HOLLEY CENTRAL 
SCHOOL DISTRICT

Professional Development Plan
BOE approved 8/17

The content of the Holley Central School District’s Professional Development Plan is being supported by Monroe2-Orleans BOCES, RBERN, RSE-TASC, RIC, Teacher Centers and approved vendors.

PROFESSIONAL DEVELOPMENT PLAN

	This Professional Development Plan is a document that was developed in a collaborative manner between the Holley Central School Administrative Team and the Holley Teachers Association.  The foundation of this plan is the belief that in order to continually improve the quality of teaching and learning in our classrooms, all professional staff members should have ample opportunities to participate in a substantial professional development program.  We recognize that as professionals we must remain current in the field of education by continually updating our skills in order to meet the learning needs of our students.

Needs Analysis

A comprehensive Professional Development Plan must address the needs of our staff, along with goals, objectives, strategies, activities, and evaluation standards, which will be reflected in the action plan.  

A needs analysis will be conducted annually by the Professional Development Plan Committee as part of the Annual Professional Performance Review Plan.  The committee will review, data from the previous year including (but not limited to) student performance, NYS School Report Card, faculty input, annual BOE goals and the School Improvement Plans as part of the “assessment of needs”.  The committee will be made up of representation by all stakeholders.

The committee will draw conclusions from the data.  These conclusions will form the basis of recommendations for school objectives to be shared with school staff to assist in the PDP planning process.  The recommendations will be developed to assist with budgetary and district goal planning, both short and long term.  These recommendations will be presented to the superintendent.

A Description of the Plan

Members of the administration faculty and staff will have opportunities to attend staff development sessions in different venues (including but not limited to):

•	District wide staff development days
•	Conferences
•	Graduate classes
•	Webinars
•	Voluntary training sessions
•	PLCs
•	Dept./Grade Level meetings
•	Collaboration with peers
•	Engaging in the BOCES Coaching process
•	Workshops

All professional development hours must be recorded as per current CTLE requirements.  At this time the Holley CSD is using My Learning Plan for recording purposes.  
See Appendix A for Registration and CTLE requirements chart.

Action Plan
An action plan consisting of specific goals, objectives and activities will be developed and revised annually.  The action plan will be based on the needs assessment and serve as a blueprint for high quality professional development for all educators to improve instruction and student achievement.  The action plan will reflect the ten NYS Professional Development Standards and their corresponding indicators.  
See appendix B for the action plan.  
See appendix C for NYS Professional development standards.

Evaluation

The effectiveness of the professional development plan will be evaluated at least once annually: by the PDP Committee, using multiple sets of data.  

Review Committee –2017
Sue Cory
Jim Di Sessa
Karri D. Schiavone
Timothy Artessa
Stephanie Sanchez
Tara Grillo
Michael Crissman
Lisa Osur

Appendix A – Registration and CTLE Requirements
Registration and CTLE Requirements	
Certificate Type	Employment Status	Registration Requirements	Continuing Teacher and Leader Education (CTLE) Requirements	
Permanent Certificate Holders	
PERMANENT Classroom Teacher/School Leader	Practicing in a NYS school district or BOCES	Active registration is required	NOT subject to CTLE	
PERMANENT Classroom Teacher/School Leader	NOT practicing in a NYS school district or BOCES	May choose “INACTIVE” status for their registration	NOT subject to CTLE	
PERMANENT Pupil Personnel Services (PPS) such as School Attendance Teachers, School Counselors, School Psychologists, School Social Workers, School Dental Hygiene Teachers and School Nurse Teachers	Practicing OR NOT practicing in a NYS school district or BOCES	NOT subject to registration	NOT subject to CTLE	
Professional Certificate Holders	
PROFESSIONAL Classroom Teacher/School Leader	Practicing in a NYS school district or BOCES	Active registration is required	100 hours of CTLE is required during every five year registration period	
PROFESSIONAL Classroom Teacher/School Leader	NOT practicing in a NYS school district or BOCES	May choose “INACTIVE” status for their registration	NOT subject to CTLE if INACTIVE	
Teaching Assistant Certificate Holders	
Level III Teaching Assistant	Practicing in a NYS school district or BOCES	Active registration is required	100 hours of CTLE is required during every five year registration period	
Level III Teaching Assistant	NOT practicing in a NYS school district or BOCES	May choose “INACTIVE” status for their registration	NOT subject to CTLE if INACTIVE	
Continuing Teaching Assistant	Practicing OR NOT practicing in a NYS school district or BOCES	NOT subject to registration	NOT subject to CTLE	
Level I, Level I Renewal, Level II Teaching Assistants	Practicing OR NOT practicing in a NYS school district or BOCES	NOT subject to registration	NOT subject to CTLE	
Other Certificate Holders	
Initial Classroom Teacher/School Leader	Practicing OR NOT practicing in a NYS school district or BOCES	NOT subject to registration	NOT subject to CTLE	
Provisional Classroom Teacher or Provisional School Administrator/Supervisor	Practicing OR NOT practicing in a NYS school district or BOCES	NOT subject to registration	NOT subject to CTLE	
Provisional Pupil Personnel Services (PPS)	Practicing OR NOT practicing in a NYS school district or BOCES	NOT subject to registration	NOT subject to CTLE	
Individuals employed in a NYS Charter, private or special act school are not required under the regulations to be registered or complete CTLE.	

Appendix B – HCSD PDP Action Plan – to be added per building

Appendix C – New York State Professional Development Standards
New York State adopted standards for Professional Development on February 10, 2009.  These standards provide a blueprint for high quality professional development for all educators to improve instruction and student achievement. The standards are based on the following attributes: 

•	Effective professional development fosters a culture of continuous improvement for all engaged in the learning endeavor. Practices address the needs of professionals throughout their careers and embrace other stakeholders as participants in learning. Activities are evaluated both for effectiveness and impact on student learning.
 
•	Effective professional development is that which improves the learning of all students, including those with different educational needs, learning styles, and incremental abilities, and those from diverse cultural and linguistic backgrounds.  
 
•	Professional development is most effective when there are clear research-based expectations for what teachers should know and be able to do to support student learning. These expectations are reflected in the New York State Code of Ethics for Educators, district Professional Development Plans, Annual Professional Performance Reviews, and Commissioner's Regulations related to teacher preparation and certification. They are also enumerated and reflected in collective bargaining agreements, job descriptions and assignments, performance appraisal systems, systems of rewards and incentives for teachers, and in the design and content of teacher professional development.

•	Professional development is most effective when there is collaborative leadership and shared responsibility for improving teaching and learning. Collaborative leadership for professional development recognizes that the pursuit of excellence is never-ending and embraces the individual and collective goals and talents of teachers, paraprofessionals, parents, school administrators, school boards, district and state staff, institutions of higher education, unions, and other stakeholders.
 
•	Professional development is most effective when it is job embedded, directly relevant to classroom practice, provided over time, and when it provides opportunity for practice of new strategies, time to reflect on changes, and time to integrate new learning into the teaching practice. 
 
•	Professional development is most effective when adequate resources are provided.  Resources include money, people, and time.  Resources necessarily come from a variety of sources, and must be sufficiently sustained over time to insure the full impact of professional development.  Resources are adequate when they ensure that all educators can study, practice, reflect, receive feedback on practice, and implement knowledge and skills necessary to be effective with their students and others. 

Standard 1:  Designing Professional Development
Standard:
Professional development design is based on data, is derived from the experience, expertise and needs of the recipients, reflects best practices in sustained job-embedded learning, and incorporates knowledge of how adults learn.

Standard 2:  Content Knowledge and Quality Teaching
Standard:
  
Professional development expands all educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.

Standard 3:  Research-based Professional Learning
Standard:
Professional development is research-based and provides educators with opportunities to analyze, apply, and engage in research.

Standard 4:  Collaboration
Standard:
Professional development ensures that educators have the knowledge, skill, and opportunity to collaborate to improve instruction and student achievement in a respectful and trusting environment.

Standard 5:  Diverse Learning
Standard: 
Professional development ensures that educators have the knowledge and skill to meet the diverse needs of all students.

Standard 6:  Student Learning Environments
Standard:  
Professional development ensures that educators have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students.

Standard 7:  Parent, Family and Community Engagement
Standard:
Professional development ensures that educators have the knowledge, skills, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education. 

Standard 8:  Data-driven Professional Practice
Standard:  
Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.

Standard 9:  Technology
Standard:  
Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.

Standard 10:  Evaluation
Standard:
Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.