Recent Changes

From Elva:
What kind(s) of professional development do you think would positively influende your students' achievement? Perhaps we could provide a list to choose from The list culd include types of PD that research shows to most influence student achievement. We should also provide an option for free response in addition to the list of choices.
From Paige:
I think it's a good idea if the questions we ask include a "scale". For instance, they have to circle Very Useful, Useful, Slightly Useful, Not Useful, Not Applicable. Some questions I would want to include might be:
1) What would you find useful in terms of who you meet with during professional development?
a) Meeting as an entire faculty from your center.
b) Meeting as an entire faculty from both centers.
c) Meeting in a small group with a random grouping of other teachers.
d) Meeting in a small group with teachers who share the same students.
e) Meeting with teachers from the other center who share the same program.
f) Meeting with administrators or experts one on one.
g) Meeting with administrators or experts in small groups.
I also think that the questions from the survey you gave us before all sound good. I would just change questions 4 through 8 should be on a scale answering system, instead of just a check system.

On the left are the page titles of this wiki, with files attached. These are files I sent previously in emails. and a copy of a draft that we had from prior years. I am looking for input from everyone online. I will try to compose an updated draft from your input, and then we can meet to discuss.
Please scroll down and add your name, role, and site and follow the directions below:
Name - Role - Site
Paige Harris - STEM Teacher - NCOC
Diane, it would be great if you could check on the certification requirements to see if they are still current. They start on Page 7.
Would it be important to also include professional develpment for our administrators? Especially newly certified administrators that need the 175 hours?

On the left are the page titles of this wiki, with files attached. These are files I sent previously in emails. and a copy of a draft that we had from prior years. I am looking for input from everyone online. I will try to compose an updated draft from your input, and then we can meet to discuss.
Please scroll down and add your name, role, and site and follow the directions below:
Name Role Site
Paige Harris STEM Teacher NCOC
Diane, it would be great if you could check on the certification requirements to see if they are still current. They start on Page 7.
Would it be important to also include professional develpment for our administrators? Especially newly certified administrators that need the 175 hours?

Please add questions you feel we should ask on the staff survey. Questions are due by Friday, March 1. Yes, 2013.... Thank you...
From Elva:
What kind(s) of professional development do you think would positively influende your students' achievement? Perhaps we could provide a list to choose from The list culd include types of PD that research shows to most influence student achievement. We should also provide an option for free response in addition to the list of choices.

needs assessment , or any suggestions you think will benefit our staff:have here:
Tom Santacrose Notes: I am working with PublicSchoolWorks, a company that offers us automated, managed, and mobile online safety, compliance and training for schools. It can help usa with things like sexual harassment training, Right to Know training and has hundreds of educational programs. Thanks to Diane Matteson, all of our staff, BOCES-wide, are in the database.
Deb McMullen suggestion:

Please add questions you feel we should ask on the staff survey. Questions are due by Friday, March 1. Yes, 2013.... Thank you...

Please add any type of needs assessment you think will benefit our staff:
Tom Santacrose Notes: I am working with PublicSchoolWorks, a company that offers us automated, managed, and mobile online safety, compliance and training for schools. It can help usa with things like sexual harassment training, Right to Know training and has hundreds of educational programs. Thanks to Diane Matteson, all of our staff, BOCES-wide, are in the database.
Deb McMullen suggestion:
As the planning committee begins looking at ONC BOCES professional development, I wanted to let you know of something I thought of during the last Principal's Academy. You had made a comment that only one teacher signed up for a Webinar that you had conducted. Maybe we should think about the administrative directed PD that is outlined in the teacher contract and create some flexibility with that. If a teacher attends a Webinar that is directly related to CCLS, Century 21 Skills, APPR, teaching strategies/techniques, etc. etc., maybe we should allow those hours to count toward the AD-PD hours. I think more people might sign up for the Webinars if they were allowed this flexibility. We may need to "train" folks that they could complete the Webinars from home as well. They wouldn't have to stay at school to participate. Just an idea -- I know that the planning committee can't totally address this because it is contractual, but thought it might be something to discuss.

Introduction:
Composition of Professional Development Team for ONC BOCES – July, 2013
education programs. Should we add somethingn to address the multiple locations of our itinerant staff? Approximately 115
A district-wide team was established by the ONC BOCES Board of Education, in conjunction with the ONC BOCES Teachers’ Association. The team collected data, analyzed survey results, and finalized a needs assessment. The resulting Professional Development Plan is intended to serve the needs of diverse adult learners who comprise the faculty and staff at ONC BOCES.
Team members include:
Professional development opportunities are important to helping teaching professionals integrate new knowledge and state-of-the-art techniques and technologies into their practice; to make new and innovative contributions to the school community; and to positively impact student outcomes. Recognizing this, NYSED’s new certification structure that went into effect in 2004, requires that teachers with Professional certificates and Level III teaching assistants complete ongoing professional development.
To help students in New York State achieve high learning standards, it is important that all teaching professionals remain highly qualified throughout their careers. This is consistent with the goals of the Regents 1998 teaching policy. Through ongoing professional development, teaching professionals maintain the knowledge and skills they need to help all students succeed.
What about Administrators?
175 and 75 Hour Professional Development Requirement FAQ
What is the NYSED Professional Development Requirement?
All certificate holders must keep records of all of their approved professional development activities/programs/coursework, regardless of the provider, for seven years.
Certificate Holder Responsibilities
Professional Certificate Holders
IfHoldersIf you are
You must complete 175 hours of professional development every five years.
The professional development period begins on July 1 following the effective date of certification
The hourly obligation of 175 hours every five years is reduced by 10% for every year of your professional development period you are not employed in a public school
The professional development period begins on July 1 following the effective date of certification
III Certificate Holders
IfHoldersIf you are
You must complete 75 hours of professional development every five years.
The professional development period begins on July 1 following the date of certification
The professional development period begins on July 1 following the effective date of certification
Certificate Holder Record Keeping Responsibilities
Professional Certificate Holders
IfHoldersIf you are
You must keep a record of professional development completed during your professional development period, including that provided by BOCES.
Required documentation includes:
Content areas of the professional development
Records must be kept for seven years and be made available to NYSED in the event of an audit
III Certificate Holders
IfHoldersIf you are
You must keep a record of professional development completed during the reporting cycle. You should seek approval from ONC BOCES for any professional development activity not sponsored by your school district.
Required documentation includes:
Records should be up-to-date. Records must be kept for seven years and be made available to NYSED in the event of an audit
Certificate Holder Reporting Responsibilities
Professional Certificate Holders
IfHoldersIf you are a public school:
*school:*
The BOCES be reported annually
IfannuallyIf you are a public school:
*school:*
If you Teaching Initiatives annually
TeachingannuallyTeaching Assistant Level III Certificate Holders
IfHoldersIf you are a public school:
*school:*
The BOCES be reported annually
IfannuallyIf you are a public school:
*school:*
If you are not employed by a public school district or BOCES during any portion of your professional development period, you must report completed professional development hours through TEACH online services: http://www.highered.nysed.gov/tcert/teach/index.html
BOCES Responsibilities
At the end of each school year, return professional development form along with all documentation to ONC BOCES Human Resources Department
Human Resources will contact NYSED to have your hours documented in Albany
Should we add the use of WinCap?
Professional Development Guidelines and Activities
Guiding Principles
ThePrinciplesThe design of
The Professional Development Planning Team for ONC BOCES has developed guiding principles, based on data and research, to inform our decisions and direct the formation of the Professional Development Plan (PDP).
Subject matter content of professional development activities/experiences is clearly connected to student achievement of the NYS Learning Standards.
Professional development results in a demonstrated increase in teaching staff knowledge and understanding, teaching staff skillfulness, and teaching staff professional values.
Professional development activities/experiences are assessed on an on-going and continuous basis for intended impact.
Guiding Principles (Cont’d)
Professional(Cont’d)* Professional development enables
Stakeholders should be active participants who are:
attentive
Enhancing teacher/teaching assistant subject matter knowledge and requiring gathering information about targeted programs
Teacher/teaching assistant knowledge, use and application of appropriate teaching techniques,
Guiding Principles (Cont’d)
Broadening(Cont’d)* Broadening and enhancing
Enhancing teacher/teaching assistant skills in effectively managing individual students and classroom in both heterogeneous and homogeneous settings. This should include understanding of the specific needs of the audience it is meant to serve.
Needs/Data Analysis
TheAnalysisThe team who evaluate professional development.
Indevelopment.In the coming The list includes:
NYSincludes:* NYS Standardized Assessments
Student performance data (e.g., progress reports/report cards, samples of classroom work, projects/assessments)
Attendance and health records.
Improve the quality of instruction for all students while recognizing the diversity of their needs.
Provide a safe and nurturing learning environment for all students.
Goals and Objectives
TheObjectivesThe Guiding Goals adults. They include:
Improveinclude:# Improve the quality
Provide a safe and nurturing learning environment for all students.
Improve the quality of service to students and component districts.
Develop the collaborative skills and knowledge base of faculty to enhance effectiveness.
stated goals, include:
Increaseinclude:# Increase knowledge base
Improve the ability of faculty to increase students’ motivation and engagement through increased rigor in lessons and improved behavior management strategies.
Educate faculty about impediments to learning; e.g., bullying, drug and alcohol use and abuse, sexual harassment, effects of prescription medication on students and mental health disorders.
Portfolio presentations
College coursework
Resources should include:
Regionalinclude:* Regional Information Centers
NYSED
Community Agencies (including, but not limited to, DOH, DEC, OSHA, EPA, ARC, OFO, CDEO, DSS, etc.)
Internet resources
Colleagues.
Expected Participation
TeachersParticipationTeachers are expected year.
Record Keeping
ONCKeepingONC BOCES teachers to maintain certification.
Evaluation
Acertification.EvaluationA professional development during the year.
Ayear.A survey should determine new needs.
Ifneeds.If necessary, goals/objectives be revised accordingly.
Mentoring
Commissioner’saccordingly.MentoringCommissioner’s Regulation 100.2
Approved Professional Development Activities
The following categories of activities are suggestions for meeting the needs of school districts in administrative, building teacher and teaching assistant capacity: (Not all suggested activities are intended for Level III teaching assistants)

Please scroll down and add your name, role, and site and follow the directions below:
Diane, it would be great if you could check on the certification requirements to see if they are still current. They start on Page 7.
Would it be important to also include professional develpment for our administrators? Especially newly certified administrators that need the 175 hours?
If everyone could look at the (PDEvaluationReflectionTemplateSample and the full set of Standards), you will see that the first Standard is asking:
Is the professional development based on the needs of participants?
Is the professional development embedded?
Does the professional development incorporate adult learning?
the staff.
Also, let's look at specific professional development that we should consider on:
Data Driven Decision Making