KEY Four

Personal and Professional Learning

In high-performing schools, professional development is broad and deep — consistent with everyday activities as well as long-term improvement plans, developed in a collaborative manner, and encompasses traditional and non-traditional approaches, including mentoring, co-teaching, and discussion groups. Indicators:
•    Professional development has a direct, positive effect on teaching and learning.
•    Administrators and staff plan and experience professional development activities together. 
•    Teachers are prepared to use state or district standards to assess the curriculum and students’ performance. 
•    Constructive feedback based on classroom observation is part of professional development for teachers and principals.
•    Teachers are prepared to address diverse student needs, including learning disabilities and limited English proficiency.
•    Teachers learn from one another, meeting at regularly scheduled times for specific purposes. 
•    Areas of focus include decision making and problem solving.
•    Educators have opportunities to attend programs offered by professional organizations, as well school-based activities.
•    Staff development is sustained, comprehensive, and consistent with school practices.
•    Teachers have opportunities to provide — and receive — mentoring.
•    Teachers know their subject as well as how to teach.

For more about these indicators, click here.
For recommended reading materials, click here.