, allows professional staff members to comment on and contribute to revisions of the evaluation process, and provides for the dismissal of professional staff members whose failure to learn and improve has been documented over a two-year period.

1. Transition Program for New Employees - This program must be provided to all new employees in the participating school, including administrative and support staff in addition to teachers, and applies to persons transferring into the school as well as persons entering their first job. The department anticipates such programs may include mentoring or coaching of new staff by experienced staff, peer support groups, and the provision of training to help new staff understand their jobs; the mission, goals, and expectations of the district, school, and the SAGE program; the nature of the community in which the school is located; and the ethnic and cultural heritage of the children enrolled in the school.

2. Planning Time - Such time must be provided to all staff in the school. The department recommends the district ensure common planning time on a daily basis for teachers and other professional staff who provide instruction and pupil services and at least monthly for all other groups of employees, and that decisions about the scheduling of such time involve affected staff. It is recommended time also be provided for all-school planning, involving all staff, at least annually.

3. Professional Development Plans - The department recommends that such plans be focused on how staff members will be involved in the implementation of new content standards or curriculum and specify what their roles will be in helping children in the SAGE grades achieve the performance objectives established for the students in the program. It is expected that school and district administrators will provide assistance or training to staff members regarding the development of such plans; and, as appropriate, that students and their parents, as well as peers and supervisors, participate in the evaluation of the success of the plans.

4. Staff Development Review - The department will expect each SAGE school to annually review the degree to which pupils in the SAGE grades achieve the academic performance objectives identified by the school as a requirement of the contract. If significant numbers of those children do not meet the objectives the department will expect the school and district to consider changes in existing staff development programs, along with other factors, as a way to improve achievement. The department will also expect each staff person with a personal development plan to make modifications to that plan to reflect changes in practices or additional training intended to ensure improved achievement by the pupils for which they are responsible.

5. Evaluation Process - For the purposes of s.118.43(3)(d)5 professional staff members include administrators, counselors, teachers, and other DPI-licensed staff who directly serve and regularly interact with children in the SAGE program, who are directly responsible for carrying out the requirements in s. 118.43(3), or who are responsible for achieving the performance objectives developed under s. 118.43(4)(c). The department recommends the evaluation process be developed as a collaborative effort between staff and board, the evaluation be based at least in part on the professional development plans required under s. 118.43(3)(d)3, and the professional development plans be directly linked to the school's performance objectives for the academic achievement of pupils enrolled in the school.

6. Definition of Dismissal - Dismissal means removal of the staff person from the school for which an achievement guarantee contract has been developed. In a district with only one school, the board may allow for the transfer of the individual staff person to grades not included in the SAGE program or other duties not related to instruction or curriculum implementation. If an existing labor agreement does not address this provision or include a more stringent provision or if the existing agreement prohibits such a procedure, the achievement guarantee contract for that school must be accompanied by an agreement or memorandum of understanding between the board and union that the terms of the SAGE program, rather than the existing collective bargaining agreement, apply to professional staff participating in the SAGE program.

The intent of these provisions is that the evaluation of all professional staff persons should include some consideration of the degree to which pupils in the SAGE classrooms achieve school, district and, as appropriate, state academic standards. If, over time, significant numbers of pupils of a particular teacher or in a particular school consistently do not meet the objectives, the department expects that the school and district will review staffing and instructional practices and other factors, and make specific plans for improvement. In such instances the professional development plans for teachers and principals should include steps these individuals will take, including additional training, to bring about improved achievement and specify the support to be provided by the school and district.