1. education
2. school

2012-2013
HPISD Staff Development Expectations
What is Staff Development Anyway?
Staff development refers to a systematically planned, comprehensive set of
professional learning opportunities carried out over time to achieve specific
district-wide, campus, and department improvement objectives. The ultimate
goals of our staff development process are increased student learning and
engagement, and continuous improvement for all employees as they work
together to create a quality environment for our students ensuring a culture
of professional learning communities throughout the district.
The Highland Park ISD School Board and staff recognize that well-trained
personnel are essential to the effective operations of a school district.
Professional development is a necessary, continuous, and systematic effort
to improve district programs by involving all employees in learning
opportunities, whether as a participant or trainer. These opportunities will
enhance teachers’ performance, knowledge, and attitudes. The focus of our
staff development program activities is to provide district personnel with the
knowledge and skills to impact school improvement for each student.
Staff Development Expectations
In order to achieve these goals, the HPISD staff has certain expectations that
must be fulfilled for continuous employment. Sessions will provide an
opportunity for reflection and evaluation to ensure continuous improvement.
Additionally, all employees will complete specific annual legal, state and
federal compliance courses using the District's approved online training
application (Public School Works).
Each year staff members should plan for professional growth activities that
will help them complete their required training. Each staff member should
look at the long-range planning grid and map-out his or her training plan to
be completed during the next five years. The following expectations for
professional development reflect the mission of the district:
I.
Curriculum Implementation and Innovation
Professional development for innovation and implementation in the area of
curriculum relies on research-based strategies to support concept-based
learning. Participation in curriculum writing cadres is one of the most
important opportunities for professional learning. Other curriculum-related
learning includes:
Highland Park Multisensory Approach to Language Arts (HPMALA)
All K-2 teachers who teach language arts, dyslexia/reading teachers, and K-6 special
education teachers who will be teaching language arts TEKS are expected to
participate. Completion of this program is required.
Writing
All teachers, who teach English and Language Arts as part of their curriculum, are
expected to attend within five years of their employment the Abydos Learning
International Writing Institute (previously New Jersey Writing Project in Texas).
Participants will be given 90 staff development hours by attending this three-week
training. A total of 18 gifted and talented hours will be awarded (12 hours of
Curriculum/Differentiation and 6 hours of Other) for GT. Participants may also apply for
6 hours of graduate credit through approved universities but must pay their own tuition
for those credit hours. The Abydos Learning Writing Institute, which is offered during
the summer, is beneficial to all HPISD educators; therefore, all educators are welcome
to attend.
Comprehensive Literacy Strategies
The district will offer numerous opportunities throughout the school year and the
summer for professional development in the framework of comprehensive literacy and
assessments such as Developmental Reading Assessment (DRA). All teachers, including
Special Program teachers, who teach reading and writing as part of their curriculum are
encouraged to participate.
Comprehensive Array of Math and Science Training
The district will offer numerous opportunities throughout the school year and the
summer for professional development for math and science teachers, who are
encouraged to participate. Training will be offered that provides opportunities to learn
lesson delivery using inquiry models.
Specialized Content Training
From time to time, the district will also offer specialized training for content-area
teachers and clerical/support staff, who are required to attend the appropriate training.
Teachers New to District
All teachers new to HPISD will participate in a New Teacher Orientation that will focus
on teaching and learning systems and the mission of our district.
II.
Engagement
All instructional staff members are expected to complete foundations
training in the framework for increasing student engagement. Additional
learning opportunities may include the application of design qualities,
authentic learning and the inquiry model.
III.
Differentiation
Teachers are expected to seek learning opportunities to develop fluency in
differentiating content, context, and products for students according to their
varied interests and learning profiles. Listed below are a variety of learning
opportunities for teachers:
Instructional Differentiation
All teachers are encouraged to participate in professional development opportunities to
plan and implement classroom strategies for varying content, context and products.
Talented and Gifted (TAG)
All TAG teachers (K-1, TAG specialists/teachers and campus principals) must have 30
hours of TAG training before their first day of instruction. Teachers who have not
earned a full 30 hours of TAG training by September 1 may be required to take the GT
EXCET.
To maintain the GT professional development certificate, a six-hour update is required
each year. (Required groups: All kindergarten and 1st grade teachers, all TAG
specialists/teachers, all teachers in grades 5–12 who teach a TAG class, administrators
and counselors.)
All teachers must satisfy the district requirement of six hours of training in Nature and
Needs of Gifted Students. 19 TAC 89.2 DMA (LEGAL)
Special Education
All teachers and all paraprofessionals are expected to receive a general overview of
characteristics of and educational implications for students with special needs.
Required trainings will be offered on an ongoing basis.
English Language Learners
All teachers and paraprofessionals who work with students whose native language is
not English must receive training in instructional strategies, curriculum and use of
resources for the English Language Learner (ELL). Required trainings will be offered on
an ongoing basis.
Advanced Placement Training (AP)
Initial content-specific training is required in accordance with College Board standards
with update training every three years. A total of 18 talented and gifted hours in the
area of Curriculum and Instruction will be awarded to the participants.
IV.
Assessment
Professional development related to assessment emphasizes the
development and implementation of various local and state assessments, as
well as the development of data disaggregation techniques to support
continuous improvement. Additionally, professional learning related to
assessment should support the implementation of a balanced model of
Assessment OF and FOR Learning.
Training opportunities include the
following:
Texas Primary Reading Inventory (TPRI)
All teachers who administer the Texas Primary Reading Inventory (TPRI), as well as
elementary dyslexia/reading specialist and elementary special education teachers are
expected to attend the TPRI training and TPRI software training. Training will be
offered according to state initiated updates.
Assessment Literacy Training and Data Analysis
All instructional staff members are encouraged to attend training sessions as required
by campus leadership. Training will include data disaggregation, data analysis, grading,
reporting and Assessment OF and FOR Learning strategies.
V.
Collaboration
The development of professional learning communities depends on learning
to support collaborative activities and the development of a collaborative
culture. Training and collaborative opportunities include the following:
Mentoring
All teachers selected as mentors of new teachers are expected to attend mentor
training as they work with new teachers. Orientations and follow-up training sessions
will be designed annually to assist new teachers as they learn about the HPISD system.
Training will be offered each year and required for all mentors of newly-hired teachers.
HPISD/SMU 21st Century Global Competency Partnership
HPISD Global Connections and SMU partnership committee are developing a course that
aims to help teachers develop their personal global competencies for the 2012-2013
school year.
Leadership
Staff members are encouraged to attend leadership training and to serve as leaders in
various capacities. Examples of leadership training, skills and attributes are kindness
and compassion, empathy, resiliency, service, engaged citizen, ethical decision making,
facing challenges, academic leadership, cadre leaders, Training of Trainers, District
Design Team, and Campus Design Team.
VI.
Technology
As we continue to transform the workplace and classroom environments into
communities of life-long learning, technology provides an engaging and
foundational tool for information problem solving. To model this
collaborative learning, teachers and staff are encouraged to participate in all
facets of technological learning opportunities from individual online courses
and tutorials to professional development social networks. The following are
guidelines to assist in choosing appropriate professional development in
technology:
21st Century Technology Self-Assessment
All instructional staff are expected to complete the 21st century technology selfassessment annually. This tool will be a guide to assist in the design of each instructor's
self-directed professional development plan.
National Education Technology Standards for Students, Teachers and
Administrators (NETS-S, NETS-T, NETS-A)
All instructional staff are expected to model instructional design after the NETS-T to
provide rich, rigorous, relevant work that engages students in 21st century learning
products and that reflects each student's thorough understanding of the NETS-S for
global use.
School Technology and Readiness Chart
All instructional staff are expected to complete the Texas School Technology And
Readiness (STAR) chart annually. In addition, the State Board of Education requires all
instructional staff to integrate Technology Application Texas Essential Knowledge and
Skills (TEKS) into their curriculum.
Innovative Professional Development in Instructional Technology
Professionals, paraprofessionals and administrators are expected to participate in
ongoing
training
and
professional
development
opportunities
such
as
conferences/workshops, seminars, technology integration academies, teacher
mentoring/collaboration and modeling of best practices, as well as online professional
development.
Responsible Use
All HPISD employees are required to complete an online tutorial through Public Works
on the ethical and responsible use of technology in the district. All HPISD employees
who have access to the network must have a signed Responsible Use Policy on file.
VII.
Legal and Compliance Requirements
State-Assessment Training
All versions of the Texas Assessment of Knowledge and Skills (TAKS) / State of Texas
Assessment of Academic Readiness (STAAR) require training of everyone involved in
the assessment process. The STAAR-Alt Assessment and TELPAS Assessment require
additional training and qualification activities.
Self-Directed Appraisal System (SDAS)
All educators who are appraised with the Self-Directed Appraisal System (SDAS) must
participate in training related to the implementation of SDAS. All administrators who
appraise teachers must complete the required SDAS training orientation for supervisors.
Update training is required.
Professional Development Appraisal System (PDAS)
All educators who are appraised with the Professional Development Appraisal System
(PDAS) must participate in an orientation before being appraised by their supervisor. All
administrators who appraise teachers must complete the required PDAS training for
supervisors. Update training may be required from time to time.
Texas Behavior Support Initiative (TBSI) & Restraint Training
For Campus Crisis Teams and other staff members as needed: HPISD will address the
provisions of the Texas Education Code (TEC); 37.0021, 19 T.A.C. Chapter 89 of
confinement, restraint, seclusion, and time-out through The Texas Behavior Support
Initiative (TBSI) Training. Principals will designate staff members to serve on that
campus core team. A core team of personnel on each campus, including the principal or
designee, must receive TBSI training and Crisis Prevention/Intervention (CPI) which is
the
Highland
Park
ISD
designated
program
for
restraint
training.
A yearly update of CPI is required for core team members to remain certified. Training
in the modular design of TBSI is required for general or special education personnel
who implement seclusionary time-out based on requirements established in a student's
IEP and BIP.
Personnel who have not been trained must attend TBSI/CPI within 30 school days of
being assigned the responsibility for implementing seclusionary time-out based on an
IEP/BIP. Personnel called upon to use restraint in an emergency and who have not
received prior training must receive that training in the first 30 days of employment.
Other State and Federal Required Training through Public School Works
All school districts must provide employees initial training and annual refresher training
regarding:
•Bloodborne Pathogens
•Sexual Harrassment
•Mandatory Child Abuse Reporting
•Bullying
•CPR/Automatic External Defibrillator (AED)
•Responsible Use Agreement
•Employee Handbook and Board Policy Agreement
Individual Staff Development Plans
Individual Development Plans (IDP) and Exchange Time
In order to receive exchange hours for training achieved during non-contract time, all
HPISD staff will complete an Individual Staff Development Plan. Plans must be preapproved by the campus principal or designee. A full day of training or 6 hours will be
considered equivalent to one day of exchange time. Plans will be submitted and
approved in May before the next school year so that summer training may count
towards exchange days in the upcoming school year.
A supervisor may recommend certain sessions for staff members to attend in order to
receive exchange time. All staff development approved by the district will count
towards professional development hours. The district will track all locally provided staff
development. Staff members are responsible for keeping track of hours gained outside
the district. Proof of attendance is required.