AR Handbook – 53 • Data – Uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning; • Implementation – Applies research on change and sustains support for implementation of professional learning for longterm change; and • Outcomes – Aligns its outcomes with educator performance and student curriculum standards. Requirements for Professional Development in Regulations The code specifies the who, what, when, and how aspects of meeting the State’s rules requirements: Who must meet the requirements? All active teacher staff members, defined as staff whose positions require possession of the instructional or education services certificates described in the administrative code (see the section entitled “Certification in New Jersey”). While the code language does not have a specific statement to this effect, all educators should understand that they have a personal responsibility to meet the requirement. However, there are rules for support and resources that govern school districts and principals. ARs should use the following information to advocate for members who fail to get the support they need to meet the requirements. What is required of school districts? From the code – “Each district board of education shall ensure all teachers and school leaders receive the necessary opportunities, support, and resources to engage in ongoing professional learning and to complete the requirements of their respective professional development plans.” Requirements for District and School Professional Development Plans The code requires school district and school-level professional development plans. Teachers should have input on the school-level plans through the School Improvement Panel (ScIP).* The code requires that school district plans provide information on school-level and districtwide professional learning opportunities, the resources being allocated toward their support, and a justification for the expenditures; and include any professional development required by statute or regulation. A listing of all such state-required professional development can be found at: http://www.state.nj.us/education/ profdev/topics/StateRequiredPD.pdf The school-level professional development plans are required to include a description of school-level and team-based professional learning aligned with identified school goals, includes teacher and student learning needs, and also ensures that all teachers receive the necessary opportunities, support, and resources to complete individual professional development . * ARs are reminded that although the regulations on ScIPs state that information from teachers’ evaluations should inform the school professional development plan, NJEA strongly recommends that local associations refrain from granting the teacher members of the ScIP permission to be involved in evaluation. If the association does not grant permission, it is a violation of state statute for administrators to share individual evaluation information to the teacher members of the ScIP. ARs, at the request of members for confidential and direct assistance, are not barred from reading a member’s observation or evaluation, but should consult with the local president and/or UniServ field representative for support in guiding a member’s actions. Requirements for Implementation of Individual Teacher Professional Development Plans The code requires that each teacher has an individualized professional development plan (PDP) which “includes at least 20 hours per year of qualifying experiences.” ARs and members should remember that the 20-hour annual requirement is based on the length of full-time employment and is “reduced by a pro rata share reflecting part-time employment, or an absence, including the use of family or medical leave.” ARs should ensure that members are not being required to have 20 hours of professional development in a year in which they do not work the full school year. Individual PDPs are developed by each teacher’s supervisor but must be in consultation with the teacher. They should also align with the Professional Standards for Teachers and the Standards for Professional Learning (see above). PDPs are effective for one year only and should be updated annually. The code allows that they can be modified during the year, as necessary. The minimum requirements for each PDP include one area for development of professional practice derived from the results of obser
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