White Mountains School Administrative Unit # 35

BETHLEHEM LAFAYETTE LANDAFF LISBON PROFILE

PROFESSIONAL LEARNING MASTER PLAN 2013

Table of Contents
Mission Statements of Our SAU and Our Schools ........................................................................................ 3 Statement of Purpose ................................................................................................................................... 5 Member Districts of SAU 35.......................................................................................................................... 7 SAU 35 Professional Learning Committee .................................................................................................... 8 SAU 35 Teacher Effectiveness Committee .................................................................................................... 9 Roles and Responsibilities of the Professional Learning Committee.......................................................... 10 Evaluation of the Professional Learning Master Plan ................................................................................. 11 Goal Setting Process ................................................................................................................................... 16 Professional Learning and Teacher Effectiveness ....................................................................................... 25 SAU 35 Teacher Effectiveness Plan ............................................................................................................. 26 Introductions to the Strategies for Professional Learning .......................................................................... 28 Documentation of Professional Learning ................................................................................................... 35 CEU Approval Process ................................................................................................................................. 36 Professional Learning Portfolio Option ....................................................................................................... 39 Action Research Option .............................................................................................................................. 44 Appeal Procedures ...................................................................................................................................... 47 Evidence of Professional Learning .............................................................................................................. 48 Paraeducator Certification .......................................................................................................................... 50 Paraeducator Recertification ...................................................................................................................... 52 Paraeducator Recertification CEU Option .................................................................................................. 52 Paraeducator Portfolio Option ................................................................................................................... 53 Appendix Section ........................................................................................................................................ 54

Final Draft of SAU 35 Professional Learning Master Plan

Mission Statements SAU 35 The mission of School Administrative Unit 35, in concert with its member districts and their students, families and broader communities, is to prepare all students to be responsible citizens and afford them the opportunity to acquire the skills, knowledge, and abilities necessary to make informed decisions that lead to meaningful and productive lives. Bethlehem Bethlehem Elementary School is committed to providing a safe, caring educational community where students

Are encouraged to reach their full potential. Are active participants in the acquisition of the knowledge and skills necessary for future endeavors. Experience the joy of discovering and valuing themselves, others, and the world. Become informed, independent thinkers who contribute as local and global citizens. Lafayette

As a community we educate, nurture, and challenge all students to be successful, enthusiastic, lifelong learners who creatively explore, effectively apply and share knowledge as responsible participants in an ever-changing world. Landaff Blue School The Blue School will provide a wholesome and stimulating environment in which children can develop social awareness and academic curiosity; to the natural environment as well as the fine and performing arts; exposure to physical activity to promote healthy minds and bodies; skills to promote positive relationships in the school community and the community-at-large; academic stimulation appropriate to their needs and abilities to give students a firm foundation for a positive educational career and encouragement for life-long learning. Lisbon Regional School Mission Statement
The mission of Lisbon Regional School is to prepare students to become lifelong learners who strive for excellence, respect themselves and others, contribute to their community, and appreciate the beauty and diversity of our changing world. Inherent in this educational program is the concern for the physical, social, and emotional well-being of every student.

Profile Profile School Core Values, Beliefs, and Learning Expectations We value an educational experience that encourages each student to reach his or her highest level of academic capability. We promote respect, communication, compassion, and accomplishment for each member of our Profile Community. We value collaboration among staff, students, families, and community members to support personal and social development in addition to academic growth in all our students. Therefore, we believe in providing diverse educational opportunities that inspire, engage, and challenge all students to develop the skills and knowledge necessary to be contributing members of their local and global communities. Profile School has developed a set of challenging and measurable 21st century learning expectations for all students that address academic, social and civic competencies. These learning expectations are defined by the school-wide analytic rubrics which target higher levels of achievement. In order for a student to become a knowledgeable, productive member of society, they must be able to ... Communicate Effectively Think Critically Utilize technology and digital media strategically and capably Collaborate Efficiently Demonstrates Responsible Citizenship

Statement of Purpose
The term professional development means a comprehensive, sustained, and intensive approach to improving teachers and principals effectiveness in improving student growth. The Professional Development Master Plan of the SAU 35 School Districts, developed by educators, administrators, and school board members, is based on the belief Professional development fosters collective responsibility for improved student performance and must be comprised of professional learning that: is aligned with rigorous state student academic achievement standards as well as related district and school improvement goals. is conducted among educators at the school and facilitated by well-prepared school principals and/or school-based mentors, master teachers, or other teacher leaders. primarily occurs several times per week among established teams of teachers, principals, and other instructional staff members where teams of educators engage in a continuous cycle of improvement thatevaluates student, teacher, and school learning needs through a review of data on teacher and student performance; defines a clear set of measurable educator learning goals based on analysis of data; achieves the educator learning goals by implementing coherent, sustained, and evidenced-based learning strategies, such as lesson study and the development of formative assessments, that improve instructional effectiveness and student achievement; provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom; regularly assesses the effectiveness of the professional development in achieving identified learning goals, improving teaching, and assisting all students in meeting challenging state and local academic achievement standards. informs ongoing improvements in teaching and student learning the professional development (PD) process may be supported by activities such as jobembedded PD, courses, workshops, institutes, networks, and conferences that: must address the learning goals and objectives established for professional development by the educator and the principal at the school level. advance the ongoing school-based professional development; and are provided by for-profit and nonprofit entities outside the school such as universities, education service agencies, technical assistance providers, network of content-area specialists, and other organizations and associations.

When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe. When educators knowledge skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet 5

performance expectations and student learning needs. When educator practice improves, students have a greater likelihood of achieving results. When student results improve, the cycle repeats for continuous improvement which is our ultimate goal for the schools in SAU 35. In our master plan we are committed to following the seven Standards for Professional Learning. Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support for professional learning. Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of learning to achieve intended outcomes. Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change. Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

The seven standards focus attention on educator learning that relates to successful student learning. Implicit in the standards are several prerequisites for effective professional learning. They are so fundamental that the standards do not identify or describe them. These prerequisites reside where professional learning intersects with professional ethics. The four prerequisites for effective professional learning are: Educators commitment to students, all students, is the foundation of effective professional learning. Committed educators understand that they must engage in continuous improvement to know enough to meet the learning needs of all students. Each educator involved in professional learning comes to the experience ready to learn. Professional learning is a partnership among professionals who engage with one another to access or construct knowledge, skills, practices, and dispositions. Because there are disparate experience levels and use of practice among educators, professional learning can foster collaborative inquiry and learning that enhances individual and collective 6

performance. This cannot happen unless educators listen to one another, respecting one anothers experiences and perspectives. Like all learners, educators learn in different ways and at different rates. Because some educators have different learning needs than others, professional learning must engage each educator in timely, high-quality learning that meets his or her particular learning needs. Professional learning is not the answer to all the challenges educators face, but it can significantly increase their capabilities to succeed. When school systems, and educational leaders organize professional learning aligned with standards, and when educators engage in professional learning to increase their effectiveness, student learning will increase. Member District of SAU 35 Bethlehem Elementary School (K-6) 2297 Main Street Bethlehem, NH 03574 Principal Shelli Roberts Tel: (603) 869-2689 Fax: (603) 869-2418 Landaff Blue School (K-3) 813 Mill Brook Road Landaff, NH 03585 Head Teacher Claire Cochrane Tel: (603) 838-6461 Fax: (603) 838-6461 Lafayette Regional School (K-6) 107 Main Street Franconia, NH 03580 Principal Gordon (Gordie) Johnk Tel: (603) 823-7741 Fax: (603) 823-5452 Lisbon Regional School (K-12) 24 Highland Avenue Lisbon, NH 03585 Principal Steve Sexton Tel: (603) 838-5506 Fax: (603) 838-5012 Profile Jr./Sr. High School 691 Profile Road Bethlehem, NH 03574 Interim Principal Courtney Vashaw-Piper Tel: (603) 823-7411 Fax: (603) 823-7490

SAU 35 Professional Learning Committee Where SAU 35 is made up five rural independent school districts it was important to have representation from all five school districts. This is a very large committee. We also have included our SAU 35 Teacher Effectiveness Committee which is working closely with our Professional Learning Committee since our Professional Learning is directly tied to teacher effectiveness. Members of the Professional Learning Committee are: Cathi Burton Elementary Teacher Bethlehem Elementary School 2297 Main Street Bethlehem, NH 03574 Elkie Carr Elementary Teacher Bethlehem Elementary School 2297 Main Street Bethlehem, NH 03574 Claire Cochrane Head Teacher Blue School 813 Mill Brook Rd. Landaff, NH 03585 Jackie Daniels Elementary Teacher Lisbon Regional School 24 Highland Ave Lisbon, NH 03585 Beverly Frenkiewich Kindergarten/Special Education Lafayette Elementary Regional School 149 Main Street Franconia, NH 03580 SAU 35 Executive School Board Representative from all five school districts SAU 35 260 Cottage Street, Suite C Littleton, NH 03561 Jude Lepine Librarian Profile Jr./Sr. High School 691 Profile Road Bethlehem, NH 03574 Paul MacMillan (Retired) Superintendent of Schools SAU 35 260 Cottage St., Suite C Littleton, NH 03561 Laurie Rathman Guidance Counselor/Psychologist Lisbon Regional School 24 Highland Ave Lisbon, NH 03585 Kerry Sheehan Science Teacher Profile Jr./Sr. High School 691 Profile Road Bethlehem, NH 03574 Courtney Vashaw-Piper Interim Principal Profile Jr./Sr. High School 691 Profile Road Bethlehem, NH 03574 Pierre Couture New Superintendent of School SAU 35 260 Cottage Street, Suite C Littleton, NH 03561 8

SAU 35 Teacher Effectiveness Committee The following people are members of the Teacher Effectiveness committee: Andrea Bryant Elementary Teacher Bethlehem Elementary School 2297 Main Street Bethlehem, NH 03574 Priscilla Didio Elementary Teacher Bethlehem Elementary School 2297 Main Street Bethlehem, NH 03574 Carol Haywood Special Ed. Coord./Teacher Bethlehem Elementary School 2297 Main Street Bethlehem, NH 03574 Leslie Houghton MS/HS Science Teacher Lisbon Regional School 24 Highland Avenue Lisbon, NH 03585 Ben Jellison Dean of Students/Technology Lisbon Regional School 24 Highland Avenue Lisbon, NH 03585 Gordon (Gordie) Johnk Principal Lafayette Regional School 149 Main Street Franconia, NH 03580 SAU 35 Executive School Board Representative from all five school districts SAU 35 260 Cottage Street, Suite C Littleton, NH 03561 Amy Kelley Elementary Teacher Lafayette Regional School 149 Main Street Franconia, NH 03580 Paul MacMillan Superintendent (Retired) SAU 35 260 Cottage Street, Suite C Littleton, NH 03561 Lovall Morrison Math Teacher Profile Jr./Sr. High School 691 Profile Road Bethlehem, NH 03574 Shelli Roberts Principal Bethlehem Elementary School 2297 Main Street Bethlehem, NH 03574 Steve Sexton Principal Lisbon Regional School 24 Highland Avenue Lisbon, NH 03585 Michelle Williams MS Language Arts Teacher Lisbon Regional School 24 Highland Avenue Lisbon, NH 03585 Pierre Couture New Superintendent of Schools SAU 35 260 Cottage Street, Suite C Littleton, NH 03561 9

Roles and Responsibilities of the Professional Learning Committee 1. The Superintendent of Schools as a member of this committee will work with all five district schools and school boards in the SAU to implement, maintain, and support the professional development master plan and will share the standards with parents, guardians, and community members to foster support for professional learning as means to increase student learning. 2. Building Principals The building Principals from all five school districts are represented on either the Professional Learning Committee or Teacher Effectiveness Committee which work together. As a member of these committees they will implement, maintain and support the professional development master plan in their schools. They will collaboratively develop professional learning goals with teachers to improve instruction and increase student academic growth using the Professional Learning Standards. They will also share these standards with parents, guardians, and community members to foster support for professional learning as means to increase student academic growth. The Principals will bring these standards into all program implementation or improvement discussions. 3. Teachers There is teacher representation on this committee from all five school districts. Teachers will work collaboratively with their building administrators to share the standards with external assistance providers who facilitate professional learning with school staff they will share the standards with parents, guardians, and community members to foster support for professional learning as means to increase student academic growth. They will bring the standards into all program implementation or improvement discussions. 4. School Board Members - Our SAU 35 Executive Board represents the five school boards in this process. All five school boards have approved the Professional Learning Standards our professional learning system is built on. The school boards will develop and maintain policies that align professional learning with district and school priorities and sustain and protect resources for professional learning to support full implementation.

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Evaluation of the Professional Learning Master Plan The SAU 35 is responsible for the ongoing evaluation of the Professional Learning Master Plan. Each spring the Committee will assess the plan to determine how well it meets the national standards from Learning Forward. The goal of this Committee is to make this Master Plan a living and breathing document that, once it is approved, it will do more than sit on a shelf for five years. The baseline data from the Professional Learning Standards needs assessment that was conducted as part of the process to develop this Master Plan will provide a starting point for this Committee to measure our progress. Additionally, student achievement data and teacher effectiveness data will be examined to evaluate the success of our collaborative professional learning activities and to set direction for future professional learning. The following guiding questions and success indicators will provide focus to our discussions. Guiding Questions for Evaluation of the Districts Professional Learning Plan 1. How successful are we in meeting the Learning Forward Standards for Professional Learning? 2. How do we know that our professional learning increased educator effectiveness and improved student academic growth? What have educators learned? What data do we have that professional learning has increased teacher effectiveness? What data do we have that professional learning positively impacted student achievement? 3. How well does our Professional Learning Master Plan support collaboration and the development of an effective learning community in our schools? 4. What data do we have to demonstrate that our Master Plan supports the development of skillful teacher leadership through professional learning activities and practices? 5. To what extent are we allocating resources to support professional learning priorities and the achievement of individual, building, and District professional learning goals? 6. How effectively do we use data analysis of student growth and other performance data to evaluate the success of professional learning activities and to plan for future professional learning? 7. How well do our professional learning strategies and activities meet the differentiated learning needs of educators? 8. To what extent do our professional learning activities focus on standards for student learning, research based instruction and intervention, and strategies that motivate and engage todays learners? 9. How is time for professional learning embedded into the day-to-day work of educators? The SAU will propose any substantive changes to the SAU Executive Board. The committee must reach consensus before any revision in presented to the Executive Board for final approval. Approved revisions will be shared with the school administrators and appropriate staff. Decisions will be made using multiple data points. 11

Student Data Collection and Interpretation

DATA SOURCES Identify the types
New England Common Assessment Program (NECAP) SMARTER Balanced 2015 Northwest Evaluation Association Measures of Academic Proficiency (NWEA-MAP) Preliminary Scholastic Aptitude Test (PSAT) Scholastic Aptitude Test (SAT) - Building Principal - Classroom Teacher - Three times a year - Day after testing

COLLECTION Who collects it? How often? When?

- Building Principal - Guidance Counselor - Once a Year - When the data becomes available

ANALYSIS Who analyzes it? What is the process?

- School Data Team -Teachers and Administrators - Look to identify trends, strengths and weaknesses, and determine students needs. - Building Principal - Classroom Teacher -School Data Team - Look to identify trends, strengths and weaknesses, and determine students needs. -Guidance Counselor - Building Principal - School Data Team - Look to identify trends, strengths and weaknesses, and determine students needs - Teacher - Guidance Counselor - Building Principal - School Data Team -Look to identify trends, strengths and weaknesses, and determine students needs

DECISION MAKING What is the information being used for? How are results reported and to whom?
- Disseminated to school board and SAU Professional Learning Committee to assist them in appropriate long-term planning and funding to better meet student needs. -Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Development Plans - Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Learning Plans. - The classroom teacher will share the test results with the student and parents. Teachers will adjust their instruction and curriculum to meet the students needs. - Disseminated to school board and SAU Professional Learning Committee to assist them in appropriate long-term planning and funding to better meet student needs. -Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Learning Plans - Disseminated to school board and SAU Professional Learning Committee to assist them in appropriate long-term planning and funding to better meet student needs. - Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Learning Plans - The classroom teacher will share the competencies with the student and parents. Teachers will adjust their instruction and curriculum to meet the students needs.

- Guidance Counselor - Building Principal - Yearly -When data becomes available

Competencies

- Classroom Teacher -Guidance Counselor - Building Principal - Student - Parent - Four times a year - At the end of each quarter

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Competencies Continued Report Cards & Progress Reports - Classroom Teacher -Guidance Counselor - Building Principal - Student - Parent - Four times a year -Progress Reportsmid-quarter - Report Cards at the end of each quarter Teacher - Guidance Counselor - Building Principal - School Data Team -Look to identify trends, strengths and weaknesses, and determine students needs - Disseminated to school board and SAU Professional Learning Committee to assist them in appropriate long-term planning and funding to better meet student needs. - Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Learning Plans - The classroom teacher will share the grade with the student and parents. Teachers will adjust their instruction and curriculum to meet the students needs. - Disseminated to school board and SAU Professional Learning Committee to assist them in appropriate long-term planning and funding to better meet student needs. - Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Learning Plans - The classroom teacher will share the results with the student and parents. Teachers will adjust their instruction and curriculum to meet the students needs. - Disseminated to school board and SAU Professional Learning Committee to assist them in appropriate long-term planning and funding to better meet student needs. - Disseminate to teachers and administrators who will use this information to assist teachers and principals in the creation of their Individual Professional Learning Plans

Common Assessments

- Classroom Teacher -Guidance Counselor - Building Principal - Student - Parent - Twice a year Pre and Post Test

Teacher - Guidance Counselor - Building Principal - School Data Team -Look to identify trends, strengths and weaknesses, and determine students needs

Observations & Walk Through

- Superintendent - Building Principals - Master Teachers -Teachers -On-going every year

- Superintendent - Building Principals - Master Teachers -Teachers -Look to identify trends, strengths and weaknesses, and determine teacher and students needs

Every School District in SAU 35 has professional development days built into their school calendar. A portion of these days are used to review data to look at ways schools can improve curriculum, instruction and assessment. Some of our districts offer teachers an opportunity to work over the summer to improve curriculum, instruction, and assessments. We use data at the SAU level to improve overall systems such as teacher effectiveness, Principal leadership, professional development, and the implementation of the new Core Curriculum. The SAU Teacher Effectiveness committee, Administrative Team, and Professional Learning committees meet on a regular basis to look at the data and suggest changes to the Administrative Team or to the Superintendent or to their local school boards. Suggested changes may impact the entire SAU or school/schools or specific subject areas or certain teachers. Success of data collection and evaluation can be measured by overall improved student academic growth at every grade level, which, in turn, will foster success on behalf of students.

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Success Indicators If the professional learning plan is effective: Educators use student learning assessment data and information to develop effective and measurable goals which ultimately improve student academic growth Educators support one another, learn collaboratively, and engage students in effective learning communities

If the professional learning plan is functioning correctly, the following will be observed: Students will experience differentiated learning activities be active participants and fully engaged in their own learning demonstrate continuous progress through standardized and local assessments graduate college and career ready Educators will increase collaboration and peer support to improve student learning participate in job-embedded professional learning opportunities reflect on their own teaching use their professional learning experiences to improve their instructional practices apply strategies for personalized learning and differentiated instruction that support student learning strengths and needs use their professional learning experiences to take on teacher leadership roles in their schools use technology for learning and teaching Administrators will assist staff members in writing measurable individual professional learning goals and provide guidance and direction toward achieving these goals advocate for resources (time and funding) necessary for meaningful professional learning that supports individual, school, and District goals facilitate opportunities for educators to collaborate, communicate and to visit other classrooms plan and implement effective professional learning activities and evaluate the impact on teacher effectiveness and student academic growth Goal Setting for Individual Professional Learning Plans As we understand the needs of our students as learners, we understand that adult learners have diverse and individual needs as well. The Professional Learning Committee recognizes that a commitment to connecting professional growth and student learning requires: Relevancy Awareness of the academic, social, physical, and personal needs of students 14

The norm of continuous improvement Learning from one another Risk taking and trust Differentiation: different tracks, objectives, and activities to suit the educators needs Creativity; freedom to direct growth within the frameworks of the schools goals; exploration Collaboration and collegiality Challenge Nurturance and support Time Reflective time Recognition of teacher competencies Allowance of job embedded work A systemic approach

All certified educators are required to participate in the professional learning process. This includes teachers, non-teacher professionals (nurses, guidance counselors, school psychologists, media specialists, etc.); administrators, and certified paraeducators. To meet the criteria for recertification, certified educators must develop and implement a three (3) year Individual Professional Learning Plan. The Individual Professional Learning Plan is comprised of three elements: 1. Annual Goals set with an administrator 2. Documentation of Continuing Education Units (CEUs) on the appropriate forms and/or in an Educators Portfolio 3. Evidence that professional learning has positively impacted individual educator effectiveness and/or student achievement. Individual Professional Learning Plans are reviewed on an annual basis and progress is recorded on the Three Year Tracking Form (Appendix A-I). Goal setting in SAU 35 is conducted at the District, school and individual level each year. Educators set individual goals with their administrator. School and District goals focus on annual collaborative improvement efforts. Additionally, Professional Learning Standards provide focus for professional learning. The intent is that individual goals, shared school and District goals and professional learning standards all work together in a process of continuous improvement for individuals, schools and the District.

To meet the requirements of the newly revised ED512.02 section (4) professional learning goals are designed to demonstrate educator growth in: knowledge of content area(s), subject(s) and/or field(s) of specialization for each endorsement sought or endorsement to be recertified; pedagogy and knowledge of learners and learning; professional standards as referenced in the Danielson evaluation system; 15

effective instructional practices related to individual, school and District goals that increase student achievement as demonstrated by data.

Goal Setting Process Set Goals: Plan, Implement and Reflect Data provides the focus and structure for determining professional learning goals and planning for professional learning activities. Educators set measurable goals; then implement and reflect upon how well their goals have increased student academic growth. In SAU 35, both individual and collaborative professional learning goals provide guidance and focus to each educators individual professional learning plan. Individual Educator Goals Individual educator goals are developed and reviewed on an annual basis between the educator and the supervising administrator. Although goals are set annually, they may be added to or amended throughout the school year. The supervising administrator approves any additions and amendments. Individual goals are related to the educators area(s) of certification, the educators evaluation and any data that may be relevant to the individual goal setting process. Goal Review and Adaptation Meeting Each year, the educator and the supervising administrator meet to review data and discuss progress toward goals and to adapt or redefine goals for the next school year. The educator is responsible for documenting professional learning and providing evidence of progress toward his/her goals, and the administrator is responsible for summarizing progress made on the Goal Setting/Goal Review Form (Appendix A-VIII). A completed copy of The Goal Setting/Goal Review Form will be given to the educator and the administrator will file a copy each year. The Three Year Tracking Form (Appendix A-I) which, when completed is submitted to the SAU at the end of the three year professional learning cycle, serves as the official documentation of completion of the Individual Professional Learning Plan and is also placed in the educators personnel file. Process for Individual Goals: The supervising administrator and the educator meet to develop the Individual Professional Learning Plan. The suggested process for developing individual goals is: 1. Prior to an initial goal-setting meeting in the first year of the certification cycle, the educator: a. completes a Danielson Rubric Self-Assessment or reviews his/her professional evaluation from the previous year, and/or b. reviews student data relevant to his/her teaching assignment or job, and c. completes the Individual Goals Reflective Worksheet (Appendix A-XI). 2. The educator meets with his/her administrator/designee to develop his/her Individual Professional Learning Goal(s). 3. The educator works towards his/her goal(s) and documents professional learning activities and collects evidence of progress that supports his/her goals. 16

4. The educator meets with his/her administrator/designee in the spring to present evidence of progress toward goal(s) completion and to adapt or amend goals for the next school year.

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Three-Year Individual Professional Learning Planning Cycle Individual Professional Learning Plan Plan
CEUs, Portfolio, Action Research or combination Individual Goal Setting Set with Administrator annually Can be amended as needed Individual & School & District

Goals & Initiatives

Implement
Sources: Educators evaluation and/or professional learning standards and/or content area of certification or a combination of these sources Sources: Student achievement and other data, teacher effectiveness data and professional learning data

Professional Learning Strategies and Compilation of Evidence

Document
Paperwork: Annual Review: Goal setting and 3-year Tracking Form CEUs summary and/or portfolio progress review or Action Research review Recertification Year March 1st (preferred)/no later than May 1st Final CEUs summary or portfolio or action research final assessment Year three goal setting form Completed 3-year Tacking Form sent to SAU On or before June 30th Superintendent does online renewal at mydoe website

Reflect
Goal Setting

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Note: Goal setting forms and CEUs summaries are submitted to the administrator/designee annually and the educator and the administrator/designee keep copies of these forms. 3-year Tracking Forms and/or portfolio or action research final assessments are submitted to the SAU in the spring of the final recertification year.

Goal Setting: Steps for Writing Goals Step 1 Reflect These questions are personal not expected to be shared. They are intended to produce honest and meaningful personal reflection. This reflection will assist in focusing on personal choices. Guiding Questions: What certification area(s) must my goals cover? Have I identified data sources that I can use to determine student learning needs? How can I use student work samples and assessment data to determine priorities for my goals? What additional/current knowledge in my field or content area is essential to my professional growth? What are my strengths and do I make them part of a typical day? What teaching demands are most difficult for me? Are there projects in which I am or could get engaged with that might be encompassed into my goal(s) such as; classroom activities, SAU/District committees, curriculum development, or community endeavors? How are SAU/District professional learning priorities (technology integration, personalization/differentiation and professional learning communities) evident in my professional learning? How can I incorporate school, District, and SAU goals and initiatives into my professional learning? How can I best improve my teaching and/or contribute to my school community? Step 2 Set Goals Make your goal(s) broad enough to cover your areas of certification and to connect with your reflections listed in step 1. Goals are set individually with your administrator/designee but can include collaborative work with your peers. It is suggested that you use SMART criteria in setting effective goals: S specific, significant, stretching M measurable, meaningful, motivational A attainable, agreed upon, achievable, action-oriented R realistic, relevant, reasonable, rewarding, results-oriented T time-based, timely, tangible Step 3 Plan Design a plan to meet your goals, select strategies that meet your learning needs and develop a timeline for accomplishment. Be sure to think about ways to collect evidence about how your learning has helped you to improve your teaching, better address the needs of your students, 19

increase professional knowledge and/or contribute to your schools professional learning community. Think how you will monitor, assess and provide evidence of your progress. Step 4 Implement Implement your plan; collect evidence of the progress toward your goal(s), such as a folder, journal, portfolio, etc. The evidence must be authentic, actual artifacts from your classroom or role in the educational community. Step 5 Review and Revisit Review your progress with your administrator/designee. Evaluate your progress, reflect and redesign, refine and keep improving.

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Individual Professional Learning Plan

3-Year Tracking Form for Professional Staff Educators Name: _____________________________ Certification Endorsement Areas: School: ______________________

1. ____________________ 2. _____________________

3. _____________________ 4. _____________________ Renewal Year: ___________

I will document my Professional Learning through: Goal(s) Year 1 Goal(s): Date Set: Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: _________ Educators Initials ________ Date: _________ CEUs Portfolio Action Research Combination

Evidence:

Goal(s) Year 2
Goal(s):

Date Set:
Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: ____________ Educators Initials _______ Date: _____________

Evidence:

Goal(s) Year 3
Goal(s):

Date Set:
Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: ____________ Educators Initials _______ Date: _____________

Evidence:

_______________________________________
Administrators signature indicates successful completion

_______________________
Date

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Professional Learning Plan

Annual Goal-Setting/Review Form Teachers Name: _________________________________ Reflection Date: ______________ Teaching Assignment: _____________________________ School: _____________________ Please fill out one of these forms for each goal. Beginning of the Year
Section I: Individual Goal (Developed with building administrator/administrator/designee) Goal:

Basis for your goal (check all that apply) Student assessment data Teacher evaluation data Other _______________________________________________________ Section II: Plan of Action

End of Year
Section III: Evidence of Progress (shows increased teacher effectiveness and/or improved student academic growth)

Goal Setting Administrator:____________________________ Professional________________________________ Goal Review Administrator_______________________________ Professional________________________________

Date: ____________ Date: ____________ Date: ____________ Date: ____________ 22

Professional Learning Plan

Annual Goal-Setting/Review Form Teachers Name: _________________________________ Reflection Date: ______________ Teaching Assignment: _____________________________ School: _____________________ Please fill out one of these forms for each goal. Beginning of the Year
Section I: Individual and Specific Goal (Developed with building Administrator or designee) adadministratoerPPrinadministrator/administrator/designee Goal: Be specific

Section II: Measurable How can I measure this goal? How will I know when my goal has been accomplished?

Section III: Plan of Action Is my goal challenging but still possible to achieve? Actions required for achieving my goal: Section IV: Realistic/Relevant Is my goal realistic within the resources at hand? Am I willing to commit to my goal? Will achieving this goal help me be a better educator? Is my goal relevant to my students and the school community as a whole? Section V: Time Line Is my goal trackable? When will my goal be reached?

End of the Year

Section VI: Time Evidence of Progress
(shows increased teacher effectiveness and/or improved student academic growth)

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Individual Goals Reflective Worksheet

Basis for your goals: Be specific in your goal(s). How do you wish to enhance your professional skills? How is your goal(s) linked to improve student achievement? What reflection data did you use? Student assessment data? Teacher evaluation data? Other data used to determine your goal(s) Measurable How will you document your progress? What evidence will you share to show that you accomplished your goal(s)? How will you show student academic growth or an improvement in your practice? Attainable/Action Oriented What types of activities/actions do you think will help you achieve your goal(s)? Realistic/Relevant Is my goal(s) realistic within the resources at hand? Will achieving my goal(s) improve student academic growth in my classroom or school? Will achieving my goal(s) improve my performance as a professional? Time Bound What is a realistic timeframe for you to accomplish this goal(s)? Will it take months? Will it take a year? Will it be ongoing? Evidence of accomplishment: Present the data you collected when you answered the questions under Measurable. This information is presented to your administrator/designee in the spring. Goal: I will develop a common writing assessment for students in grade 6 In what area? Student Assessment And then I will gain the knowledge of how well my students are doing compared to the other 6th grade students in the SAU. This will also provide insight on how well I am teaching the writing curriculum to my students.

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Professional Learning and Teacher Effectiveness

What is the Teacher Effectiveness? The Teacher Improvement Plan is the teacher evaluation process in SAU 35. This plan was developed by the Teacher Effectiveness Committee with representation from teachers and administrators in all five districts in SAU 35. The committee has agreed to use Danielsons Frameworks. It guides the process of supervision and evaluation of all teachers and nonprofessional staff. What is the purpose of Teacher Effectiveness Plan? Teachers, administrators, and the community recognize the importance as well as the necessity for a constructive evaluation plan for the improvement of teaching and learning. The Plan is designed to support teacher effectiveness, development, and growth through an emphasis on formative evaluation techniques resulting in higher levels of satisfaction and more thoughtful and reflective practice. How are professional learning and the Teacher Effectiveness Plan linked? The goal setting process in the Teacher Effectiveness Plan is the same goal setting process in our Professional Learning Plan Master Plan. Each educator provides his/her evidence of professional growth at an annual meeting with his/her administrator/designee where progress towards goals is reviewed and new goals set. One of the data sources considered when teachers write annual goals is information from Danielsons Frameworks of Teaching used to evaluate teacher effectiveness. What are the major components of the Teacher Effectiveness Plan? Beginning Teacher Induction Track: This track if for teachers new to the profession or new to the SAU. The plan includes the supervision requirements of new teachers and the plan for new teacher induction and mentoring. Experienced Educator Track: This track is for all teachers with continuing contract status. The plan includes the supervision requirements for experienced educators. Master Educator Track: This track is for the educator who wants to go above and beyond the Experienced Educator Track. The educator who is pursing National Certification in their field or taking on mentoring or peer evaluation responsibilities or taking on a teacher leadership role in their building or District. The plan includes the same supervision requirements for experienced educators. Non-Teacher Professional Track: This track is for all professional staff included in the SAU whose primary job responsibilities lie outside the classroom. The plan includes the supervision requirements for non-teacher professional staff. Teacher in Need of Assistance Track: This track is for all teachers and non-teacher professionals staff who require focused assistance to improve their job performance. The plan includes the protocols and requirements for a Teacher in Need of Assistance Plan. Danielsons Frameworks for Teaching: The domain level and component level rubrics delineate the criteria used to evaluate teachers. 25

Goal Setting Process: The procedures and forms used to set annual goals are also used in the Teacher Effectiveness Plan and Professional Learning Plan.

SAU Teacher Effectiveness Plan

All

Teachers

Non-Teacher Professional Staff

SELF-ASSESSMENT

Annual Goal Setting Tied into the Professional Learning Cycle

Formative Assessment Informal Observations and/or Clinical Observations (Optional) Beginning Teacher Induction Track Experienced Teacher Non-Teacher Professional Master Teacher Teacher in Need of Assistance Improvement Plan

Return to Experienced Track or Termination Goal Review and Adaptation Meeting (Yearly) and/or

Summative Evaluation Teacher Self-Assessment Summative Report (End of three year cycle)

Process Repeats

26

Danielsons Frameworks for Teaching

Domain 1: Planning and Preparation
1a. Demonstrates knowledge of content and teaching methods

1b. 1c. 1e. 1f.

2a.

2b. 2c. 2d. 2e.

Demonstrates knowledge of students Selects instructional goals Designs coherent instruction Assesses student learning Domain 2: The Classroom Environment Creates an environment of respect and rapport Establishes a culture of learning Manages classroom procedures Manages student behavior Organizes physical space

3a. 3b. 3c. 3d. 3e.

4a.

4b. 4c. 4d. 4e. 4f.

Domain 3: Instruction Communicates clearly and accurately Uses effective questioning and discussion techniques Engages students in learning Provides feedback to students Demonstrates flexibility and responsiveness Domain 4: Professional Leadership Responsibilities Reflects on teaching Maintains accurate records Communicates with families Contributes leadership to the school and District Grows and develops professionally Shows professionalism

Source: Danielson, C. (2007). Enhancing Professional Practice: A framework for Teaching, 2nd Edition. Alexandria, V Association for Supervision and Curriculum Development.

SAU 35 Domain 5: Student Academic Growth 5a. NECAP/SMARTER Balanced/NWEA (5%) 5b. SAU 35 Common Writing Assessment (5%) 5c. Educator Student Assessment Data (10%) The SAU 35 Teacher Effectiveness Committee developed Domain 5: Student Academic Growth criteria. This criteria was shared and agreed upon by the Professional Learning Committee.

27

Introductions to the Strategies for Professional Learning The SAU 35 Professional Learning Committee advocates for a variety of professional learning strategies that appeal to differentiated learning needs of the adult learner. Educators use these strategies to meet their professional learning goals and requirements. Educators are responsible for gathering evidence to demonstrate the impact of either job-embedded or traditional professional learning experiences on teacher effectiveness and student learning. Job-embedded professional learning strategies take place before, during, and/or after the school day and are not part of the regular job responsibilities. These strategies highlight ongoing professional learning that is most often collaborative in nature. Traditional professional learning strategies include workshops, conferences, and college courses that may be in-District or out-of-District. Professional Learning Strategies include: Traditional Professional Learning Strategies #1 Out-of-District workshops, webinars, institutes, and conferences #2 #3 #4 In-District academies or workshop days College Courses District-approved committee participation

Job-Embedded Professional Learning Strategies #5 Book Talks #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 Action Research Examining student work and student thinking Study groups/lesson or unit study Peer observations Mentoring/Coaching Curriculum development, implementation, and adaptation Professional networks Independent study Innovative use of technology Professional developer/Academy/Workshop presenter Partnerships 28

Traditional Professional Learning Strategies

Strategy #1 Description Verification Evidence of impact in the classroom or professional learning community Out-of-District workshops, webinars, institutes, and conferences This activity provides formal structured courses taught by facilitators or leaders with specialized expertise, as well as from peers. Educators connect with outside sources in a focused way. Certificate of attendance Summary of new learning and how it influenced your teaching Classroom learning activities Lesson plans Examples of student work In-District academies or workshop days This activity provides opportunities for educators to learn from facilitators or leaders with specialized expertise, as well as from peers. This allows educators to connect with in-District and/or outside sources of knowledge in a focused way. Certification of attendance Summary of new learning and how it influenced your teaching Classroom learning activities Lesson plans Examples of student work College Courses This activity provides a structured, formal course offered by an accredited college or university which relates to individual, school, or District goals. College courses must relate to the educators major teaching area and /or NH certification endorsement. Course approval form, course description, and copy of final grade transcript Summary of new learning and how it increases educator effectiveness Examples of student work Classroom activity descriptions

Strategy #2 Description

Verification Evidence of impact in the classroom or professional learning community

Strategy #3 Description

Verification Evidence of impact in the classroom or professional learning community

Strategy #4 Description Verification Evidence of impact in the classroom or professional learning community

District-approved committee participation This activity involves participation in District-approved committees requiring long and short-term commitments as well as full day work sessions and/or summer sessions Log documenting time spent Agendas/minutes from meetings Summary of school and District contributors Summary of examination of professional resources Reflection on work and how it has impacted educator and/or student learning.

29

Job-Embedded Professional Learning Strategies

Strategy #5 Description Verification Evidence of impact in the classroom or professional learning community Book Talks This activity involves a single discussion or series of discussions about a book or other professional publication Meeting dates and study focus explanation Discussion notes Journal reflections Vignette about how the learning was applied in your classroom/job setting Action Research The activity provides, for the educator who completes action research, an ongoing process of systemic study of District, school, or classroom practices and their effect on student learning which includes: Identifying the problem, concern, or idea and framing it as a question Conducting a review of relevant literature Designing a study Conducting the study and systematic collecting, analyzing, and evaluating data Formulating a conclusion and explaining how results are integrated into the curriculum/used in the classroom or work setting Sharing the results of your research with colleagues Log of activities and time spent or use the embedded professional learning 25 hours each year plan Written summary of outcomes Summary of examination of professional resources Student achievement data Copies of artifacts from the classroom/job setting Video or audio records of student performance Examples of student work

Strategy #6

Description

Verification

Evidence of impact in the classroom or professional learning community

30

Strategy #7

Description

Verification

Examining student work and student thinking The activity requires work above the usual job-related responsibilities and leads to a sharing of curriculum standards that will guide instructional practices. This work is done in a team. This collegial approach is used to examine student work, to improve instruction and to generate solutions to classroom problems. Teams often use a discussion protocol and a group facilitator. Examples of this strategy include: Developing rubrics for common assessments Examining student work to determine what is considered proficient or meeting a standard Calibrating grading practices within a subject area and/or grade level Presenting a case study of a particular student Examining student work across grade level or content area to revise a common assessment or to adjust curriculum or competencies Logging collaboration efforts Work samples-rubrics, lesson plans, assessments developed collaboratively Student achievement data Summary of team discussions/team notes Revised assessments, common assessments, competencies, etc. Samples of student work and calibration criteria Study groups/lesson or unit study This activity engages in collaborative interactions with a group of colleagues around a particular topic. Participants share information, experiences, questions, concerns, and/or issues. Possible topics: Engagement of students Classroom culture Neurodevelopment and its impact on instruction Reading and writing in the content areas Technology integration Unit study modeling, observing and reflecting on unit lessons with colleagues Examining early childhood learning/strategies and readiness for kindergarten Log of collaboration Written summary of outcomes Team notes Summary of team discussions Outcomes and possible solutions studied Lesson plans Examples of student work

Evidence of impact in the classroom or professional learning community Strategy #8

Description

Verification

Evidence of impact in the classroom or professional learning community

31

Strategy #9 Description Verification Evidence of impact in the classroom or professional learning community Strategy #10

Peer Observation This activity consists of an observation(s) of a class, program/curriculum for purposes of enhancing teaching and acquiring new skills which can be learned by modeling another professional or group of professionals Summary of lesson(s) or unit(s) observed Reflections on collaboration using peer observations Vignette about how the learning affected improvements in practice in your classroom Mentoring/Coaching (Master Teachers) This activity is for Master Teachers who provide one-on-one learning opportunities focused on improving teaching practices. Both partners are eligible for professional learning credit. Possible activities: Mentoring a new teacher Helping a colleague improve their effectiveness in the classroom Problem solving Co-planning Classroom videotaping or video recording and debriefing Log of collaboration and improvement Summary of model lessons Written feedback or journal reflections Classroom rules and discipline procedures Classroom activity descriptions Staff, parents and student surveys Coaching reflections/learning summary Curriculum Development, Implementation, and Adaptation This activity is designed for an individual/team to update curriculum content, to revise current curriculum, to create new instructional units, look for resources, develop new strategies, and new assessments. Log of school/District and SAU contributions Copies of newly developed materials Teachers and students are prepared for the Common Core Curriculum Newly modified curriculum units Examples of student work Semester and unit plans New forms of student assessments Summary of examination of professional resources

Description

Verification

Evidence of impact in the classroom or professional learning community

Strategy #11 Description

Verification

Evidence of impact in the classroom or professional learning community

32

Strategy #12

Description

Verification Evidence of impact in the classroom or professional learning community Strategy #13

Professional Networks The activity provides for collaboration with other educators or groups to: Discuss/research topics of interest Share knowledge and expertise/Best Practices Identify issues of concern and solve the problem Reflect on best practices to address student needs Log of collaboration or use the embedded professional learning 25 hours each year plan Lesson plans demonstrating effective teaching strategies/best practices Journal of professional contributions from this networking Log of school and District contributions gained from this networking Independent Study This activity provides an opportunity for the educator to research some topic related to content/certification area to expand knowledge in that area. Examples include but not limited to: Inquiry research Professional reading Professional viewing of videotapes/audiotapes Online research Writing professional articles Log of professional contributions/time spent or use the embedded professional learning 25 hours each year plan Written summary of outcomes Summary of examination of professional resources to share with colleagues Application of new skills in the classroom/job setting Lesson/unit plans Student work Learning activities Innovative Use of Technology This activity supports the acquisition and use of technology skills to aid in learning of content and the delivery of information to students and colleagues. Possible topics include: ePortfolio development Web 2.0 tools (Prezi, Wallwisher, Animoto, Google docs, etc.) Teacher/team web pages New technologies and related applications (tablets and apps for learning; assistive and adaptive technologies) Log of time spent or use the embedded professional learning 25 hours each year of the plan Lesson plans Student work utilizing technology skills Activity descriptions Web resources lists Log of professional contributions Video of student performance Professional or student ePortfolios Active, current teacher or team web pages

Description

Verification

Evidence of impact in the classroom or professional learning community

Strategy #14

Description

Verification

Evidence of impact in the classroom or professional learning community

33

Strategy #15

Description

Verification

Evidence of impact in the classroom or professional learning community

Professional Developer/Academy/Workshop Presenter This activity includes creating and presenting learning experiences for other educators and colleagues. Possible topics include: Use of new technology or new programs Modeling and use of Best Practices Common Core curriculum work Strategies used for computer adaptive testing Copies of handouts/outlines/agendas for presentations The embedded professional learning 25 hours each year of the plan Summary of model lessons Collaboration Program evaluations by the participants Video or audio records of presentation Reading lists Partnerships This activity provides an opportunity for an educator to work in non-paid partnership with a business, industry, organization, or college with a focus on improving the educators content knowledge, instructional strategies, and understanding of real world applications of curriculum content and skills. Possible topics include: North Country Workplace Education Program (NCWEP) North Country Education Services (NCES) Plymouth State University Community College System Log of collaboration or use the embedded professional learning 25 hours each year of the plan Descriptions of classroom activities (how do partnerships affect the classroom) Summary of examination of professional resources Show adjustments made to instructional strategies or curriculum to encourage students to use real world applications

Strategy #16

Description

Verification

Evidence of impact in the classroom or professional learning community

34

Documentation of Professional Learning All educators in SAU 35 must develop and implement a 3-year Individual Professional Learning Plan designed to support their professional learning and maintain certification(s). These Individual Learning Plans require that individual goals are set with an administrator and reviewed on an annual basis. Educators working towards re-certification also will document their learning by selecting one of the three following options: 1. Continuing Education Units (CEUs) 2. Professional Portfolio (paper or electronic) 3. Portfolio/CEU combo For the CEU option, professional learning activities are to focus on topics in educators area of certification, linked to specific annual goals and related to their classroom and student academic growth in their classroom along with their professional responsibilities. Educators are responsible for completing the Professional Learning Activity and Reflection Form (Appendix A-III) and attaching documentation (agenda, certificate of completion/attendance, log of meetings, etc.) for each completed activity. CEUs are then recorded on a CEU Cumulative Summary Sheet (Appendix A-II) The building Principal or their designee will verify/initial these forms upon completion of each activity. It is the educators responsibility to maintain all records of professional learning. At an educators annual review meeting with the supervising administrator, this documentation along with evidence of actions will be discussed and approved. For the Portfolio/Action Research option, educators produce a body of evidence focused on the topic in their area of certification, linked to specific annual goals and related to the educators classroom and student academic growth in their classroom along with their professional responsibilities. In these option, there is no need to provide documentation of CEUs. All professional learning is compiled into a paper or electronic portfolio (ePortfolio). The educator will be awarded 25 CEUs a year at the annual goal setting and portfolio/action reseach review which occurs annually with the supervising administrator. Educators who hold more than one certification may select the Portfolio/Action Research/CEU combination. For each certification, the educator can select the option, CEU or Portfolio that best demonstrates their professional growth for area of certification. When selecting this combination option, educators develop both a portfolio for review and provide CEU documentation as outlined in their Individual Professional Learning Plan. After selecting the option that will best meet the individual educators need, he/she will complete an Individual Professional Learning Plan: Three Year Tracking Form (Appendix A-I). This form serves as the official record of the three year recertification process and includes the educators certifications, goals, and evidence of the impact of their professional learning in the classroom or job setting. This Three Year Tracking Form is filled out each year. At the end of the three year recertification cycle, when the Three Year Tracking Form is completed, it is sent to the SAU Human Resources office, serving as official notification that professional learning 35

goals and recertification requirements have been successfully met. It will be kept in the educators personnel file. How does a staff member earn and document CEUs? Every educator completes a three-year Individual Professional Learning Plan. In the CEU option, educators earn CEUs for professional learning activities. Educators with one endorsement are required to accrue 75 CEUs in a three-year period (30 of those addressing content for the endorsement area). See [Link]/rules/state_agencies/[Link] : Ed 505.07, Ed 506, and Ed 507. Educators with multiple endorsements will need to accrue 30 additional CEUs for each endorsement addressing content for that endorsement. Educators must also accrue a minimum of 45 CEUs in other areas. CEUs are earned by utilizing the approved strategies for professional learning and by completing the Professional Learning Activity & Reflection Form and the CEU Cumulative Summary Sheet. The educator is required to provide documentation to show completion of the activity including dates, times, and proof of participation. Educators are encouraged to use multiple strategies in achieving CEUs to broaden the scope of their instructional strategies and knowledge in their content area(s). CEU Approval Process: Prior to participating in a professional learning activity 1. The educator completes and submits an Activity Sheet Form for administrator/designee approval 2. If there are any projected expenses that may be incurred for which the educator wishes to be reimbursed, they must submit the Course/Workshop Approval Financial Reimbursement Application 3. If the educator will be missing time from school, they must also complete an absence report to assist in planning for substitute coverage. After completing a professional learning activity 4. The educator completes the Professional Learning Activity & Reflection Form for each activity. 5. The educator attaches a reflection on the professional learning activity and supporting documentation (agenda, certification, etc.). 6. Educator submits the following to their administrator/designee: Completed Professional Learning Activity Form with attached reflection and documentation (proof of activity) and Updated CEU Cumulative Summary Sheet. 7. The administrator/designee reviews, verifies, approves, and signs the Professional learning Activity Form, and initials the activity on the CEU Cumulative Summary Sheet, returning both back to the educator. 8. Educator maintains his/her own records of CEUs and supporting documentation in his/her Professional Learning binder or folder (this documentation is critical in the event of a discrepancy). 36

9. Annually, the educator meets with their administrator/designee who will review, the original CEU Cumulative Summary Sheet(s) and submit them to SAU Human Resources office to be placed in the educators file. This is done every year of the three year cycle. At the end of your 3-year certification cycle (by April 1st) In April of the educators re-certification year, he/she will set up a meeting with their administrator/designee to review he/she Professional Learning binder or folder. The educator and their administrator/designee will review all activities to insure all required CEUs have been completed to meet the goals in the three year plan and area of certification(s). The administrator/designee will submit the Cumulative Summary Sheets and the Three Year Tracking Form to the SAU Human Resources office. Once the Human Resources office processes the paper work the Superintendent will notify the NH Department of Education that certification requirements are met. The Human Resources office will then notify the educator that she/he can renew their certification in myNHDOE website. Can I transfer previously recorded CEUs from one area to another? To transfer CEUs from one area of certification requirements to another, an educator completes a CEU Transfer Request Form and attaches a copy of the Professional Learning Activity & Reflection Form for which the CEU credit request was originally submitted to support its applicability to the requested transfer area. This transfer request is approved by the educators administrator/designee and the request with the decision by the administrator/designee is returned to the educator for their records. For educators entering from other New Hampshire Districts Professional Learning activities completed in other New Hampshire School Districts are accepted for reciprocal credit. New educators are responsible for meeting with their administrator/designee to determine how the activities fit with the SAU 35 Professional Learning Master Plan. Accepted activities are recorded on the CEU Reciprocal Credit Sheet (Appendix A-V). The administrator/designee approves and signs the CEU Reciprocal Credit Sheet before forwarding the original to the SAU office. Documentation of CEUs previously earned, along with the request for reciprocal credit, must be received in the SAU Human Resources office by October 30th, of a new educators first year. Upon request and approval of the Superintendent, remaining CEUs required by the Professional Learning Master Plan may be prorated to enable the educator to complete the recertification process and maintain certification. An educator requesting such proration will schedule a meeting with the Superintendent and a plan will be developed for the educator to move into their District Plan. If an educator has started a portfolio body of evidence as an option for professional learning in another NH School District, the educator will schedule a meeting with their administrator/designee and the Superintendent before October 30th of the educators first year to assess requirements met in that school district and to prorate additional requirements to move the previous Individual Professional Learning Plan into the SAU 35 Professional Learning Master Plan. 37

For educators entering from other states Educators entering SAU 35 from another state must apply for New Hampshire certification through the NH Department of Education. They move into the SAU 35 Professional learning Master Plan and its requirements when their employment begins.

Recertification Timeline CEU Option

Years 1 & 2
Fall or Spring Meet with supervising Administrator or designee to set annual goals using Goal Setting and Goal Review Form. Review the previous years goals providing evidence of the impact of professional learning in the classroom or job setting. Document goals and annual progress on the Three Year Tracking Form. Complete Professional Learning Activity and Reflection Forms for professional learning activities and log on the CEU Cumulative Summary Sheet. Submit Professional Learning Activity & Reflection Forms to your Administrator or designee who will verify attendance/activity completion, sign these activity forms and initial activities on the CEU Cumulative Summary Sheet. Submit CEU Cumulative Summary Sheet (Years 1 & 2) to supervising Administrator or designee. Send CEU Cumulative Summary Sheet with original Administrator or designee signatures to Human Resources office at the SAU for logging. CEU summary sheet is reviewed by educator and Administrator or designee

Ongoing

Spring

Year 3 Certification Renewal Year

Early Fall Send original approved CEU Cumulative Summary Sheet (Year 3) to SAU Human Resources office so activities are logged and CEU requirements for certification are met. March - Meet with supervising Administrator or designee for final goal review completion of Three May Year Tracking Form, designated plan completion. Send original completed Three Year Tracking Form to Human Resources office at the SAU Recertification process must be completed with the NH Department of Education to avoid a late fee and to have to take the Praxis test. June 30 Additionally, should the Superintendent be unable to approve an individuals certification renewal because the renewal requirements are incomplete or undocumented, that individual may be ineligible to teach in SAU 35 the following year. CEUs accrued in excess of requirements during any certification cycle may not be carried over to the next certification cycle EXCEPT as follows: CEUs for activities completed on or after all paperwork is submitted for the current cycle may be used toward the next certification cycle which commences July 1st provided they have not been counted toward the requirements of the previous cycle.

38

Professional Learning Portfolio What is the purpose of the Professional Learning Portfolio option? The purpose of the Professional Learning Portfolio is to focus professional learning and to demonstrate its impact on student academic growth or its significant contribution to the professional learning community. Creation of the Professional Learning Portfolio produces a body of evidence focused on a topic in the educators area of certification, linked to specific annual goals and related to the educators classroom or professional responsibilities. What are the components of the Professional Learning Portfolio? Statement of Purpose/focus Individual professional learning goal(s) Professional learning strategies/learning activities Evidence of growth Reflection What are the primary benefits of the Professional Learning Portfolio? A three year focus on a specific topic related to the educators area of certification/professional responsibilities. No need to provide document of seat time (CEUs) A focus on the impact of learning and accomplishment of goals All learning encompassed in one set of documents Reflection embedded throughout How do educators document the planning process for a portfolio to demonstrate progress toward meeting goals? Integrate the components of the Professional Growth Portfolio Plan and the requirements of the Professional Growth Rubric. Complete the Professional Growth Portfolio Plan form and share it with your supervising Administrator or designee. Complete professional learning activities/strategies and collect artifacts that show professional learning, student academic growth, and/or contributions to the professional learning community. Organize the artifacts/evidence in the portfolio Meet annually with the supervising Administrator or designee to review goals and show progress toward portfolio completion. If the educator and the supervising administrator or designee determine sufficient progress is being made, 25 CEUs will be awarded annually. Prior to the final portfolio review, complte the Professional Growth Portfolio Final Reflection form to assess your professional learning. How does the portfolio integrate with learning strategies? Strategies provide examples of learning activities that lead to the accomplishments of goals.

39

What are the criteria by which the Professional Learning Portfolio will be evaluated? As an educator develops a Professional Learning Portfolio, she/he must meet the requirements of the portfolio rubric. They are: Portfolio components Knowledge of content/area of specialization Technology Personalization/Differentiation Learning Communities Connection to the classroom and/or contribution to the professional learning community What is an ePortfolio? An ePortfolio is a demonstration of professional growth through an organized, systematicallylinked body of evidence presented in an electronic format. The educator builds and maintains a digital repository of artifacts, which can be used to demonstrate competence and learning and to reflect on professional learning. What are the benefits of creating an Electronic Portfolio? Ability to create links to previously generated work Word documents, Power Point presentations, Websites, statistics and reports, etc. already in electronic format An effective way to showcase technology skills or to learn new skills Ability to show non-linear connections among components; a more visual representation of the complexities of teaching and learning When published in digital or electronic format, portfolios carry a message of professionalism that can be easily shared with the local and global community and endure over time. (Kilbane & Milman, 2003,xv) Guidelines/Tips for ePortfolios Build upon existing electronic documents Focus on carefully selected linkages that best provide evidence to support your purpose and goals. Back up everything Organize early and often Keep the focus on the Professional Learning Portfolio Rubric (Rubric on page 41). Contribute to a more effective and efficient classroom or job performance. Develop a base document with linkages to external documents/linkages. Stay confident, be brave, take risks, and appreciate the growth experience!

40

Criteria for Professional Learning Portfolio

The development of the Professional Learning Portfolio is a collaborative effort between the educator and his/her Administrator or their designee. The educator is responsible for the development and presentation of the portfolio which includes the following: 1. Statement of Purpose: The statement of purpose indicates the focus area of the portfolio as it relates

to professional learning and student academic growth. It explains the relationship of the educator s goal(s) to school and District goals and initiatives. Expectations: Guiding Questions:
Purpose clearly states the focus of the plan. Plan has direct implications for educators present or future role in the Districts learning community and to the area(s) of certification. Learning is connected to student academic growth, teacher effectiveness, and if applicable contributions to the learning community. How will I focus my learning to improve the success of students? Why is this focus important for my continued professional growth? How will my work complement or include school and District goals and initiatives?

2. Individual Professional Learning Goals: The goals target expected professional growth and the relationship to student success and/or the learning community. Expectations: Guiding Questions:
Goals are clearly defined and directly related to the focus of the portfolio. Goals are set and progress is reviewed annually. Success of goals is measurable and linked to student success. Are my goals appropriate to the focus of my professional portfolio? How are my goals linked to school and District goals and initiatives? Are my goals measurable and linked to student success?

3. Professional Learning Strategies: Strategies are the activities that lead to the accomplishments of goals. Expectations: Guiding Questions:
Multiple strategies are used to accomplish goals. Strategy choice supports successful accomplishment of goals. Strategy choice considers the learning style of the professional. What are the best strategies for achieving my goal(s)? How do my strategy choices reflect my learning style? Is there a logical connection between the strategies I propose and the goal(s) I am trying to achieve?

4. Evidence of Growth: To measure the success of goals, the educator collects a body of evidence that demonstrates professional learning and its link to student success. Expectations:
The collection of evidence will show accomplishments of goals. The evidence will be authentic-actual artifacts from the educators classroom or role in the learning community. The body of evidence will be used to measure progress toward professional growth. How is evidence linked to my role in the classroom or professional learning community? Does the evidence show my growth over time as an educator? for my students?

Guiding Questions: Summative Self-Assessment: Upon completion of the portfolio and prior to final review, the educator reflects on the portfolio learning experience and its impact on students, classroom, job performance and/or in the learning community. Professional learning involves both success and challenges. Expectations: Guiding Questions: Note: Portfolio expectations must include requirements all teachers need to meet knowledge of content/area of specialization, technology, personalization/differentiation and learning communities.
Reflections shows professional growth form the individuals viewpoint. Reflections should be lengthy enough to explain growth, yet succinct. Upon reflection, what were the most significant accomplishments documented in the portfolio, and why are these significant?

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Recertification Timeline Portfolio Option

Year 1 Fall Upon selecting the portfolio option, begin to complete the Professional Learning Portfolio Plan. Meet with supervising Administrator or designee to discuss focus and purpose and set goals. Add year 1 goals to Three Year Tracking Form. Complete the professional learning activities and collect evidence to document professional learning. Begin to organize the portfolio. Self assess portfolio progress. Meet with supervising Administrator or designee to review Portfolio to date and discuss progress. Set new goal(s) or continue or amend previous goal(s). Goal(s) are added or amended on Three Year Tracking Form. Complete professional learning activities and collect evidence and organize the portfolio. Self assess portfolio progress. Meet with supervising Administrator or designee to review portfolio to date and discuss progress. Set new goal(s) or continue or amend previous goal(s). Goal(s) are added or amended on Three Year Tracking Form. Complete portfolio, organize artifacts into a body of evidence that demonstrates the impact of professional learning improved educator effectiveness and/or increased student learning. Prepare/organize portfolio for final evaluation. Finish Professional Learning Portfolio Plan and Final Reflection Form. Submit the portfolio to the supervising Administrator or designee for final review Final portfolio review meeting with supervising Administrator or designee. Discuss portfolio evaluation; reflect on learning, its impact and implications for future learning. Send original Three Year Tracking Form to SAU with signatures indicating portfolio option successfully completed. After portfolio requirements are met and Three Year Tracking Form is submitted, the Superintendent will approve recertification in the State online system and the SAU Human Resources office will notify the educator when certification renewal and payment can be completed online at https.//[Link]/myNHDOE/[Link] Upon receipt of his/her new certificate, the educator must send a copy of their new certificate to the SAU Human Resources office so it will be placed on file in their personnel record. Recertification process must be completed with the NH Department of Education to avoid late fees and having to take the PRAXIS exam. June 30th Additionally, should the Superintendent be unable to approve an individuals certification renewal because renewal requirements are incomplete or undocumented, that individual may be ineligible to teach in SAU 35 the following year.

Ongoing Year 2 Fall Ongoing

Year 3 Certification Renewal Year

Fall

Ongoing Spring Before May 15th March May

April - June

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Professional Learning Portfolio Rubric

Requirements Not Yet
No focus area or annual goals Single activity or series of unrelated activities Evidence unrelated or just not there No portfolio selfassessment/reflecti on

Making Progress
Clear focus area/no goals or goals not related to focus area Some learning activities & evidence of learning No apparent system of organization Incomplete portfolio selfassessment/reflection

Meets Expectations
Clear relationship among focus area, goals, learning activities, and evidence of learning Organization of portfolio documents enhances presentation of learning Complete & thoughtful portfolio self-assessment/final reflection Clear relationship among focus area, goals, activities and evidence to content or area of specialization

Exceeds Expectations
Focus area, goals, activities, and evidence intentionally aligned and organized uniquely Portfolio selfassessment/final reflection with areas for further study A model portfolio worthy of sharing with a wider audience

Portfolio Components

Knowledge of Content Area of Specialization

Focus or annual goals not related to content or area of specialization

Focus area/annual goals related to content or area of certification but the activities and evidence may not be related

Collaboration

Activities completed alone

Beginning to work with colleagues or with professional networks Some evidence of personalization/differe ntiation of instruction

Working with colleagues and working with professional network(s) Concrete evidence of personalization/differe ntiation of instruction

Personalization / Differentiation

No evidence of personalization/diff erentiation of instruction

Technology Integration

Paper format and no attempt to use technology No evidence of connection to classroom or professional learning community

Some evidence of use of technology

Connection to classroom or the professional learning community

Evidence to link learning activities to the classroom or professional learning community

Evidence of mastery of a new technology application or partially formatted as an ePortfolio Multiple layers of evidence to link learning to the classroom or the professional learning community

Relationship of focus area, goals, activities and evidence demonstrating integration of cutting edge research or new knowledge in the content or area of specialization Created and formally shared or published portfolio artifact(s) with colleagues or within professional network(s) Evidence of strategies for personalization/differe ntiation of instruction worthy of replication and publication Totally formatted as an ePortfolio with non-linier linkages to show integration of technology Multiple layers of evidence link learning to the classroom and professional learning community

In order to fulfill the Professional Learning requirements, a professional portfolio must a) meet expectations in five (5) out of (6) requirements or b) exceed expectations in one (1) requirement and meet expectations in three (3) requirements.

43

Action Research Model What is Action Research? A quote from Emily Calhoun is Action Research is a fancy way of saying lets study whats happening in our school and decide how to make it a better place. Action Research refers to the disciplined process of inquiry conducted by and for those taking action. The primary reason for engaging in action research is to assist the actor in improving and/or refining his or her actions(Sagor, 2000). In terms of this Professional Learning Master Plan, the term actor refers to all certified professional and paraprofessional educators. Within the context of this professional learning master plan, action research refers to the carefully planned process of studying a problem or challenge within the classroom or school with the purpose of implementing an intervention that would lead to meeting improved student academic growth in the classroom or overall in the school. Action research is job embedded professional learning at its best. What are the Action Research Models? While there are many models (i.e., Stringer, Sagor, Kemmis, & McTaggert) of action research, they all share some common elements. These are: Action Research is an ongoing process; Practitioners are involved in the study of their environment; The process allows teachers to study problems, issues, and/or challenges that are of interest to them; The conclusion of the research leads to some form of action, a better way to produce results. This intervention is then studied to determine its impact, and the cycle begins again. What is the Action Research Process? You may select any model to use. If you selected the Sagor model of Action Research this would consist of the following steps (Appendix A-IX): 1. Select a Focus: The focus of ones action research must in some fashion concern increasing student academic growth. Therefore, the educator might reflect on the performance of students within the content area, or even on a particular aspect or unit. Sagor (2000) suggests the following to help select a focus: a. Use a teaching journal to find your focus b. Engage in a reflective interview with a colleague 2. Clarify Theories: In this step, the researcher identifies the values, beliefs, and theoretical perspectives related to the focus. This is also the step where one conducts a literature search or comprehensive review of current research. The literature search helps identify best practices and what interventions others may have tried. 3. Identify the Research Question: Figuring out the research question can be a challenge itself. Many problems are complex and consist of a number of sub-problems. The researcher may find that after collecting data, the research question also needs to be revised. 44

4. Collect the data: Schools are rich sources of data. In fact, often the amount of data is overwhelming. Sometimes the data we need has already been collected, either by ourselves or others. Sometimes the data will need to be collected. In either case, it is important to look at multiple sources of data over time to ensure both reliability and validity. Data may be qualitative or quantitative. 5. Analyzing data: The many sources of data need to be sorted in order to reveal the story being told. The type of analysis depends on whether the data is quantitative or qualitative. 6. Reporting results: It is important to share the results of ones Action Research with others. In SAU 35, this reporting is done when the educator presents his/her portfolio during the spring of year three of the recertification cycle (Appendix A-VII).

45

Recertification Timeline Action Research Option

Year 1 Fall Ongoing Year 2 Fall Ongoing
Self assess your action research progress. Meet with supervising Administrator or designee to review the action research to date and discuss progress. Set new goal(s) or continue or amend previous goal(s). Goal(s) are added or amended on Three Year Tracking Form. Complete professional learning activities and collect evidence and organize the action research project. Self assess the action research progress. Meet with supervising Administrator or designee to review the project to date and discuss progress. Set new goal(s) or continue or amend previous goal(s). Goal(s) are added or amended on Three Year Tracking Form. Complete the action research project, organize data and artifacts into a body of evidence that demonstrates the impact of professional learning improved educator effectiveness and/or increased student learning. Prepare/organize the action research project for final evaluation. Finish Professional Learning Action Research Plan and Final Reflection Form. Submit the Action Research project to the supervising Administrator or designee for final review Final Action Research review meeting with supervising Administrator or designee. Discuss the Action Research evaluation; reflect on learning, its impact and implications for future learning. Send original Three Year Tracking Form to SAU with signatures indicating the Action Research option successfully completed. After Action Research requirements are met and Three Year Tracking Form is submitted, the Superintendent will approve recertification in the State online system and the SAU Human Resources office will notify the educator when certification renewal and payment can be completed online at https.//[Link]/myNHDOE/[Link] Upon receipt of his/her new certificate, the educator must send a copy of their new certificate to the SAU Human Resources office so it will be placed on file in their personnel record. Recertification process must be completed with the NH Department of Education to avoid late fees and having to take the PRAXIS exam. Upon selecting the Action Research Topic, begin to complete the Professional Learning Portfolio Plan. Meet with supervising Administrator or designee to discuss focus and purpose and set goals. Add year 1 goals to Three Year Tracking Form. Complete the professional learning activities and collect evidence to document professional learning. Begin to organize the Action Research Project.

Year 3 Certification Renewal Year

Fall Ongoing Spring Before May 15th

March May

April - June

June 30th

Additionally, should the Superintendent be unable to approve an individuals certification renewal because renewal requirements are incomplete or undocumented, that individual may be ineligible to teach in SAU 35 the following year.

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Appeal Procedures for CEUs If CEU verification has been denied, the educator has the right to appear before the SAU 35 Professional Learning Committee. The educator notifies the Professional Learning Committee Chair in writing and requests to meet with the Professional Learning Committee at its next scheduled meeting. At that meeting the educator presents any further back up or explanation that would support approval for the denied activity. The Professional Learning Committee reviews the request and renders a decision. The Professional Learning Committee Chairperson informs the educator of the decision of the Committee. If this procedure is followed and the educator is still not satisfied with the Professional Learning Committees decision, the staff member shall, in writing, notify the Superintendent within ten (10) school days after receiving the Professional Learning Committees decision requesting a formal appeal to the Superintendent. All appeals must state the reason for the appeal. The Superintendent is responsible for making arrangements and notifying all concerned of the date, time, and place of the appeal hearing. The appeal hearing shall occur within ten (10) school days of the receipt of written notification. The Superintendent is the Appeals Officer for the SAU. During an appeal, only Professional Learning Committee members chosen to represent the Committee during the appeal hearing will be in attendance. No hearing is held without Professional Learning Committee members present. Only the following may attend the appeal hearing: The Superintendent Two (2) Professional Learning Representatives (majority opinion) Peer Representative, employed by the District, and chosen by the educator The appealing educator The Superintendent shall render a final decision within ten (10) school days of the appeal hearing. Appeal Procedure for Portfolio Evaluation/Action Research If a portfolio or Action Research project is not approved by the supervising Administrator or designee, the educator has the right to request an appeal. The educator shall, in writing notify the Superintendent within ten (10) school days of the decision requesting a formal appeal to the Superintendent. All appeals must state the reason for the appeal. The Superintendent is responsible for making arrangements and notifying all concerned of the date, time, and place of the appeal hearing. The appeal hearing shall occur within ten (10) school days of the receipt of written notification. The Superintendent is the Appeals Officer. During an appeal, only Professional Learning Committee members chosen to represent the Committee during the appeal hearing will be in attendance. No hearing is held without Professional Learning Committee representation. Only the following may attend the appeal hearing: The Superintendent One (1) Professional Learning Committee Representative 47

 One (1) Peer Representative, employed by the School District, and chosen by the educator The appealing educator The supervising Administrator or designee The Superintendent shall render a final decision within (10) school days of the appeal hearing. Evidence of Professional Learning Educators are responsible for showing evidence of their professional growth to show how their professional learning impacts their performance or the performance of the learning community. Artifacts that document student learning, professional growth and/or contributions to the learning community provide tangible evidence that demonstrates the accomplishment of goals, improved teacher effectiveness and increased student academic growth.

Possible Teacher-Generated Artifacts

Resources
Summaries of education articles Reviews of instructional videos Review of professional journals Presentation at a conference Log of collaboration with colleagues Workshops/conferences Interview with experts Log of school/District committees

Instructional Strategies
Classroom learning activities Classroom management approaches Lesson plans Unit plans Copies of handouts Processing tools Curriculum work Integration of technology

Observations
Of a mentor By a mentor Of a peer By a peer By a supervisor Of a teacher in another school By a teacher from another school

Media/Technology
Videos Internet Software programs Applications E-mail Multi-media Social Media Interactive Boards

Reflections
Logs Journals Peer feedback Parent/student surveys and results Student work/assessments Responsive journals Reflections on portfolios Reflections on Action Research

Assessments
Quizzes Observations Portfolios Interviews Common Assessments Teacher produced tests Standardized Tests Performances Competencies

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Possible Student-Generated Artifacts

Individual Work
Reports Artwork Recordings Graphic organizers Stories Problem Solving Experiments Presentations Projects

Group Work
Video presentations Projects Reenactments Debates Mock trials Experiments Performances Vignettes

Media/Technology
Video Multimedia Computer Photography Interactive White Board Social media Internet Cell phones

Reflections
Reflective logs Journal entries Portfolio reflections Met cognitive reactions Transfer strategies Goal setting

Assessments
Rough drafts/Final drafts Quizzes Teacher-made assessments Diagnostic tests Standardized tests Interviews Peer evaluations Application of competencies Work Co-op

Parent Reactions
Notes Letters Phone calls E-mails Visits Surveys Back-to-School nights Conferences School sponsored activities PTO/PTA meetings Social media

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SAU 35 Paraeducator Certification

50

Paraeducator Certification What are the requirements for paraeducator certification form the NH Department of Education? Paraeducator certification and recertification is a voluntary process in the State of NH. Classified staff members who work with students as aides, associates or tutors may apply for Paraeducator Certification. There are two levels of certification: Paraeducator 1 and Paraeducator 2. Regulations for certification ED 504.05 Certification as a Paraeducator. (effective June 2005) To be certified as a Paraeducator 1, a candidate shall: 1. Provide official documentation of a high school degree or GED equivalent (original or notarized copy) 2. Document the successful accomplishments of the competencies (standards) for Paraeducator 1 certification, Ed 504.05, using Assessments of Candidates Strengths and Professional Development Needs for Paraeducator 1 form provided by the NH Department of Education 3. Provide evidence that each competency has been met and organize this evidence for easy reference to the Assessment of Candidates Strengths and Professional Development Needs for Paraeducator 1 4. Complete both a paraeducator certification application and signature page with appropriate signatures 5. Send a check for the appropriate fee payable to the State of New Hampshire To be certified as a Paraeducator 2, a candidate shall: 1. Provide official documentation of an Associates degree or higher (official transcripts with degree conferred or certified copy of the transcript showing 48 college credit hours or notarized copy of official documents) 2. Complete a Paraeducator certification application 3. Send a check for the appropriate fee payable to the State of New Hampshire The other option is to: 1. Provide official documentation of a high school degree or GED equivalent (original or notarized copy) 2. Document the successful accomplishments of the competencies (standards) for Paraeducator 2 certification, Ed 504.05, using Assessments of Candidates Strengths and Professional Development Needs for Paraeducator 2 form provided by the NH Department of Education 3. Provide evidence that each competency has been met and organize this evidence for easy reference to the Assessment of Candidates Strengths and Professional Development Needs for Paraeducator 2 51

4. Complete both a paraeducator certification application and signature page with appropriate signatures 5. Send a check for the appropriate fee payable to the State of New Hampshire Certification as a paraeductaor shall be for a period of three years. Purpose of Paraeducator Professional Learning The professional learning community in SAU 35 supports the education of both educators and students. Success is supported by continuous improvement efforts and shared understanding of the importance of professional learning. Results are clearly observed: the maintenance of a stable, high quality workforce and evidence of effective student learning improves student academic growth. Why Paraeducator Certification? Meets No Child Left Behind requirements for Title I staff Personal and professional growth A more educated staff Enhanced student learning Endorsement of qualifications Is Paraeducator Certification a requirement? Paraeducator certification is a voluntary process at the State level and is not a condition for employment in SAU 35. This may be required in some of our school districts where the school is a Title 1 school and to work in some programs requires you to be highly qualified. To obtain this status then you need to be certified. SAU 35 does recognize the benefits of professional learning for paraeducators and will assist any paraeducator in completing paperwork should she/he wish to pursue paraeducator certification. Paraeducator Recertification To retain Paraeducator Certification, a minimum of fifty (50) continuing education units (CEUs) are required during the three years preceding the date of application for recertification. These CEUs must be job-embedded, thus related to the paraeducators current or future job assignment in the District. They also may be related to school or District goals and initiatives or to the professional learning priorities designated in the Professional Learning Master Plan. Paraeducator goals will be met and participation in professional learning activities must be documented and verified. Acceptable professional learning activities are delineated in the Professional Learning Master Plan in the Strategies section (page 28). Steps for Paraeducator Recertification: CEU option 1. At the beginning of your three year cycle, meet with your supervisor to set goals using the Para Goal Setting/Review Form (Appendix A-IX). 2. Fill out Paraeducator Development Activity & Reflection Form (Appendix A-XII) for each professional learning activity you complete and record all activities on the Paraeducator CEU Summary Sheet (Appendix A-XI). 52

3. Record the option you choose (CEU option) and your annual goal(s) on the Individual Professional Learning Plan: 3-Year Tracking Form for Paraeducator (Appendix A-XII). 4. Participate in professional learning activities (strategies) that support your goal, school goals and initiatives or professional learning priorities. 5. Document each activity using the Paraeducator Development Activity & Reflection Form (Appendix A-XIV) and attach required proof of participation listed in the strategies section of the Professional Learning Master Plan. Record CEUs on the Paraeducator CEU Summary Sheet. Submit both forms to your Administrator or designee who will verify/sign the Paraeducator Development Activity & Reflection Form, and initial the activity on the Paraeducator CEU Summary Sheet and return both to the staff member. 6. It is the responsibility of the paraeducator to maintain his/her own record of CEUs and supporting documentation in his/her Professional Learning folder or binder.* 7. Meet annually with your Administrator or designee to review progress toward meeting goal(s) and recertification requirements. Progress is noted on the 3-Year Tracking Form for Paraeducator. 8. After the Administrators or their designee review, submit a copy of Paraeducator CEU Summary Sheet to the SAU Human Resources office to be placed in your file. 9. Complete recertification requirements within the three cycle. Final copy of Paraeducator CEU Summary Sheet and completed 3-Year Tracking Form for Paraeducator with original signatures are sent to the SAU Human Resources office for processing. 10. The Superintendent will approve recertification in the state online system and the Human Resources office will notify the Paraeducator when certification renewal and payment can be completed online at [Link] 11. It is important to complete the renewal process and payment prior to July 1 when your certification expires. 12. Upon receipt of his/her new certificate, a copy must be sent to the SAU Human Resources office so it can be placed in your personnel file. * It is the ultimate responsibility of the certified paraeducator to maintain all documentation and records in the event of a discrepancy. Paraeducator and Portfolio option Paraeducators wishing to complete recertification requirements using the Portfolio option can follow the same process as teachers and use (page 39) the same forms. If you wish to pursue this option, see your Administrator or designee for forms and guidance. Sample forms are included in this section of the Professional Learning Master Plan for your reference.

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Appendix Section

54

APPENDIX (A-I)

Individual Professional Learning Plan

3-Year Tracking Form for Professional Staff Educators Name: _____________________________ Certification Endorsement Areas: School: ______________________

1. ____________________ 2. _____________________

3. _____________________ 4. _____________________ Renewal Year: ___________

I will document my Professional Learning through: Goal(s) Year 1 Goal(s): Date Set: Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: _________ Educators Initials ________ Date: _________ CEUs Portfolio Action Research Combination

Evidence:

Goal(s) Year 2
Goal(s):

Date Set:
Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: ____________ Educators Initials _______ Date: _____________

Evidence:

Goal(s) Year 3
Goal(s):

Date Set:
Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: ____________ Educators Initials _______ Date: _____________

Evidence:

______________________________________
Administrators signature indicates successful completion

_______________________
Date

55

APPENDIX (A-II) SAU #35 CEU CUMULATIVE SUMMARY SHEET Name: __________________________________________ School: _________________________________________ Endorsements: 1. _________________________________ 2. _________________________________
Activity Admin. Initials Date

School Year: ______________________ Certification Expires: _______________

Sheet #: ___of____

3. _____________________________________ 4. _____________________________________
Content Minimum 30 CEUs each per cycle Knowledge of Learners
Building/ District Personalization/ Differentiation Learning Community

Endorsement 1

Endorsement 2

Endorsement 3

Endorsement 4

Totals this page:

Totals this school year: Staff Signature: __________________________________________ Administrators Signature: ____________________________________ Date: _________________ Date: _______________

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APPENDIX (A-III) SAU 35 Professional Learning Activity & Reflection Form Name: ________________________________ Title of Activity: ________________________ Activity Date: __________________________
Year of Certification Expiration Specify Endorsement Area
Only when requesting CEUs

Strategy Name(s) ____________________ ____________________

Content
Min. 30 CEUs per endorsement per cycle

Knowledge of Learners and Learning

Minimum 45 CEUs total per cycle

Building/ District

Personalization/ Differentiation

Learning Community

Other Areas

Brief Description of Activity:

To which goal in your Three-Year Plan is this activity related? Individual: _________________________________________________________________ Building Goal: ______________________________________________________________ District: ___________________________________________________________________ How will you increase teacher effectiveness and/or student academic growth?

Attach documentation of completed professional learning and submit to Administrator or designee with updated CEU Summary Sheet. The Administrator will return both to you to keep with your records for annual review.

Approved by: ___________________________________

Administrator or designee

Date: _________________________

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APPENDIX (A-IV)

SAU 35 CEU Transfer Request

Submit completed form to your Supervisor or designee Name: _________________________________________ Certification Expires: _____________________________
Please transfer ____ CEUs from ______________________ to ___________________________ These CEUs were originally submitted on the Professional Learning Activity & Reflection Form (copy attached) with an activity date of ___________________ Supervisor or designee ____ Approved _______________________________________ Date
Supervisor or designee Signature

Date: __________________

____ Not Approved __________________

Date

Please transfer ____ CEUs from ______________________ to ___________________________ These CEUs were originally submitted on the Professional Learning Activity & Reflection Form (copy attached) with an activity date of ___________________ Supervisor or designee ____ Approved _______________________________________
Supervisor or designee Signature

____ Not Approved __________________

Date

Please transfer ____ CEUs from ______________________ to ___________________________ These CEUs were originally submitted on the Professional Learning Activity & Reflection Form (copy attached) with an activity date of ___________________ Supervisor or designee ____ Approved _______________________________________
Supervisor or designee Signature

____ Not Approved __________________

Date

Please transfer ____ CEUs from ______________________ to ___________________________ These CEUs were originally submitted on the Professional Learning Activity & Reflection Form (copy attached) with an activity date of ___________________ Supervisor or designee ____ Approved _______________________________________
Supervisor or designee Signature

____ Not Approved __________________

Date

Note: If you have more than one endorsement and CEUs are being transferred to or from endorsement areas, be sure to specify which endorsement. Date Received by the Supervisor or designee: ____________________ Required Documentation Attached Yes No

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APPENDIX (A-V) SAU #35 RECIPROCAL CREDIT SHEET Name: __________________________________________ School: _________________________________________ Endorsements: 1. _________________________________ 2. _________________________________
Activity Admin. Initials Date

School Year: ______________________ Certification Expires: _______________

Sheet #: ___of____

3. _____________________________________ 4. _____________________________________
Content Minimum 30 CEUs each per cycle Knowledge of Learners
Building/ District Personalization/ Differentiation Learning Community

Endorsement 1

Endorsement 2

Endorsement 3

Endorsement 4

Totals this page:

Staff Signature: __________________________________________ Administrators Signature: ____________________________________ Date: _________________ Date: _______________

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APPENDIX (A-VI) SAU 35 Professional Growth Portfolio Plan Portfolio Progress Form Name: ________________________________ Area of Certification: ____________________ School: _______________________________ Year of Recertification: __________________ Current Position: ________________________ Grade or Subject: _______________________ 1. Focus/Statement of Purpose

2. Individual Professional Development Goal(s)

3. Professional Learning Strategies

Steps Toward Achieving the Goal(s) (with anticipated completion dates)

Year 1

Year 2

Year 3

4. Evidence of Professional Growth (artifacts showing application of professional learning)

5. Reflection*

*Note: For guidance: see page entitled Components of Professional Growth Portfolio

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APPENDIX (A-VII) SAU 35 Professional Growth Portfolio Final Reflection Here are six questions to guide your final reflections and think about what you have learned. Understanding
How has this professional leaning activity changed my understanding of my students, my classroom/work environment, or my role in the school/District learning community?

Knowledge
What new information have I gained to improve what I do or will positively impact my students or my classroom/work environment.

Skills
What new methods, processes, or procedures have I learned that I did not know before or do?

Use
How have I used the information I learned from this experience?

Impact
How have the changes I made impacted my students or my role in the learning community?

Future
How will I use what I learned in the future? What are my next steps?

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APENDIX (A-VIII)

Professional Learning Plan

Annual Goal-Setting/Review Form Teachers Name: _________________________________ Reflection Date: ______________ Teaching Assignment: _____________________________ School: _____________________ Please fill out one of these forms for each goal. Beginning of the Year
Section I: Individual Goal (Developed with building administrator/administrator/designee) Goal:

Basis for your goal (check all that apply) Student assessment data Teacher evaluation data Other _______________________________________________________ Section II: Plan of Action

End of Year
Section III: Evidence of Progress (shows increased teacher effectiveness and/or improved student academic growth)

Goal Setting Administrator:____________________________ Professional________________________________ Goal Review Administrator_______________________________ Professional________________________________

Date: ____________ Date: ____________ Date: ____________ Date: ____________ 62

APPENDIX (A-IX)

SAU 35 Action Research Checklist

____ Step 1: Finding a Focus Strategy: Reflective Journal Strategy: Reflective Interview Strategy: Analytic Discourse ____ Step 2: Clarifying Theories Strategy: Clarifying Questions What specific aspects of the problem will you address? How will you collect data? Strategy: Literature Search What are others saying about this problem/topic? ____ Step 3: Identify Research Questions Strategy: Brainstorm Questions (related to your topic) Strategy: Draft Concise Questions Strategy: Goal Statement ____ Step 4: Data Collection Strategy: Quantitative Data Test Scores (NECAP, SMARTER Balanced, NWEA, Finals, etc.) Demographics Data (Gender, Age, Courses Taken, etc.) Checklists, Competencies, Rating Scales, Surveys Strategy: Qualitative Data Observational Data, Journals (Teacher & Student) Log, Interviews ____ Step 5: Data Analysis Strategy: Reliability and Validity Strategy: Triangulation of the Data Strategy: Coding Words for Patterns/Themes Strategy: Member Checking ____ Step 6: Reporting Strategy: Executive Summary Strategy: Illustrating the Story (pictures, posters, work samples) Strategy: Sharing the Story ____ Step 7: Action Plan Strategy: Now What? Develop a plan for your next steps

Based on Sagor, 2000

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APPENDIX (A-X) SAU 35 Paraeducator Goal-Setting/Review Form Name: ___________________________________ Recertification Date: _________________ Position: _________________________________ Building/Grade Level: ________________ Beginning of the Year
Section I: Individual Goals Setting Goals are developed with your Administrator or designee Individual Goal(s):

Section II: Plan of Action to Include Documentation of Progress (Paraeducator)

Section III: Evaluation of Progress (Supervisor)

Goal Setting: __________________________________

Administrator or designees Signature

Date: ________________________ Date: ________________________

__________________________________
Paraeducators Signature

Goal Review: __________________________________ Date: ________________________

Administrator or designees Signature

__________________________________
Paraeducators Signature

Date: ________________________

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APPENDIX (A-XI) SAU 35 Individual Goals Reflective Worksheet Basis for your goal(s):
How do you wish to increase your knowledge or improve your job performance?

How is your goal(s) linked to improved student growth?

What types of activities do you think will help you achieve these skills?

What is a realistic timeframe for you to accomplish this goal?

Evidence of accomplishment:
How will you document your progress? What evidence will you share to show what you have accomplished?

Goal(s): I will

In what area(s)?

And then

Complete before the initial Goal Setting meeting with the Administrator or designee. 65

APPENDIX (A-XII)

Individual Professional Learning Plan

3-Year Tracking Form for Paraeducator Educators Name: _____________________________ Certification Endorsement Areas: School: ______________________

1. ____________________ 2. _____________________

3. _____________________ 4. _____________________ Renewal Year: ___________

I will document my Professional Learning through: Goal(s) Year 1 Goal(s): Date Set: Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: _________ Paras Initials ________ Date: _________ CEUs Portfolio Action Research Combination

Evidence:

Goal(s) Year 2
Goal(s):

Date Set:
Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: ____________ Paras Initials _______ Date: _____________

Evidence:

Goal(s) Year 3
Goal(s):

Date Set:
Goal Review Completed CEU Summary/Portfolio/Action Research Completed Evidence of Professional Growth Provided Admin Initials ________ Date: ____________ Paras Initials _______ Date: _____________

Evidence:

______________________________________
Administrators signature indicates successful completion

_______________________
Date

66

APPENDIX (A-XIII) SAU #35 PARA EDUCATOR CEU CUMULATIVE SUMMARY SHEET Name: __________________________________________ School: _________________________________________ School Year: ______________________ Certification Expires: _______________ Sheet #: ___of____

Activity

Admin. Initials

Date

Knowledge of Learners and Learning

Building/ District Personalization/ Differentiation Learning Community

Totals this page: Totals this school year: Staff Signature: __________________________________________ Administrators Signature: ____________________________________ Date: _________________ Date: __________________

67

APPENDIX (A-XIV) SAU 35 Paraeducator Professional Learning Activity & Reflection Form Name: ________________________________ Title of Activity: ________________________ Strategy Name(s) ____________________ ____________________

Activity Date: __________________________ Goal: _________________________________

Year of Certification Expiration

Knowledge of Learners and Learning

Focus Area Building/ District Personalization/ Differentiation Learning Community Other Areas

Brief Description of Activity:

How is this activity related to your work?

What actions will you complete as a result of your participation in this activity?

Attach documentation of completed professional learning and submit to Administrator or designee with updated CEU Summary Sheet. The Administrator will return both to you to keep with your records for annual review.

Approved by: ___________________________________

Administrator or designee

Date: _________________________

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APPENDIX (A-XV) SAU 35 Professional Growth Portfolio Plan: Paraeducator Portfolio Progress Form Name: ________________________________ Area of Certification: ____________________ School: _______________________________ Year of Recertification: __________________ Current Position: ________________________ Grade or Subject: _______________________ 1. Focus/Statement of Purpose

2. Individual Professional Learning Goal(s)

3. Professional Learning Strategies

Steps Toward Achieving the Goal(s) (with anticipated completion dates)

4. Evidence of Professional Growth (artifacts showing application of professional learning)

5. Reflection*

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APPENDIX (A-XVI) SAU 35 Professional Growth Portfolio Final Reflection: Paraeducator Here are six questions to guide your final reflections and think about what you have learned. Understanding
How has this professional leaning activity changed my understanding of my students, my classroom/work environment, or my role in the school/District learning community?

Knowledge
What new information have I gained to improve what I do or will positively impact my students or my classroom/work environment.

Skills
What new methods, processes, or procedures have I learned that I did not know before or do?

Use
How have I used the information I learned from this experience?

Impact
How have the changes I made impacted my students or my role in the learning community?

Future
How will I use what I learned in the future? What are my next steps?

70