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Professional Development & Evaluation
The KPS PDEC is composed of certified teachers, administrators and other appropriate school personnel including representatives selected by the respective bargaining units. Members of a PDEC collaboratively define a shared vision and establish collective responsibility for the development, evaluation and updating of a local comprehensive professional learning plan and participation in the development or adoption of the district educator evaluation and support program. The PDEC designs and regularly updates a comprehensive plan that clearly describes how professional learning is developed, implemented, monitored and evaluated within a district.
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The PDEC understands/has an awareness of… |
In developing the plan, the PDEC… |
In implementing the plan, the PDEC… |
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the district’s strategic plan and the key needs and issues in the areas of student and educator growth, curriculum and instruction, and leadership at the district and school level. |
analyzes and synthesizes key needs and issues that contribute to professional learning, educator and student growth, and district and/or school development, inclusive of available resources - funding, people, time, technology and materials. |
monitors to determine if the comprehensive plan addresses needs and issues as identified at the district and school level. |
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how professional learning supports district and school level strategic planning in areas including, but not limited to: curricular change, new initiatives, instructional practices, content-specific knowledge and skills, and leadership growth for teachers and administrators. |
aligns educator professional learning to student growth and development needs and district and school goals. |
identifies representatives, at the district and school level, to facilitate discussion with educators focused on how the plan will support district and school goals. |
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The PDEC understands/has an awareness of… |
In developing the plan, the PDEC… |
In implementing the plan, the PDEC… |
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the areas in which, and the degree to which, the PDEC makes decisions regarding how resources – funding, people, time, technology and materials – are identified, accessed, used and evaluated for professional learning. |
identifies the available and appropriate resources that support what is outlined in the plan. |
makes decisions regarding how identified available and appropriate resources – funding, people, time, technology and materials – are used so that professional learning that is planned can be implemented. helps educators access available/appropriate resources and evaluates the effectiveness of resources and their use. |
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the Connecticut Standards for Professional Learning and how to align them with relevant Connecticut standards and other agreed- upon standards for educator practice and student growth. |
ensures alignment to the Connecticut Standards for Professional Learning, relevant Connecticut standards, and other agreed-upon standards for educator practice and student growth. develops avenues through which district and school staff will become familiar with the Connecticut Standards for Professional Learning and how they align with agreed-upon standards for educator practice and student growth. |
identifies representatives, at the district and school level, to facilitate discussion with educators focused on how they will build their awareness of the Connecticut Standards for Professional Learning, relevant Connecticut standards, and other agreed-upon standards for educator practice and student growth. |
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the principles and developmental stages of change and how professional learning leads to building district capacity and long- lasting change. |
plans implementation of professional learning so as to support long-lasting change that leads to educator and student success. |
identifies and uses tools to support the professional learning needed to implement change and to monitor change efforts. |