Effective+Professional+Development

== The mission of Denver Public Schools is to provide all students the opportunity to achieve the knowledge and skills necessary to become contributing citizens in our diverse society. We believe that for our students to learn at high levels, the adults in our system must not only be teachers, but lifelong learners as well. Therefore, Denver Public Schools’ plan for earning Professional Development Units (PDUs) has been carefully crafted to align with the principles for effective professional learning as defined by the National Staff Development Council (NSDC). Effective professional learning is… §  continuous; §  embedded within the school and classroom; §  consistent with research—based on best practice; §  immediately relevant—satisfies a need to know; §  rooted in deep self-reflection; §  built through communities of practice; and §  standards-based, that is, based on what students need to know and need to be able to do and the skills adults need to get them there. Research indicates that the most successful teacher professional development activities are those that extend over time and encourage the development of learning communities (National Research Council, 2000). This document represents the collective work of the Pay for Performance Design Team, the Joint Task Force on Teacher Compensation, the ProComp Team, the Professional Development Unit Workgroup, and many staff members, including classroom teachers, curriculum specialist, academic facilitators and staff developers, special service providers, counselors, media specialists, technology teachers, students advisors, and administrative assistants. It serves as a guide for teachers, principals, and professional staff who are seeking to earn Professional Development Units within the Denver Public School system. 1. Knowledge and skills development helps educators learn the instructional strategies and content area expertise that increases student learning. 2. Development of professional expertise is the major factor producing career salary increases. 3. Those closest to the teaching and learning process are the most effective change agents. 4. PDUs: a. Develop educators’ professional status and motivation to increase instructional expertise b. Encourage professional practices that contribute to student learning c. Encourage educators to develop content area expertise appropriate to current or proposed assignment d. Develop the district as a leader in educator compensation and quality professional development 5. Self-directed professional development, which is grounded in district and individual goals, maximizes the possibility of educators meeting instructional and career needs: a. Educators have professional discretion around the content of their PDUs (unless they have received an unsatisfactory evaluation),` including creating innovative or creative PDU plans. b. The methodology for conducting PDU activities is determined by the educator and may include working individually, as a group or with a team. c. Educators have the option of completing any part of the three-step process (Study, Demonstrate, Reflect) during or outside of the regular workday as appropriate. 6. Demonstrating and reflecting knowledge and skills optimizes the time spent on professional development. 7. The PDU is for enhanced knowledge and skills, even when the individual is compensated for their time during acquisition.
 * Foundational Principles: **