LOCAL PROFESSIONAL
DEVELOPMENT COMMITTEE
2023 Sunset Boulevard
(740) 283-3347
1.
Vision
The vision of the
Jefferson County Educational Service Center Consortium LPDC is to implement
2.
The mission of the Jefferson County Educational Service Center Consortium LPDC is to implement the NSDC Standards for Professional Development and the seven principles of quality professional development. The consortium is committed to assisting individual educators and educational leaders as they work together to create high-quality professional development plans, teams, and systems.
1.
Senate Bill 230
In 1996, the Ohio General Assembly passed Senate Bill
230 authorizing the establishment of Local Professional Development Committees
(LPDCs). This legislation signaled a
major change in
·
While the Ohio Department of Education still issues all licenses,
educators employed in Ohio public schools, or chartered nonpublic schools, and
seeking to fulfill license renewal requirements must develop Individual Professional
Development Plans (IPDPs) for course work, continuing education activities, or
equivalent other activities. The plans
must be based on needs of educators, their students, schools, and districts.
·
To review and approve IPDPs, public school districts and chartered
nonpublic schools in
2.
ORC 3319.22
ORC 3319.22 sets forth rules establishing standards
and requirements for educator licenses and local professional development
committees to regulate continuing education.
3.
Board of Education Resolutions
Boards of education of participating districts and
the Jefferson County Governing Board adopted identical resolutions approving
the consortium LPDC and authorizing participation.
The Jefferson County
Educational Service Center Consortium LPDC serves all certificated/licensed
employees in the Buckeye Local, Edison Local, Indian Creek Local,
1.
Belief Statements
·
We believe the primary responsibility for educators’ professional
development lies with educators.
·
We believe high quality professional development will change the work,
the roles, and the relationships that exist in schools.
·
We believe high quality professional development will require new
levels and types of support from the educational system.
·
We believe high quality professional development will modify and
improve teaching and increase learning.
2.
The Seven Guiding Principles of Quality Professional Development
At the heart of the Ohio LPDC Advisory Council framework are seven guiding principles of quality professional development based primarily on professional development research and experiences of LPDC pilots. Each principle highlights an important component or characteristic of quality professional development. However, all seven principles are interdependent.
Each principle can be viewed through two different perspectives—that of individual educators seeking professional development that is meaningful and productive and that of people and organizations whose roles are to support professional growth of educators.
The seven guiding principles found in the Quality
Professional Development: A Guide for Ohio’s Educators describe quality
professional development as:
·
Results-Oriented: Quality professional
development increases the capacity of educators to improve student achievement.
·
Individualized: Quality professional
development addresses educators’ varied experiences and learning needs.
·
Job-Embedded: Quality professional
development is relevant to and embedded in each educator’s principal work.
·
Collaborative: Quality professional
development creates communities of educators who support continuous inquiry,
collaboration, and growth.
·
Research-Based: Quality professional
development applies knowledge from learning theory and research, as well as
lessons from sound educational practice.
·
Data-Driven: Quality professional
development is based on student data aligned with district and building goals,
and focused on a specific set of targeted improvements in student learning.
·
Systemic: Quality professional
development is a process that occurs over time with system support for
acquiring new skills and incorporating them into practice.
3.
The National Staff
Development Council’s Standards for Professional Development
·
The revised National Staff
Development Council’s Standards for Staff Development are a landmark
contribution to raising the performance levels of students. One of the strengths of the standards is that
they are rooted in the belief that it is not only educators who should benefit
from high quality professional development but also students.
·
This is a radical shift in how most educators think about staff
development. Much professional
development educators currently experience is only tenuously linked to
increasing student achievement. Those
responsible for conceiving, planning, and implementing staff development often
do so with good intentions, but devote more attention to the activity than to
how it will benefit students.
·
Certainly professional development can be about giving educators a
“shot in the arm,” inspiring and focusing them to carry out their
responsibilities with renewed commitment.
However, this function does not substantively address the need of
students to learn how to read and comprehend well, or understand higher order
mathematical concepts.
·
NSDC’s Standards for Staff
Development
start from the premise that the primary purpose of staff development should be
to help educators develop the insights, knowledge, and skills they need to
become effective classroom and school leaders, better able to increase student
learning.
·
The standards are a sophisticated analysis of what it takes to bring
high quality professional development to fruition. While underscoring the importance of
content—the “what” of staff development—the standards also emphasize the
process, the “how” conditions under which educators can get the most out of
their adult learning experiences. But
the standards go even further. They
point out that the context in which staff development occurs is all-important.
·
School boards and superintendents have to provide the leadership
necessary for professional development to become a strategic and budgetary
priority. Principals have to provide the
time and structure for high quality staff development to become an integral
part of their schools’ operations, not merely periodic events.
·
NSDC Standards for building context
§
Learning Communities
§
Leadership
§
Resources
·
NSDC Standards for selecting a process
§
Data-Driven
§
Evaluation
§
Research-Based
§
Design
§
Learning
§
Collaboration
·
NSDC Standards for determining content
§
Equity
§
Quality Teaching
§
Family Involvement
As
indicated in ORC 3319.22 and in the Teacher Education and Licensure
Standards, LPDCs are responsible for reviewing and approving course work
and other professional development activities educators propose to complete for
license renewal. To carry out this
responsibility, LPDCs will:
·
Establish operating procedures for the submission and review of IPDPs,
·
Establish clear criteria by which the LPDC will review IPDPs,
·
Abide consistently by established operating procedures and criteria of
the LPDC when reviewing educators’ IPDPs,
·
Develop an IPDP format for educators to use as they renew licenses,
·
Ensure that educators’ course work and other professional development
activities meet the standards for transition to or renewal of licenses,
·
Keep records of LPDC decisions regarding IPDPs,
·
Operate under the Open Meetings Act (Sunshine Law), and
·
Establish a local appeal process for educators who wish to appeal
decisions of the LPDC.
·
Every 3-5 years, review and revise the By-Laws using a committee
consisting of one representative from each district and representatives
from JCESC.
Educators working under professional 8-year certificates or professional 5-year licenses are responsible for meeting requirements for transition to or renewal of these licenses
LPDCs will develop procedures for reviewing professional development. However, educators will have both opportunity and responsibility for (1) developing and implementing IPDPs, (2) documenting professional development and maintaining records of such work, and (3) following renewal procedures and timelines.