Professional Learning Catalog (Master Inservice Plan)… · 10-09-2019 · Board of Collier...

Professional Learning Catalog (Master Inservice Plan)

2015 – 2020

September 10, 2019 Board Meeting

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www.collierschools.com

Dr. Kamela Patton Superintendent of Schools

THE DISTRICT SCHOOL BOARD OF COLLIER COUNTY

Roy M. Terry, Chair

Stephanie Lucarelli, Vice Chair Erick Carter, Chair

Jen Mitchell, Member Jory Westberry, Member

This report has been prepared by The District School Board of Collier County.

Additional copies, if available, may be obtained by writing:

The District School Board of Collier County Dr. Martin Luther King, Jr. Administrative Center

5775 Osceola Trail Naples, Florida 34109-0919

Report Number: Coordinators: 09102019 Laura Mendicino Director, Professional Learning and Digital Innovation Dr. Jodi Cronin Assistant Director, Professional Learning and Digital Innovation

VISION STATEMENT All students will complete school prepared for ongoing learning as well as community

and global responsibilities. The District School Board of Collier County does not discriminate on the basis of race, color, national origin, sex, disability, or age in the provision of educational opportunities or employment opportunities and benefits. The District School Board does not discriminate on the basis of sex or disability in the education programs and activities that it operates, pursuant to the requirements of Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, respectively. The right not to be discriminated against extends to both employees and students of the District and shall include equal access to designated youth organizations in conformity with the Boy Scouts of America Equal Access Act. The following personnel should be contacted for inquires about their rights or to learn how to file a complaint regarding discrimination.

Employees: Educational Equity Act, Title IX, Section 504 (Rehabilitation Act) or the Americans with Disabilities Act, contact Valerie Wenrich, Executive Director, Human Resources and Deputy Title IX Coordinator for Employees, (239) 377-0351, The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida 34109. Students: Educational Equity Act, Title IX, or the Age Discrimination Act of 1975, contact Stephen McFadden, Coordinator, School Counseling K-8, and Deputy Title IX Coordinator for Students, (239) 377-0517, The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida 34109 Section 504 (Rehabilitation Act) and the Americans with Disabilities Act, contact Dr. Dena Landry, Coordinator, Psychological Services, (239) 377-0521, The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida, 34109.

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Table of Contents

Section I: Rationale for the Plan

District Mission and Beliefs Professional Learning Conduct

Page 4 Page 5

Section II: Management of the Plan

Participation Page 6 Registration Process Page 6 Components and Points Page 6 Inservice Credit Page 7 Sign-In Sheets Page 7 Course Completion Requirements Page 7 College Credit Page 7 Renewing Professional Teaching Certificates Page 8 Webinar/Online Training Page 8 Verification of Professional Conference and/or Webinar Page 8 Transfer of Inservice Points Page 8 Mental Health Assistance Allocation Plan Page 9 Schools of Excellence Page 10 Professional Learning Proposal Procedures Page 11

Section III: Description of Needs Assessment Process & Results

Purpose Page 12

Section IV: Florida Educator Accomplished Practices (FEAPs)

Introduction Page 13 FEAPs: Instructional Design & Lesson Planning Page 14

Section V: Design & Development Process

Component Descriptions by Strands Page 15

Section VI: Evaluation Process

Component Activity Evaluation Page 16 Overall Component Evaluation Page 16 Participant Evaluation for Initial Credit Page 17 Follow-Up Page 17

Section VII: Professional Development Components

Introduction Page 18 Approved Add-On Programs Page 19 Component Outline Page 20 Master Inservice Plan Components Pages 21 – 32 Individual Breakdown of Strands Pages 33 – 46

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Section I Rationale for the Plan

The Collier County Public Schools (CCPS) professional learning design is based on the Florida Department of Education’s Professional Development System Protocol Standards: Planning, Learning, Implementing, and Evaluating; and, in conjunction with the standards for Professional Learning as prescribed by Learning Forward, the national organization solely dedicated to increasing student achievement through more effective professional development. “The purpose of the professional development system is to increase student achievement, enhance classroom instructional strategies that promote rigor and relevance throughout the curriculum, and prepare students for continuing education and the workforce” (s.1012.98(1) F.S.). The structure of the CCPS Professional Learning Catalog includes five general strands, a number of comprehensive components, and variety and flexibility for designing and delivering professional learning opportunities. The five general strands are (I) Comprehensive Annual School Improvement, (II) Educator Accomplished Practices, (III) Add-On Certification Plans and Other Required Trainings, (IV) Components NOT Leading to Recertification, and (V) Instructional and Administrative Support. This plan is a document that provides a vehicle of maximum simplicity and flexibility to our District and schools in the development and delivery of training and professional learning activities. Professional learning activities that are initiated as school-based training are based on needs assessments and data that are analyzed and outlined in each School's Improvement Plan (s. 1001.42). In addition, the District's Strategic Plan further delineates the results of the District analysis of student achievement, across the schools, at each level. In support of the School Improvement Plan each school principal participates in ongoing professional learning aligned to the teacher evaluation model. All principals establish and maintain an individual professional learning plan for each instructional employee assigned to the school which includes individual deliberate practice, linked to professional learning. As a part of the Principal's Collier Leadership Evaluation Model (CLEM), he/she is responsible for assisting the instructional employee in participating in targeted professional learning.

DISTRICT MISSION/VISION By providing exceptional educational opportunities that motivate and engage each student, all students will complete school prepared for ongoing learning as well as community and global responsibilities.

DISTRICT BELIEFS • All students can meet and exceed high performance standards and must be continuously

challenged to do so • Each person in the school system must be focused on student success • We must understand and embrace our students’ diverse cultures and learning styles • The District and the community, together, are responsible for giving students’ academic and

other essential support so they can focus on learning • The school board and Superintendent must create and maintain a relationship that is

collaborative and trusting, in which all parties have a clear understanding and respect of roles and are working toward shared goals

• Effective, collaborative work with the community will produce success for students

http://www.fldoe.org/teaching/professional-dev/professional-dev-stards.stml

http://www.fldoe.org/teaching/professional-dev/professional-dev-stards.stml

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• We must base all of our decisions on evidence and the best interest of students • We have the ability to meet all state and federal government requirements

STATEMENT ON PROFESSIONAL LEARNING CONDUCT The Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida states, “Obligation to the profession of education requires that the individual:

• Shall maintain honesty in all professional dealings. • Shall not submit fraudulent information on any document in connection with professional

activities.”

The Professional Learning & Digital Innovation Department acknowledges and encourages educator collaboration and research as integral components of professional learning. It is important to differentiate between collaborative learning, research and submission of learning assignments. Educators may participate in professional learning activities together, followed by discussion in a collaborative process. Educators may research and share results in the learning process; however, individual work submitted to satisfy requirements for successful course completion to earn inservice credits is expected to be the individual and original work of the person submitting it. Submitting ideas of another as one’s own, use of copyrighted work without appropriate permission and assisting someone in misrepresenting work are considered to be unethical and thus in violation of the Code of Ethics and Principles of Professional Conduct.

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Section II Management of the Plan

Individual schools and school Districts are challenged to incorporate quality learning principles and school improvement concepts into their planning processes. As a result of site-based planning and decision-making and the involvement of internal and external stakeholders, professional learning must address specific school needs as well as community expectations. Data collection becomes a valuable tool in identifying common priorities, while evaluation and follow-up are essential to providing high impact, cost effective professional learning experiences that produce tangible results in improving the quality of educational services through improved employee performance. The responsibility for the management of professional learning in the District is a collaborative effort among curriculum coordinators, District staff, and the local school/work sites, all of whom facilitate the planning, learning, implementation, evaluation, and record keeping for the training and development experiences for administrative, instructional and non-instructional personnel. Numerous offerings range from curriculum areas to classroom management and pedagogy to quality management strategies and workplace skills development through independent study, research, leadership and personal growth courses and workshops. Although germane to all levels, specific emphasis has been placed on professional learning in the following areas that are detailed in School Improvement Plans:

• Interdisciplinary planning, collaboration, and instruction • Alignment of curriculum and instructional materials to the state academic standards • Use of small learning communities; problem-solving, inquiry-driven research and analytical

approaches for students; strategies and tools based on student needs; competency-based instruction; integrated digital instruction; and project-based instruction.

Participation Stakeholders are informed about available opportunities through District communication systems (iBriefings), department websites, internal online portals (iLearnU), newsletters, and other publications as well as department meetings. Registration Process Registration for professional learning opportunities is completed electronically by way of the Collier County Public Schools’ electronic professional learning registration system (iLearnU). Components and Points The Professional Learning Catalog (formally known as the Master Inservice Plan) components describe the types of professional learning opportunities available for certified and non-certified personnel. All activities for which inservice (component) points are awarded must be covered by an approved component outlined in the plan and aligned to District and/or State initiatives identified in the Strategic Plan, Florida Educator Accomplished Practices (FEAPs), or the Florida Leadership Standards.

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All personnel involved in training and professional learning activities for which they expect to earn inservice points are required to demonstrate increased competency via one or more valid means of measurement, such as the Marzano elements included within the Collier Leadership Evaluation Model (CLEM) and Focused Teacher Evaluation Model (FTEM) or within the District Leadership Evaluation Model (CDLEM) or Support Staff Evaluation. Inservice Credit In order for inservice points, earned through participation in training and professional learning activities conducted under a component in this Master Inservice Plan (MIP), to be eligible for use in meeting certificate renewal requirements, the inservice record of time must total at least one (1) point and include evidence of the participant’s successful completion of at least one support/learning activity. MIP points awarded for participation in training and professional learning activities conducted under a component in this plan must meet the following criteria:

• The activity is specified in the school’s established plan for improvement or change • The individual activities are all under a single component • The component is for training which is designated to meet local, state, or federal

requirement(s). The 1998 and 2004 Legislatures passed bills that enable individuals who take college credit or inservice points in English to Speakers of Other Languages (ESOL) or teaching of Reading to “bank” the credit for renewal as follows:

• for individuals who hold a Professional Certificate: ESOL or Reading credit or inservice earned in excess of the six (6) semester hours of credit required for renewal may be banked for subsequent validity periods.

• for individuals who hold a Temporary Certificate: ESOL or Reading credit earned during the validity of the Temporary Certificate may be used to renew the first Professional Certificate. The Temporary Certificate and the Professional Certificate must be issued for consecutive school years. The ESOL or Reading credit that is banked may not be included within a degree program.

Sign-In Sheets All original sign-in sheets are to be submitted to the Department of Professional Learning & Digital Innovation in order for inservice credits to be awarded. Once the training has taken place, the inservice coordinator will be required to turn in the sign-in sheets no later than two weeks past the date of completion. If there are multiple dates in one training, each day will require a new sign-in sheet. All sign-in sheets must be turned in at once, no later than two weeks past the last day of the training. Course Completion Requirements Should a follow-up session be required, credit and payment will not be processed for either initial or follow-up training until completion has been documented. Only one payment/crediting unit per course/training will be awarded. Time limitation to complete the required follow-up session can be no longer than six (6) months from the start date of the initial training. College Credit College credit can be used for the renewal of a professional certificate by requesting the Certification Office to convert the college credit(s) to MIP inservice points.

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Points awarded for completion of college credit shall equate to inservice participation as follows:

• One semester hour shall equal twenty inservice points and • One quarter hour shall equal thirteen and one-third inservice points.

Renewal of Florida Professional Teaching Certificates: Teaching Students with Disabilities (SWD) Requirement

• Pursuant to s.1012.585, F.S., an applicant applying for renewal of a professional certificate must earn a minimum of one (1) semester hour of college credit or the equivalent in teaching SWD must be earned during each validity period to renew a certificate. Twenty (20) inservice points are equivalent to one (1) semester hour of college credit.

• Courses in Gifted Education are not acceptable. American Sign Language course are not acceptable, unless the courses are in teaching American Sign Language to students who are deaf or hard of hearing.

• If a professional learning course exceeds 20 inservice points and meets SWD 8 requirement, the remaining points are bankable for future recertification.

Acceptable professional learning courses on teaching SWD are available through Collier County Public Schools’ internal platform, iLearnU and communicated through the iBriefing system. For more information on the Florida Professional Certificate, visit the Collier County Public School’ Human Resources' Certification Department webpage. CCPS Webinar/Online Based Training The inservice coordinator is responsible for submitting a roster of all names of participants who have completed the webinar/online training. In the absence of a sign-in sheet/roster, a screen shot from the secure server for which the training was conducted will need to be submitted to the Manager of Professional Learning and Digital Innovation in order to verify that we have met the requirements stated within State Board of Education Rule 6A-5.071. Once verification has been made inservice points will be awarded. Verification of Professional Conference and/or Webinar An individual who has attended a conference or participated in a non-District sponsored conference or webinar should complete a Verification Form in order to receive MIP points. The participant must attach either a Certificate of Completion showing the total number of hours completed or an agenda from the event which must contain lengths of sessions attended. All verification forms must be approved by the immediate supervisor and sent to the Professional Learning and Digital Innovation Department. Transfer of Inservice Points An individual may transfer inservice points earned during employment in one school District to another school District within the State of Florida. To accomplish this transfer of credit, the individual must contact the District of previous employment and request an Inservice Teacher Education Transfer Record (OTE 206) to be sent to the Professional Learning and Digital Innovation Department.

https://www.collierschools.com/cms/lib/FL01903251/Centricity/Domain/208/MIPPointsVerification.pdf

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Mental Health Assistance Allocation Plan (Senate Bill 7026) Pursuant to section (s.) 1012.584, Florida Statutes (F.S.), Continuing education and inservice training for youth mental health awareness and assistance, the Florida Department of Education (FDOE) selected the evidence-based Youth Mental Health First Aid (YMHFA) training. YMHFA consists of a six-hour face-to-face course that facilitates mental health literacy and gives adults the necessary skills to interact with youth who are developing a mental health problem or experiencing a mental health crisis, including helping adults working with youth identify, understand and respond to signs of mental illness.

• The FDOE understands that training all school employees in YMHFA will be a multi-year endeavor and an ongoing process.

• The YMHFA courses are available through Collier County Public Schools' internal platform, ilearnU and communicated through the District iBriefing system.

• The YMHFA courses will be provided throughout the school year on Saturdays (Professional Development rate will be paid to all course completers).

• An YMHFA online refresher course is required every three years.

The FDOE also collaborated with Kognito Gold Standards Modules to provide online training in mental health awareness during our YMHFA multi-year endeavor. Kognito's program provides youth mental health awareness training at elementary, middle and high school levels.

• The District's implementation of Kognito will include teachers, and other designated staff, • participating on line individually with the appropriate school level module during a designated • period (60 minutes). • Following the on line module, staff will participate in a face-to-face facilitated school discussion

to review experiences as well as the school District policies and procedures regarding referrals and crisis protocols (50 minutes)

• The District iBriefing system will communicate the Kognito course implementation plan.

Pursuant to s.1012.583, F.S. and Board Policy 5330, all instructional and administrative staff will complete the SafeSchools Youth Suicide: Awareness and Prevention course online individually. This two-hour training and a follow-up facilitated discussion is required to be completed one (1) time while employed with the District. Deadline for completion of this training is the last workday prior to winter break.

• The District iBriefing system will communicate the Kognito course implementation plan.

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Schools of Excellence Pursuant to s.1003.631, F.S., requires the State Board of Education to designate a school as a School of Excellence if the school’s percentage of possible points earned in its school grade calculation is in the 80th percentile or higher for schools comprised of the same grade groupings (elementary, middle, high and combination) for at least two of the last three school years. To be eligible, schools had to receive a grade of A or B in each of the most recent three school years (beginning with the 2014-15 school year) and had to rank at the 80th percentile or higher for their school type for at least two of the last three years. There are 347 elementary, 116 middle, 96 high and 84 combination schools that qualified as Schools of Excellence. Qualifying schools shall retain the designation for up to three years, at which point the designation may be renewed.

• Instructional personnel may substitute one school year of employment at a School of Excellence for 20 inservice points, up to 60 inservice points total in a five-year cycle, toward the renewal of a professional certificate.

• Instructional personnel must work a minimum of ninety-nine (99) days to earn credit for one year of employment. Each certified individual employed at a designated School of Excellence may be awarded twenty (20) inservice points for the 2017-2018 school year. If the school maintains the three-year designation as a School of Excellence, each certified individual employed at the school during the respective designation years can earn another twenty (20) inservice points for the 2018-2019 school year and an additional twenty (20) inservice points for the 2019-2020 school year.

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Professional Learning Proposal Procedures Collier County Public Schools’ electronic platform, iLearnU manages professional learning activities and attendance. All training proposals provide information that is collected through Staff Survey 5 as well as fulfills the requirements of the Master Inservice Plan. To propose a training in iLearnU, professional learning coordinators are required to complete the following areas:

Who • Coordinator • Assistant • Instructor(s)

• Max Seats • Registration Periods • Participant Eligibility

What • Title of Professional Learning

Where • Location of training

o You can customize the location for each session, if needed within the “WHEN” section.

When • Session date(s)

o Be sure to follow the steps to ensure your default times carry with the date(s) picked. The session(s) are the dates required to attend in order to receive the maximum number of points.

Why • Rationale

o The reason the District is offering this professional learning opportunity. In addition, the goals and objectives you list further detail the specifics of the training.

o You must also define the learning & implementation activities.

• FLDOE Coding o Primary Purpose o Most appropriate “Focus/Purpose” (Survey 2) o Implementation Method o Learning Method o Evaluation Method, Staff o Evaluation Method, Student

• Marzano Placemat & Elements • SWD Coding

o Yes or No o If yes, you must write the rationale & pick a

minimum of two objectives. o Note: If this is a full or partial SWD training, you must go into

the “When” section and designate how many hours of each session is applicable towards SWD points.

How • If there are costs associated with this training, please list

the accounting information here.

To login to iLearnU Administrative (proposing a training): https://ilearn.collierschools.com/admin Employee (registration): https://ilearn.collierschools.com

https://ilearn.collierschools.com/admin

https://ilearn.collierschools.com/

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Section III Description of Needs Assessment Process and Results

Purpose A professional learning needs assessment is conducted annually to assist in planning future staff learning programs. Needs assessment data is gathered through a variety of ways and from a multitude of sources including: 1. Needs assessment surveys administered to staff 2. Interviews and focus groups 3. Review of School Improvement Plans 4. School Board initiatives 5. Review of legislative requirements 6. Priorities identified in the District Strategic Plan 7. Summary analysis of the Focused Teacher Evaluation Model (FTEM) 8. Summary analysis of the Collier Leadership Evaluation Model (CLEM) 9. Analysis of District academic and non-academic data, e.g., student test scores, non-academic

performance data, and evaluation reports

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Section IV Florida Educator Accomplished Practices (FEAPs)

The Florida Educator Accomplished Practices (FEAPs) are Florida's core standards for effective educators and provide valuable guidance to Florida's public school educators and educator preparation programs throughout the state on what educators are expected to know and be able to do. The Educator Accomplished Practices are based upon three (3) foundational principles. Those principles focus on high expectations, knowledge of subject matter, and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility. http://www.fldoe.org/teaching/professional-dev/dis-professional-dev-elements.stml The FEAPs were established in 1998 through State Board of Education Rule 6A-5.065, F.A.C. They were updated in December 2010 to reflect contemporary research on educational practice. The Educator Accomplished Practices serve as the state's standards for effective instructional practice and form the foundation for the state's teacher preparation programs, educator certification requirements and school District instructional personnel appraisal systems. The Florida Educator Accomplished Practices must form the basis for the “core of effective practices” required for the revision of each District's teacher evaluation system. The Marzano Focused Teacher Evaluation Model (FTEM) is currently being used by Collier County Public Schools as its teacher instructional and evaluation model. FTEM is based on a number of previous, related works that include: What Works in Schools (Marzano, 2003), Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001), Classroom Management that Works (Marzano, Pickering, & Marzano, 2003), Classroom Assessment and Grading that Work (Marzano, 2006), The Art and Science of Teaching (Marzano, 2007), Effective Supervision: Supporting the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011). Each of these works was generated from a synthesis of the research and theory. Thus, FTEM can be considered an aggregation of the research on those elements that have traditionally been shown to correlate with student academic achievement.

FTEM Model 23 elements in four areas of focus Standards-Based Planning (3 elements) Standards-Based Instruction (10 elements) Conditions for Learning (7 elements) Professional Responsibilities (3 elements)

http://www.fldoe.org/teaching/professional-dev/dis-professional-dev-elements.stml

https://www.flrules.org/gateway/ruleNo.asp?id=6A-5.065

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Florida Department of Education’s alignment of Florida Educator Accomplished Practices (FEAPs) to Marzano’s Art & Science of Teaching supports Collier County Public Schools usage of Marzano as the instructional and evaluation model.

Florida Department of Education Support for Local Education Agencies FEAPS Crosswalk to Marzano Art & Science of Teaching

Marzano Planning and Preparing for Special Needs Students

Routine Events Evaluating Personal Performance

Promoting a Positive Environment

• Uses a variety of data, independently, and in collaboration with colleagues to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons

• Planning and preparing for the needs of English language learners

• Planning and preparing for the needs of students receiving special education

• Planning and preparing for the needs of students who come from home environments that offer little support for schooling

• Tracking student progress

• Celebrating success

• Identifying specific areas of pedagogical strength and weakness

• Evaluating the effectiveness of individual lessons and units

• Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (i.e., different socio-economic groups, different ethnic groups)

• Promoting positive interactions with colleagues

• Promoting positive interactions with students and parents

Content Promoting Exchange of Ideas and Strategies • Homework

• Seeking mentorship for areas of need and interest

• Mentoring other teachers and sharing ideas and strategies

Enacted on the Spot Developing a Professional Growth Plan

Promoting District and School Development

• Demonstrating value and respect for low expectancy students

• Asking questions of low expectancy students

• Developing a written growth plan

• Monitoring progress relative to the professional growth plan

• Adhering to District and school rules and procedures

• Participating in District and school initiatives

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Section V Design and Development Process

The Professional Learning Catalog was designed after considerable input from stakeholders including principals, teachers and District staff. Whenever possible and reasonable, the components in this plan are designed to provide and encourage initial training and implementation as well as include follow-up activities for promoting transfer/application and impact assessment of the participant's learning into the work setting. Wherever this four level approach has been incorporated into the component design, there is the provision for both initial credit and follow-up credit for the participants. The initial credit and follow-up credit sections of the component employ different options for delivery activities and different strategies/options for evaluation. The activity options for initial training and follow-up was developed for inclusion in each component.

Component Descriptions by Strands Strand I. - Comprehensive Annual School Improvement components were developed to support training and professional learning activities that are generated by schools and the central office as a direct result of individual school improvement plans. It is intended for the majority of school improvement-related training to be conducted and credited to participants under these components. Strand II. - To complement the school improvement strand of the plan, six Florida Educator Accomplished Practices components were developed. Training and professional learning activities that are participated in beyond those driven by a school-based employee's school improvement plan may be conducted and credited under one of the Educator Accomplished Practices components. These components cover a broad range of professional educator topics. In addition, the subject area components were developed to address subject specific trainings. Strand III. - A third strand of the plan includes all components previously developed to support the Add-On Certification/Endorsement Plans in the areas of ESOL, Gifted, Alternative Certification, Reading and Athletic Coaching. In addition, a component was developed to address the requirement for Clinical Education training for all peer teachers/other professional educators and intern supervising teachers. Strand IV. - The need for the Professional Learning Catalog to address the training needs of personnel throughout the school community led to the development of a fourth strand: Components Not Leading to Recertification. This strand includes components related to a broad spectrum of non-instructional staff positions that have a need for continued training and to maximize their job performance in support of the education of our students. Many of these components also provide the mechanism for the delivery of training that may be required under guidelines developed at the Federal, State, District, and school level, as well as requirements or programs required by a subcontractor hired by the District or school. Also included in this strand are components for orientation of pre-professionally certificated educators who participate in the New Teacher Orientation Program. Strand V. - The final strand of the Plan provides for the renewal of certificate coverage for administrators, specifically the School Principal Certificate. The specific content, delivery and evaluation processes for these components are contained within the District's approved School Principal Program plan.

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Section VI Evaluation Process

The Professional Learning Catalog has five complementary elements (Component Activity, Overall Component, Initial Credit, Follow-Up Credit and Participant Evaluation for Follow-Up Credit), each using a different methodology, and each producing different results. Together these elements comprise a comprehensive evaluation system which is intended to maintain the highest quality of program delivery to ensure maximum impact on personnel performance, cost effectiveness and overall school improvement. Each of these elements is discussed below. Component Activity Evaluation The purpose of this element of the evaluation system is to measure the degree to which the design and delivery of the component's training and implementing activities meet the needs of the participants and consultant/inservice coordinator(s). The component evaluation contains three (3) requirements: To the satisfaction of the consultant or inservice coordinator, each individual will:

• Complete the assigned training and implementing activities • Demonstrate increased competency on at least 80% of the objectives as determined by a pre-

and post-assessment, or by other valid means of measurement, in compliance with Section 1012.98, Florida Statutes and Rule 6A-5.071, FAC

• Complete a participant evaluation form assessing the effectiveness of the component's learning activity design, delivery and consultant(s).

Overall Component Evaluation The purpose of the overall component evaluation is to provide a comprehensive summative record on the implementation of the component, including participant eligibility for inservice credit.

• A list of participants, including a record of each participant's attendance and the results of each participant's evaluation, along with the inservice coordinator’s signature certifying that those receiving inservice points under this component have demonstrated increased competency by one or more of the valid means of measurement listed below in the participant evaluation section of this plan

• Plans for and/or records of successful completion of one or more of the support/learning activities listed in the initial credit section of the component

• Completed participant evaluation forms to provide feedback on the effectiveness of the training design, delivery and consultant(s)

• An evaluation of the overall quality of the design, delivery and outcomes of the training or professional learning activities completed by the inservice coordinator.

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Participant Evaluation for Initial Credit In order to be eligible for initial inservice credit, a participant must demonstrate increased competency on the specific intended outcomes of the training and support activity(s) of a component as determined by valid means of measurement, in compliance with Rule 6A-5.071, FAC. Valid means of measurement may include, but is not limited to one or more of the following:

• Pre and/or post-test(s) • A portfolio consisting of a collection of records and/or products from course/workshop/project

assignments/activities • In-class demonstration of skill(s) documented by a creditable observer or electronic record of

the demonstration • A form verifying satisfactory achievement of the intended outcomes for an inservice activity

signed by the inservice coordinator, and/or a transcript or grade report from the sponsoring agency or institute

• Other methods of measurement or competency demonstration acceptable to the inservice coordinator.

In addition, a record of successful participation in at least one of the Implementing Activities listed in the Initial Credit Section of the component, unless a follow-up activity is required. Follow-Up Training and professional learning that is implemented without a follow-up and support system has been demonstrated to result in minimal application and transfer of learning into the work setting of the participants. Follow-Up Credit The purpose of the follow-up credit is to promote application and transfer of learning and to assess the employee and/or student performance and cost benefit of the training and professional learning to the individual participant(s), their school or department and the school District. Participants who have previously earned initial credit under a component may earn follow-up credit for successful completion of one or more activities listed in the component, as appropriate to the topic/content of their learning objective(s) and approved by their inservice coordinator. Participant Evaluation for Follow-Up Credit The purpose of this level of evaluation is to measure the degree to which participant's initial learning has been applied and transferred into the work setting and to assess the impact of training and professional learning on employee and/or student performance.

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Section VII Professional Learning Components

Number of Points in a Component Participants can earn a maximum of 120 MIP points within each individual component structure, every school year. One (1) inservice point shall be equivalent to one (1) clock hour of participation, or as specified based on competency(ies) demonstrated. School Improvement Component This component is used for all the inservice at the school site relating to school improvement. Educator Accomplished Practices (EAP) Continuous Improvement Component In addition to subject matter content courses, this component is also used for conferences and workshops held out of the District. Gifted Endorsement Program The components under this heading were previously approved to provide add-on certification in the gifted area. Participants must be enrolled in this program to acquire MIP points in this area. Collier County Public Schools is approved to provide the Gifted Add-On Program Courses from July 1, 2015 through June 30, 2020. English Speakers of Other Languages (ESOL) Endorsement Program The components under this heading were previously approved and are used to meet State mandated requirements. There are seven (7) 60 hour components and one (1) 18 hour component. Collier County Public Schools is approved to provide the ESOL Add-On Program Courses from July 1, 2015 through June 30, 2020. Professional Development Certification Program (PDCP) The components under this heading support teachers with alternative certification earn their professional certificate by demonstrating competency of the Florida Educator Accomplished Practices (FEAPs). Prior to July 1, 2019, components supported the Coaching, Encouragement and Resources for Teacher Success (C-CERTS) District mentoring and professional learning for teachers with alternative certification. Collier County Public Schools is approved to provide the PDCP Add-On Program Courses from July 1, 2019 through June 30, 2024. Reading Endorsement Program The components under this heading were previously approved and are used to meet State mandated requirements. Collier County Public Schools is currently approved to provide the Reading Add-On Program Courses on an extension of the 2014-2019 plan through July 2021 from to allow time for FLDOE to develop updated reading competency matrixes. Athletic Coaches Endorsement Program The components under this heading were previously approved to provide an endorsement in the Athletic Coaching area and will be used to meet State mandated requirements. Collier County Public Schools is currently approved to provide the Athletic Coaches Add-On Program Courses from July 1, 2019 through June 30, 2024.

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Previously Approved Add-On Certification Programs and Endorsement Components Below is a listing of the component names and component numbers for previously approved Add-On Certification Programs and Endorsements. The actual components contained within previously approved Add-On Certification Programs and Endorsements are not included in this plan as the approval process for these programs and their respective professional learning components is independent of the Master Inservice Plan document and its approval process.

GIFTED ENDORSEMENT PROGRAM Component # Title of Component Points 1-100-002 Nature and Needs of the Gifted 60 1-100-003 Curriculum Development for the Gifted 60 1-100-004 Guidance and Counseling for the Gifted 60 1-100-005 Education of Special Populations 60 1-100-006 Theory and Development of Creativity 60

ENGLISH SPEAKERS OF OTHER LANGUAGE (ESOL) ENDORSEMENT PROGRAM Component # Title of Component Points 1-703-001 ESOL Curriculum and Materials Development 60 1-702-001 Applied Linguistics 60 1-705-001 Cross Cultural Communications and Understanding 60 1-701-001 Testing and Evaluation of ESOL 60 1-700-001 Methods of Teaching ESOL 60 1-700-002 ESOL Strategies Survey 18 1-700-003 Empowering ESOL Teachers 60 1-704-001 ESOL Content Area 60

READING ENDORSEMENT PROGRAM Component # Title of Component Points 2-013-012 Comp #1: Foundations of Reading Instruction 60 2-013-013 Comp #2: Application of Research-Based Instructional Practices 60 4-013-003 Comp #3: Foundations of Assessment 60 2-013-014 Comp #4: Foundations & Applications of Differentiated Instruction 60 2-013-015 Comp #5: Demonstration of Accomplishment (Culminating Practicum) 60

ATHLETIC COACHING ENDORSEMENT PROGRAM Component # Title of Component Points 1-506-001 Athletic Coaching – Sports Specific Training 60 1-506-002 Athletic Coaching – Sports Medicine 60 1-506-003 Athletic Coaching – Theory 60

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Component Outline

Strand I Comprehensive Annual School Improvement • School Improvement • Lesson Study • School Improvement Follow-Up Strand II Educator Accomplished Practices (a) Quality of Instruction (b) Continuous Improvement, Responsibility & Ethics • Instructional Design & Lesson Planning

o Human Development & Learning o Planning

• Continuous Professional Improvement o Continuous Improvement

• The Learning Environment o Communication o Learning Environments o Technology/Project Based Learning o Diversity o ESE

• Professional Responsibility & Ethical Conduct o Code of Ethics

• Instructional Delivery & Facilitation o Critical Thinking o Subject Matter o Role of the Teacher

• Assessment

Strand III Add-On Certification Plans & Other Required Trainings • ESOL • PDCP (Alternative Certification) • Gifted • Clinical Education (Initial) • Reading • Clinical Education (Refresher) • Athletic Coaching Strand IV Components NOT Leading to Recertification • Aides • Awareness Training • Transportation/Bus Drivers • Support Personnel & Guest Teachers • Day Care • New Teacher Orientation Program • Food Service/Cafeteria The components listed above address knowledge & skills related to their job as required by federal/State, District/school or sub-contractor Strand V Instructional & Administrative Support • Instructional Support • Preparing for the Principalship

o Leadership 1 o Leadership 2 • Aspiring Leaders Program

• Teach-n-Inspire o Leadership 101 o Aspiring Academic Coaches

• Supporting Principals o Supporting New Principals o Supporting Existing Principals

• Instructional & Evaluation Model (Marzano) • W.C. Golden Program • Supporting Assistant Principals

o Supporting New Assistant Principals o Supporting Existing Assistant Principals o Developing Secondary Assistant Principals of Curriculum

• Supporting District Employees o Customer Service Training o Supporting New District Administrators

• School Board Leadership Programs

The components listed above will address the specific content identified in the District approved School Principal Program

21

Master Inservice Plan Components

Title Strand iLearnU Category

FL DOE Component #

Art In-Service: Elementary 2a Art 1000001

Art In-Service: High 2a Art 1000001

Art In-Service: Middle 2a Art 1000001

Arts Integration Workshop 2a Art 1000001

Fine Arts Professional Development (Art) 2a Art 1000001

Test Coordinator Training 2a Assessment 4401001

Testing Workshop 2a Assessment 4401001

Clinical Education (Initial) 3 Clinical Education 8417002

Clinical Education (Refresher) 3 Clinical Education 6403001

Champions for Learning Professional Development 2a Continuous Improv. 8409001

MassiveU: Crisis Readiness 2a Continuous Improv. 8409001

MassiveU: Mental Health Literacy to Support Student Success 2a Continuous Improv. 8409001

MassiveU: Cyberbullying 2a Continuous Improv. 8409001

MassiveU: SEL Foundations 2a Continuous Improv. 8409001

MassiveU: SEL 2 Integration 2a Continuous Improv. 8409001

MassiveU: Unleash the Leader Within 2a Continuous Improv. 8409001

Summer Learning Academy 2a Continuous Improv. 8409001

Department Chair of School Counseling: High 2b Counselors 8409001

Lead Counselor Meeting: Elementary 2b Counselors 8409001

Lead Counselor Meeting: Middle 2b Counselors 8409001

School Counselor Inservice: KG-12 2b Counselors 8409001

School Counselor Meeting: All Levels 2b Counselors 8409001

School Counselor Meeting: Elementary 2b Counselors 8409001

School Counselor Meeting: High 2b Counselors 8409001

School Counselor Meeting: Middle 2b Counselors 8409001

School Counselor Professional Learning 2b Counselors 8409001

Career & Technical Education Professional Development 2a CTE 1002001

CTE & Instructional Improvement 2a CTE 1002001

CTE Industry Certification Training: Adobe Dreamweaver 2a CTE 1002001

CTE Industry Certification Training: Adobe Flash 2a CTE 1002001

CTE Industry Certification Training: Adobe Illustrator 2a CTE 1002001

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FL DOE Component #

CTE Industry Certification Training: Adobe In Design 2a CTE 1002001

CTE Industry Certification Training: Adobe Photoshop 2a CTE 1002001

CTE Industry Certification Training: Adobe Photoshop Expert 2a CTE 1002001

CTE Industry Certification Training: Adobe Premier Pro 2a CTE 1002001

CTE Industry Certification Training: Autodesk 2a CTE 1002001

CTE Industry Certification Training: CIW Internet Business Associate 2a CTE 1002001

CTE Industry Certification Training: Intuit QuickBooks 2a CTE 1002001

CTE Industry Certification Training: Microsoft Access 2a CTE 1002001

CTE Industry Certification Training: Microsoft Excel 2a CTE 1002001

CTE Industry Certification Training: Microsoft Expert Exams 2a CTE 1002001

CTE Industry Certification Training: Microsoft Outlook 2a CTE 1002001

CTE Industry Certification Training: Microsoft PowerPoint 2a CTE 1002001

CTE Industry Certification Training: Microsoft SharePoint 2a CTE 1002001

CTE Industry Certification Training: Microsoft Word 2a CTE 1002001

CTE: Work Experience Program Improvement 2a CTE 1002001

Entrepreneurship Program and Instruction Improvement 2a CTE 1002001

National Academy Foundation Training- Academy Development 2a CTE 1002001

National Academy Foundation Training- Academy Improvement 2a CTE 1002001

National Academy Foundation Training-Work Experience 2a CTE 1002001

Project Lead the Way: Aerospace Engineering 2a CTE 1002001

Project Lead the Way: Architecture and Civil Engineering 2a CTE 1002001

Project Lead the Way: Automation and Robotics (Middle School) 2a CTE 1002001

Project Lead the Way: Computer Integrated Manufacturing 2a CTE 1002001

Project Lead the Way: Design and Modeling (Middle School) 2a CTE 1002001

Project Lead the Way: Digital Electronics 2a CTE 1002001

Project Lead the Way: Engineering Design and Development 2a CTE 1002001

Project Lead the Way: Introduction to Computer Science 2a CTE 1002001

Project Lead the Way: Introduction to Engineering 2a CTE 1002001

Project Lead the Way: LAUNCH (Elementary Lead Teacher) 2a CTE 1002001

Project Lead the Way: Principles of Engineering 2a CTE 1002001

Driver Education Training 2a Drivers Education 1014001

ESOL Content Area (60 Hour Content) 3 Endorsement: ESOL 1704001

Applied Linguistics 3 Endorsement: ESOL 1702002

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FL DOE Component #

Cross Cultural Communications & Understanding 3 Endorsement: ESOL 1705002

ESOL Curriculum & Materials Development 3 Endorsement: ESOL 1703002

Methods of Teaching ESOL 3 Endorsement: ESOL 1700004

Testing & Evaluation of ESOL 3 Endorsement: ESOL 1701002

Curriculum & Instructional Strategies for Teaching Gifted Students 3 Endorsement: Gifted 1100003

Education of Special Populations 3 Endorsement: Gifted 1100005

Guidance & Counseling for the Gifted 3 Endorsement: Gifted 1100004

Nature & Needs of the Gifted 3 Endorsement: Gifted 1100002

Theory & Development of Creativity 3 Endorsement: Gifted 1100006

NG CAR-PD: Academy 3 Endorsement: Reading 2013010

NG CAR-PD: Practicum 3 Endorsement: Reading 2013011

NG Competency #1: Foundations of Instruction 3 Endorsement: Reading 2013006

NG Competency #2: Research-Based Practices 3 Endorsement: Reading 2013007

NG Competency #3: Assessment 3 Endorsement: Reading 4013002

NG Competency #4: Differentiated Instruction 3 Endorsement: Reading 2013008

NG Competency #5: Practicum 3 Endorsement: Reading 2013009

Administration of Florida Alternate Assessment 2a ESE 1100007

Collaborative Planning & Teaching Train-the-Trainer for Teaching Students with Disabilities 2a ESE 1100007

Compliance Procedures, Laws, and Regulations for Educating Students with Disabilities 2a ESE 1100007

Crisis Prevention Intervention (CPI), Initial Certification 2a ESE 1100007

Crisis Prevention Intervention (CPI), Recertification 2a ESE 1100007

Developing Quality Individual Educational Plans 2a ESE 1100007

Electronic Development Tools for IEP, 504, EP, IHP 2a ESE 1100007

ESE Program Specialist Training 2a ESE 1100007

ESE/ELL State Reporting Compliance Training 2a ESE 1100007

Homebound Instruction and Services for Students with Disabilities: Legal Requirements for Services 2a ESE 1100007

IEP Meeting: Facilitating and Communicating Effectively 2a ESE 1100007

Intervention Support Specialist Training (INSS) 2a ESE 1100007

Matrix of Services (ESE/FEFP Funding Document) 2a ESE 1100007

TEACH, Train-The-Trainer, Initial Certification 2a ESE 1100007

TEACH, Train-The-Trainer, Recertification 2a ESE 1100007

Youth Mental Health First Aid 2a ESE 1100007

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FL DOE Component #

18 Hour Survey 2b ESOL 1700002

ESOL Administrator Academy 2b ESOL 1704001

ESOL Contact Meeting 2b ESOL 1700003

ESOL Training 2b ESOL 1700003

ESOL Tutor Training 2b ESOL 1700002

Advanced Placement (AP) Training 2a Gifted 6403001

Advanced Studies & Gifted Learners Summit 2a Gifted 6403001

AICE Professional Learning 2a Gifted 6403001

AP Summit 2a Gifted 6403001

Differentiation for Gifted Learners 2a Gifted 6403001

Gifted Point of Contact 2a Gifted 6403001

Gifted Summit 2a Gifted 6403001

Pre-AICE Professional Learning 2a Gifted 6403001

Clinic Procedures 2a Health 1005001

Health Inservice 2a Health 1005001

Health Training: Elementary 2a Health 1005001

Health Training: High 2a Health 1005001

Health Training: Middle 2a Health 1005001

Health Training: Secondary 2a Health 1005001

Heartsaver CPR/AED 2a Health 1005001

Heartsaver CPR/AED/First Aid 2a Health 1005001

Heartsaver First Aid 2a Health 1005001

Life-Threatening Allergies 2a Health 1005001

Mental Health Training 2a Health 1005001

Human Growth and Development Training 2a Human Growth & Dev 1006001

Human Growth and Development Training: 4th & 5th Grade 2a Human Growth & Dev 1006001

Human Growth and Development Training: 6th - 8th Grade 2a Human Growth & Dev 1006001

Cambridge: Primary 5 Instructional Support 8407001

Cambridge: Secondary 5 Instructional Support 8407001

Comprehension Strategies for Content Teachers 5 Instructional Support 8407001

District Professional Learning 5 Instructional Support 8407001

Literacy/Math Inclustion Teacher Academy 5 Instructional Support 8407001

MSP STEAM Grant Training 5 Instructional Support 8407001

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FL DOE Component #

Naviance Training 5 Instructional Support 8407001

NEW SAT: Support for Educators 5 Instructional Support 8407001

Angel Training 2a Instructional Tech 1003001

Building Technology Coordinator (BTC) Training 2a Instructional Tech 1003001

BYOD 2a Instructional Tech 1003001

BYOD: Elementary 2a Instructional Tech 1003001

BYOD: High 2a Instructional Tech 1003001

BYOD: Middle 2a Instructional Tech 1003001

CANVAS Training 2a Instructional Tech 1003001

Digital Leaders of Collier 2a Instructional Tech 1003001

Digital Learning 2a Instructional Tech 1003001

Instruction through Digital Innovation (IDI) 2a Instructional Tech 1003001

Instructional Resource (IR) 2a Instructional Tech 1003001

Instructional Technology 2a Instructional Tech 1003001

Media Specialists Training 2a Instructional Tech 1003001

Mimio Training 2a Instructional Tech 1003001

Mobile Device Training 2a Instructional Tech 1003001

STEAM Training 2a Instructional Tech 1003001

STEAM Training: Elementary 2a Instructional Tech 1003001

STEAM Training: High 2a Instructional Tech 1003001

STEAM Training: Middle 2a Instructional Tech 1003001

Teach Me in My World (TMIMW) Train the Trainer 2a Instructional Tech 1003001

Effective Writing in the ELA Classroom 2a Language Arts 1008001

ELA Department Chair: High 2a Language Arts 1008001

ELA Department Chair: Middle 2a Language Arts 1008001

ELA PreSchool Inservice: High 2a Language Arts 1008001

ELA PreSchool Inservice: Middle 2a Language Arts 1008001

Language Arts Florida Standards (LAFS) 2a Language Arts 1008001

Aspiring Academic Coach Academy 5 Leadership 7417008

Aspiring Leaders Program (ALP) 5 Leadership 7417001

Aspiring Leaders Program: Book Study 5 Leadership 7417001

Aspiring Leaders Program: Shadowing Internship 5 Leadership 7417001

Aspiring Leaders Program: Safety & Discipline 5 Leadership 7417001

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FL DOE Component #

Aspiring Leaders Program: Data Analysis 5 Leadership 7417001

Aspiring Leaders Program: Classroom Observation & Feedback 5 Leadership 7417001

Aspiring Leaders Program: Human Resources 5 Leadership 7417001

Aspiring Leaders Program: Sharing of Best Practices with Current Assistant Principals 5 Leadership 7417001

Aspiring Leaders Program: Plan, Conduct, Reflect on Professional Learning 5 Leadership 7417001

Assistant Principal Meeting 5 Leadership 7417004

District Leadership 5 Leadership 7417004

Education Summit 5 Leadership 7417004

Leadership 1 5 Leadership 7417002


Leadership 101: Adult Learners 5 Leadership 7417005

Leadership 101: Communications 5 Leadership 7417005

Leadership 101: Leadership Styles 5 Leadership 7417005


Leadership Training 5 Leadership 7417004

Marzano Essentials Cohort 1 5 Leadership 7417006

Marzano Essentials Cohort 2 5 Leadership 7417006

Marzano Essentials Cohort A 5 Leadership 7417006

Marzano Essentials Cohort B 5 Leadership 7417006

Marzano Essentials for Leaders 5 Leadership 7417006

Marzano Essentials for Teachers 5 Leadership 7417006

Marzano Standards Based Observation 5 Leadership 7417006

Preparing for the Principalship (PFP) 5 Leadership 7417002

Preparing for the Principalship: Faculty Development 5 Leadership 7417002

Preparing for the Principalship: Student Learning 5 Leadership 7417002

Preparing for the Principalship: Budget 101 5 Leadership 7417002

Preparing for the Principalship: Communications 5 Leadership 7417002

Preparing for the Principalship: Technology 5 Leadership 7417002

Preparing for the Principalship: Student Learning a a Priority 5 Leadership 7417002

Preparing for the Principalship: School Management 5 Leadership 7417002

Preparing for the Principalship: Learning Environments 5 Leadership 7417002

Preparing for the Principalship: Decision Making & Data Analysis 5 Leadership 7417002

Preparing for the Principalship: Recruitment & Retention 5 Leadership 7417002

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FL DOE Component #

Preparing for the Principalship: Student Safety 5 Leadership 7417002

Preparing for the Principalship: Ethics and Legal Issues 5 Leadership 7417002

Preparing for the Principalship: Partnerships 5 Leadership 7417002

Preparing for the Principalship: Portfolio 5 Leadership 7417002

Preparing for the Principalship: Principal Decisions 5 Leadership 7417002

Preparing for the Principalship: Sharing of Best Practices with Current Principals 5 Leadership 7417002

Preparing for the Principalship (PFP): Leadership 1 5 Leadership 7417002

Preparing for the Principalship (PFP): Leadership 2 5 Leadership 7417002

Principals’ Meeting 5 Leadership 7417004

Course Recovery Trainings: Middle School (Math) 2a Math 1009001

EOC Test Preparation Training: High School (Math) 2a Math 1009001

Math Algebra 1 EOC: High School 2a Math 1009001

Math Coach Meeting (Secondary) 2a Math 1009001

Math Coach Meeting: Elementary 2a Math 1009001

Math Department Chair: High School 2a Math 1009001

Math Department Chair: Middle School 2a Math 1009001

Math Geometry EOC: High School 2a Math 1009001

Math Inservice: Elementary 2a Math 1009001

Math Inservice: High 2a Math 1009001

Math Inservice: Middle 2a Math 1009001

Math: Elementary Grade 1 Math Lead Cadre 2a Math 1009001

Math: Elementary Grade 1 Pioneers 2a Math 1009001









Math: Elementary Grade KG Math Lead Cadre 2a Math 1009001

Math: Elementary Grade KG Pioneers 2a Math 1009001

New Teacher Math Professional Learning: Elementary 2a Math 1009001

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FL DOE Component #

Pioneer Professional Learning 2a Math 1009001

Reading Coaches: Secondary 2a Math 1009001

Summer Training: Mathematics (Secondary) 2a Math 1009001

TI Calculator Training 2a Math 1009001

Understanding the Textbook Resource (Math) 2a Math 1009001

Fine Arts Professional Development (Music) 2a Music 1010001

Honors Concert: Elementary 2a Music 1010001

Honors Concert: High 2a Music 1010001

Honors Concert: Middle 2a Music 1010001

Music In-Service: Elementary 2a Music 1010001

Music In-Service: High 2a Music 1010001

Music In-Service: Middle 2a Music 1010001

CCPSedu 4 New Teacher 8417001

Florida Teacher Certification Exam (Study Session): GKT – Language Arts 4 New Teacher 8417001

Florida Teacher Certification Exam (Study Session): GKT – Math 4 New Teacher 8417001

Florida Teacher Certification Exam (Study Session): GKT 4 New Teacher 8417001

Florida Teacher Certification Exam (NavaEd Test Prep): GKT 4 New Teacher 8417001

Florida Teacher Certification Exam (NavaEd Test Prep): Professional Education Test 4 New Teacher 8417001

Florida Teacher Certification Exam (NavaEd Test Prep): Elementary Ed (K-6) Subject Area Exam 4 New Teacher 8417001

New Teacher Orientation Program 4 New Teacher 8417001

Teach-n-Learn 4 New Teacher 8417001

Teach-n-Learn: Classroom Management 4 New Teacher 8417001

Teach-n-Learn: Collier Collaborative Structures 4 New Teacher 8417001

Teach-n-Learn: Love & Logic 4 New Teacher 8417001

Teach-n-Learn: Marzano 4 New Teacher 8417001

Teach-n-Learn: NavaEd 4 New Teacher 8417001

PBS Contacts Training 2a PBS 5404001

PBS Model School: Technical Support 2a PBS 5404001

Positive Classroom Structures 2a PBS 5404001

COVE HOPE/Personal Fitness Training 2a Physical Education 1011001

COVE Teacher Training 2a Physical Education 1011001

PE Training: All Levels 2a Physical Education 1011001

PE Training: Elementary 2a Physical Education 1011001

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FL DOE Component #

PE Training: High 2a Physical Education 1011001

PE Training: Middle 2a Physical Education 1011001

PE Training: Secondary 2a Physical Education 1011001

PE: POC Meeting 2a Physical Education 1011001

Pre-K Training 2a Pre-K 1012001

School Psychologist PLC 2b Psychologist 8409001

Woodcock Johnson IV Test of Achievement 2a Psychologist 8409001

Accelerated Literacy Learning (A.L.L.) 2a Reading 1013001

Achieve 3000 2a Reading 1013001

FAIR: How to Administer 2a Reading 1013001

FAIR: Instructional Implications 2a Reading 1013001

From Sources: Integrating Reading & Writing 2a Reading 1013001

Guided Reading (3-5) 2a Reading 1013001

Guided Reading (K-2) 2a Reading 1013001

iReady: Reading 2a Reading 1013001

Leveled Literacy Intervention (L.L.I.) 2a Reading 1013001

Mindset Book Study 2a Reading 1013001

Reading Coaches: Elementary 2a Reading 1013001

Reading Horizons 2a Reading 1013001

Reading (Secondary): Open Lab 2a Reading 1013001

Rich, Robust Vocabulary Instruction 2a Reading 1013001

Running Records 2a Reading 1013001

Summer Intersession Training: Reading 2a Reading 1013001

Accreditation Training 1 School Improvement 8512001

School Advisory Council Training 1 School Improvement 8512001

School Improvement Plan Training 1 School Improvement 8512001

School Improvement Plan Training: Open Lab 1 School Improvement 8512001

Everglades Foundation Workshop 2a Science 1015001

FTS Workshop 2a Science 1015001

FTS Workshop (Big Cypress National Preserve) 2a Science 1015001

FTS Workshop (Conservancy of SW Florida) 2a Science 1015001

FTS Workshop (Corkscrew Swamp Sanctuary) 2a Science 1015001

FTS Workshop (CREW Marsh) 2a Science 1015001

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FL DOE Component #

FTS Workshop (Naples Botanical Garden) 2a Science 1015001

FTS Workshop (Rookery Bay) 2a Science 1015001

National Geographic Training 2a Science 1015001

PASCO Probeware 2a Science 1015001

Science Classic Star Lab Training 2a Science 1015001

Science Coach Meeting (Elementary) 2a Science 1015001

Science Coach Meeting (Secondary) 2a Science 1015001

Science Department Chair Meeting (High School) 2a Science 1015001

Science Department Chair Meeting (Middle School) 2a Science 1015001

Science Digital Star Lab Training 2a Science 1015001

Science Inquiry and Evidence Based Classroom Discussions w/ Dr. Larry Chew 2a Science 1015001

Science Instructional Materials: Elementary (National Geographic + Discovery Education) 2a Science 1015001

Science Instructional Materials: High (Active Chemistry & Physics) 2a Science 1015001

Science Instructional Materials: Middle (Holt + Discovery Education) 2a Science 1015001

Science Point of Contact (POC): 2nd/3rd 2a Science 1015001

Science Point of Contact (POC): 4th/5th 2a Science 1015001

Science Point of Contact (POC): KG/1st 2a Science 1015001

Science PreSchool Inservice: Elementary 2a Science 1015001

Science PreSchool Inservice: High 2a Science 1015001

Science PreSchool Inservice: Middle 2a Science 1015001

Science Training 2a Science 1015001

Vernier Probeware 2a Science 1015001

Social Studies Department Chair Meeting: High School 2a Social Studies 1016001

Social Studies Department Chair Meeting: Middle School 2a Social Studies 1016001

Social Studies Inservice 2a Social Studies 1016001

Social Studies: US History 2a Social Studies 1016001

Social Studies: Civics 2a Social Studies 1016001

Social Studies Point of Contact Inservice: Elementary School 2a Social Studies 1016001

Social Studies PreSchool Inservice: High School 2a Social Studies 1016001

Social Studies PreSchool Inservice: Middle School 2a Social Studies 1016001

Summer School Teacher Training 2b Summer School 6403001

Data Entry Training 4 Support Personnel 8506004

Data Entry Training: Charter Schools 4 Support Personnel 8506004

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FL DOE Component #

Data Surveys & Compliance 4 Support Personnel 8506004

Grow-2-Teach 4 Support Personnel 8506002

iLearnU Training 4 Support Personnel 8506004

Office Manager Meeting 4 Support Personnel 8506004

Records Coordinator Training 4 Support Personnel 8506004

Teach-4-Collier 4 Support Personnel 8506002

Kagan Training 2a SWD 1100008

Students with Disabilities (PD Office USE ONLY) 2a SWD 1100008

SWD: Behavior Analyst Management Specialist & School Intervention Therapist PLC 2a SWD 1100008

SWD: Behavior Management Techniques and Strategies for Use with Students with Disabilities 2a SWD 1100008

SWD: Collaborative Planning & Teaching Training Modules for Teaching Students with Disabilities 2a SWD 1100008

SWD: Communication Systems in the Classroom for Students with Disabilities 2a SWD 1100008

SWD: Differentiated Instruction for Teaching Students with Disabilities 2a SWD 1100008

SWD: DirectSTEP eLearning Modules 2a SWD 1100008

SWD: Educational Interpreter Services in the Schools 2a SWD 1100008

SWD: FDLRS PDA eLearning Modules for Teaching Students with Disabilities 2a SWD 1100008

SWD: Instructional Implications & Strategies for Students Receiving Related Services 2a SWD 1100008

SWD: Instructional Implications & Strategies for Students with Disabilities instructed in Florida Access Points 2a SWD 1100008

SWD: Integrating Student Assessment with Effective Instructional Strategies for Students with Disabilities 2a SWD 1100008

SWD: Kagan Training - @ School Level 2a SWD 1100008

SWD: Language-Literacy Connection for Speech-Language Pathologists 2a SWD 1100008

SWD: OT/PT Training 2a SWD 1100008

SWD: Pre-K Disabilities 2a SWD 1100008

SWD: School Psychological Services in the Schools: Best Practices 2a SWD 1100008

SWD: Speech-Language Pathology Services in the Schools: Best Practices 2a SWD 1100008

SWD: TEACH: Initial Certification 2a SWD 1100008

SWD: TEACH: Recertification 2a SWD 1100008

SWD: Technology for Students with Disabilities in the Teaching & Learning Process 2a SWD 1100008

World Language Department Chair Meetings 2a World Languages 1004001

World Language Teachers 2a World Languages 1004001

A Focus on Writing 2a Writing 1017001

Analytical Writing 2a Writing 1017001

32


FL DOE Component #

Revision & Grammar Lessons: Invigorating Writing Instruction 2a Writing 1017001

Writers Workshop 2a Writing 1017001

Writing: Development, Instructional & Assessments 2a Writing 1017001

33

Strand I School Improvement Training

PLANNING GENERAL OBJECTIVE(S):

The purpose of this component is to implement a program of inservice training and professional learning to provide members of the school community with the knowledge, skills and dispositions necessary to support the accomplishment of the goals and objectives specified in the participants’ School Improvement Plan.

DESCRIPTION OF ACTIVITIES: INITIAL CREDIT To earn initial credit, participants must complete a minimum of one Learning Activity from the listings below, as appropriate to the topic/content of their learning objective(s) and approved by their inservice coordinator.

Learning Activities Implementing Activities • Introductory Workshop • Intermediate/Advanced Workshop • Conference/Seminar Attendance • Site Visit to Model School Program • Peer Observation of Model Lesson • College Course • Independent Study • Learning Teams • Special Projects • Other

• Technical Consultation Meeting • Sharing Best Practices Session • Work Site Demonstration/Observation • Peer Coaching Observation/Feedback • Challenge Coaching/Study Group • Networking Support Group • Lesson Plan/Implementation Plan Preparation • Journal/Log Development • Other

Implementing/Evaluating Activities Evaluating Activities • Technical Coaching • Lesson Plan/Portfolio Review • Journal Log Review • Level of Use Study

o Observations o Surveys o Interviews

• Other

• Action Research by Teachers • External On-site Review • Staff/Student Surveys • Pre/Post Data Comparisons • Informal Test Results • Standardized Test Results • Other

FOLLOW-UP CREDIT Participants who have previously earned initial credit under this component may earn follow-up credit for successful completion of any one or more of the activities listed above, as appropriate to the topic/content of their learning objective(s) and approved by their inservice coordinator.

34

SPECIFIC OBJECTIVE(S): Upon completion of one or more of the inservice training and professional learning strategies listed in the “Description of Activities” section of this component, participants will: • Demonstrate a clear understanding of the relationship between the specific training(s) and/or

professional development activities they are engaged in and the goal(s) and objectives of their school improvement plan by stating in observable/measurable terms how successful completion of this training and/or professional development activity is intended to result in changes in teacher/staff behavior and in student performance.

• Demonstrate knowledge and skill in the school improvement process by evidence of active participation in the development and implementation of the school improvement plan.

• Demonstrate familiarity with and a working knowledge of their school improvement plan, as evidenced by an ability to accurately express orally or in writing the substance of the goal(s) and objectives stated in their plan.

• Demonstrates knowledge and ability to use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

• Demonstrates knowledge and ability to use assessment strategies (traditional and alternate) to assist the continuous development of the learner.

• Demonstrates knowledge and ability to plan, implement and evaluate effective instruction in a variety of learning environments.

• Demonstrates knowledge and ability to use an understanding of learning and human development to provide a positive learning environment which supports the intellectual, personal, and social development of all students.

• Demonstrates knowledge and ability to create and maintain a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

• Demonstrates knowledge and ability to use effective communication techniques with students and all other stakeholders.

• Demonstrates knowledge and ability to use appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students.

• Demonstrates knowledge and ability to use appropriate technology in teaching and learning processes.

• Demonstrates knowledge and ability to work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

• Demonstrates knowledge and ability to engage in continuous professional quality improvement for self and school.

• Demonstrates knowledge and understanding of the subject matter. • Demonstrates knowledge and ability to adhere to the Code of Ethics and Principles of Professional

Conduct of the Education Profession in Florida. EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will: • Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre- and

post-assessment, or by other valid means of measurement, in compliance with Section 1012.98, Florida Statutes and Rule 6A-5.071, FAC.

• Complete a participant evaluation form assessing the effectiveness of both the component’s learning activity design and delivery/consultant(s).

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Strand I Lesson Study


The purpose of this component is to provide teachers and staff with the knowledge, skills and dispositions necessary to effectively implement by developing the ability to engage in continuous professional quality improvement for self and school.


Learning Activities Implementing Activities • Peer Observation of Model Lesson • Learning Teams

• Sharing Best Practices Session • Lesson Plan/Implementation Plan Preparation • Other

Implementing/Evaluating Activities Evaluating Activities • Lesson Plan/Portfolio Review • Journal Log Review • Level of Use Study


• Other



36

SPECIFIC OBJECTIVE(S): Upon completion of one or more of the inservice training and professional learning strategies listed in the “Description of Activities” section of this component, participants will: • Demonstrate a clear understanding of the relationship between the specific training(s) and/or

professional development activities they are engaged in and the goal(s) and objectives of their school improvement plan by stating in observable/measurable terms how successful completion of this training and/or professional development activity is intended to result in changes in teacher/staff behavior and in student performance.

• Demonstrates knowledge and ability to use assessment strategies (traditional and alternate) to assist the continuous development of the learner.

• Demonstrates knowledge and ability to plan, implement and evaluate effective instruction in a variety of learning environments.

• Demonstrates knowledge and ability to create and maintain a positive learning environment in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.

• Demonstrates knowledge and ability to use appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students.

• Demonstrates knowledge and ability to use appropriate technology in teaching and learning processes.

• Demonstrates knowledge and ability to work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.

• Demonstrates knowledge and ability to engage in continuous professional quality improvement for self and school.

• Demonstrates knowledge and understanding of the subject matter. EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will:

• Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre-

and post-assessment, or by other valid means of measurement, in compliance with Section 1012.98, Florida Statutes and Rule 6A-5.071, FAC.


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Strand II Quality of Instruction


The purpose of this component is to provide teachers and staff with the knowledge, skills and dispositions necessary to effectively implement research-based and approved by developing the ability to use appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students.






• Other


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SPECIFIC OBJECTIVE(S): Upon completion of one or more of the inservice training and professional learning strategies listed in the “Description of Activities” section of this component, participants will: • Analyze student performance standards to identify associated higher-order thinking skills, and

design learning and performance strategies to evoke these higher-order skills. • Choose varied teaching strategies, materials, and technologies to expand students’ thinking abilities. • Assist students in selecting projects and assignments that involve the need to gather information

and solve problems. • Pose problems, dilemmas, questions, and situations in lessons that involve value knowledge and

that require evaluative thinking. • Assist students in applying the rules of evidence that govern the acceptability of judgements and

conclusions. • Guide students in evaluating the plausibility of claims or interpretations in the field of study. • Vary his/her role in the instructional process (instructor, coach, mentor, facilitator, audience, etc.) in

relation to the purposes of instruction and the students’ needs. • Monitor student work and adjust strategies in response to learner needs and successes in creative

thinking activities. • Propose open-ended projects and other activities in which creative products and innovative

solutions are the ultimate objective. • Use technology and other appropriate tools to extend the learning environment for students. EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will: • Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre- and



39

Strand II Continuous Improvement, Responsibility & Ethics


The purpose of this component is to provide teachers and staff with the knowledge, skills and dispositions necessary to effectively implement research-based and approved programs by developing the ability to engage in continuous professional quality improvement for self and school.






• Other



40

SPECIFIC OBJECTIVE(S): Upon completion of one or more of the inservice training and professional learning strategies listed in the “Description of Activities” section of this component, participants will: • Function as a facilitator in the school, actively applying accepted principles and strategies for

affecting change. • Work in general and informational groups in cooperation with other educators and parents to

analyze the effectiveness of instruction in the school and to develop improvement strategies. • Use data from his/her own learning environments (e.g., classroom observation, audio/video

recordings, student results and feedback, and research) as a basis for reflecting upon and experimenting with personal teaching practices.

• Create and monitor an individual professional development plan to guide his/her own improvement. • Communicate with students, parents, and the community to assess the relevance of the curriculum

and adequacy of student progress toward standards. • Demonstrate respect for diverse perspectives, ideas, and options and encourages contributions

from an array of school and community sources. • Work to empower the school-based personnel as they manage the continuous improvement

process. • Participate in the development of improvement plans that support the overall school improvement

plan, including implementation and evaluation of individual effectiveness. • Keep abreast of developments in instructional methodology, learning theory, psychological and

sociological trends, and subject matter in order to facilitate learning. • Show evidence of continuous reflection and improvement in his/her performance in

teaching/learning activities and in an increased capacity to facilitate learning for all students. • Continue to expand his/her own repertoire of professional experiences, e.g. publishing, conducting

in-service activities, mentoring colleagues, providing leadership in professional associations, utilizing research appropriately, etc.

• See him/herself as a steward of the school, of public education, and our national heritage and works to articulate these positions in a manner appropriate to the situation.

• Work as a member of a learning community - investigating problematic conditions, working as teacher-as-researcher, behaving as a reflective practitioner, etc.

• Utilize strengths and attributes of colleagues based on experience, status, education, and other unique strengths and attributes and adjusts professional relationships accordingly.

• Work to improve his/her own professional judgment and the ability to articulate it to colleagues, parents, and the business community.

EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will: • Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre- and



41

Strand III Add-On Certification Plans & Other Required Trainings


To orient participants to the requirements and procedures of the Clinical Education Program and to develop the participants’ knowledge, skills and attitudes necessary to function as an effective support team member and demonstrate skills of observation and conferencing within the context of a clinical supervision model.

DESCRIPTION OF ACTIVITIES: INITIAL CREDIT To earn initial credit, participants must complete a minimum of one Training Support Activity from the listings below, as appropriate to the topic/content of their learning objective(s) and approved by their inservice coordinator.

Learning Activities Implementing Activities • Introductory Workshop • Intermediate/Advanced Workshop • College Course • Special Projects • Other

• Technical Consultation Meeting • Sharing Best Practices Session • Work Site Demonstration/Observation • Peer Coaching Observation/Feedback • Challenge Coaching/Study Group • Networking Support Group

Implementing/Evaluating Activities Evaluating Activities • Technical Coaching • Portfolio Review • Journal Log Review • Level of Use Study


• Other

• Action Research • External On-Site Review • Staff/Student Surveys • Pre/Post Data Comparisons • Other

FOLLOW-UP CREDIT Participants who have previously earned initial credit under this component may earn follow-up credit for successful completion of any one or more of the activities listed above, as appropriate to the topic/content of their learning objective(s) and approved by their in-service leader.

42

SPECIFIC OBJECTIVE(S): Upon completion of one or more of the in-service training and professional development strategies listed in the “Description of Activities” section of this component, participants will: • Demonstrate knowledge of State Requirements for the Clinical Education Program as expressed in

Florida Statues and State Board of Education Rules. • Demonstrate awareness of the District approved Clinical Education Program and

timelines/requirements of the program. • Demonstrate awareness of the generic teaching competencies identified by the State as part of the

requirements for completing the Clinical Education Program, and their application to the observation and evaluation of new/beginning teachers.

• Identify standard and alternative means for documenting competencies and meeting other Clinical Education Program requirements, including the appeal process.

• Demonstrate knowledge and skills in the clinical supervision process as it applies to the role of a support team member.

• Acquire knowledge, skills, and attitudes in effective pre-observation conference techniques. • Acquire skills in systematic observation of teacher behaviors in the Florida Educator Accomplished

Practices (FEAPs). • Demonstrate knowledge and skills in the formal and informal selection, design, and use of

observation tools and systems, as outlined in the District's teacher evaluation system. • Demonstrate skill in analysis of data on teacher performance to identify areas of strength,

weakness, and needs for continued development. • Demonstrate skill in planning and conducting post-observation conferences. • Demonstrate the use and the value of reflection in self-assessment in teacher training and

professional learning. EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will: • Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre- and



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Strand IV Components NOT Leading to Recertification


To orient participants to the requirements and procedures of the New Teacher Orientation Program and to develop the participants’ knowledge, skills and attitudes necessary to function as an effective support team member and demonstrate skills of observation.


Learning Activities Implementing Activities • Introductory Workshop • Intermediate/Advanced Workshop • College Course • Special Projects • Other

• Technical Consultation Meeting • Sharing Best Practices Session • Work Site Demonstration/Observation • Peer Coaching Observation/Feedback • Challenge Coaching/Study Group • Networking Support Group

Implementing/Evaluating Activities Evaluating Activities • Technical Coaching • Portfolio Review • Journal Log Review • Level of Use Study


• Other

• Action Research • External On-Site Review • Staff/Student Surveys • Pre/Post Data Comparisons • Other

FOLLOW-UP CREDIT Participants who have previously earned initial credit under this component may earn follow-up credit for successful completion of any one or more of the activities listed above, as appropriate to the topic/content of their learning objective(s) and approved by their in-service leader.

44

SPECIFIC OBJECTIVE(S): Upon completion of one or more of the inservice training and professional learning strategies listed in the “Description of Activities” section of this component, participants will: • Demonstrate knowledge of State Requirements for the New Teacher Orientation Program as

expressed in Florida Statues and State Board of Education Rules. • Demonstrate awareness of the District approved New Teacher Orientation Program and

timelines/requirements of the program. • Demonstrate awareness of the generic teaching competencies identified by the State as part of the

requirements for completing the New Teacher Orientation Program, and their application to the observation and evaluation of new/beginning teachers.

• Identify standard and alternative means for documenting competencies and meeting other New Teacher Orientation Program requirements, including the appeal process.

• Demonstrate knowledge and skills in the clinical supervision process as it applies to the role of a support team member.

• Acquire knowledge, skills, and attitudes in effective pre-observation conference techniques. • Acquire skills in systematic observation of teacher behaviors in the Florida Educator Accomplished

Practices (FEAPs). • Demonstrate knowledge and skills in the formal and informal selection, design, and use of

observation tools and systems, as outlined in the District's teacher evaluation system. • Demonstrate skill in analysis of data on teacher performance to identify areas of strength,

weakness, and needs for continued development. • Demonstrate skill in planning and conducting post-observation conferences. • Demonstrate the use and the value of reflection in self-assessment in teacher training and

professional learning. EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will: • Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre- and



45

Strand V Instructional & Administrative Support


The purpose of this component is to provide leadership training and learning opportunities to ensure the continuous professional growth and development of school based managers (principals, assistant principals, school site administrators, and District administrators) and persons who are potential candidates for employment in such administrative positions, utilizing the Florida Principal Leadership Standards which have been identified by the Florida Council on Educational Management, and others specified in the participant's District approved School Principal Program plan.


Learning Activities Implementing Activities • Introductory Workshop • Intermediate/Advanced Workshop • Conference/Seminar Attendance • Site Visit to Model Program • Peer Observation of Model Procedure • College Course • Independent Study • Learning Teams • Special Projects • Other (Appropriate to District Approved School

Principal Program Plan)

• Technical Consultation Meeting Workshop • Sharing Best Practices Session • Work Site Demonstration/Observation • Peer Coaching Observation/Feedback • Challenge Coaching/Study Group • Networking Support Group • Program Area Implementation Plan Preparation • Journal/Log Development • Other (Appropriate to District Approved School


Implementing/Evaluating Activities Evaluating Activities • Technical Coaching/Peer Observation • Performance Assessment by Supervisor • Portfolio Review • Journal Log Review • Level of Use Study


• Other (Appropriate to District Approved School Principal Program Plan)

• Action Research • Performance Assessment by Supervisor • External On-Site Review • Staff/Student Surveys • Pre/Post Data Comparisons • Other (Appropriate to District Approved School


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FOLLOW-UP CREDIT Participants who have previously earned initial credit under this component may earn follow-up credit for successful completion of anyone or more of the activities listed above, as appropriate to the topic/content of their learning objective(s) and approved by their District in-service leader.

SPECIFIC OBJECTIVE(S): Upon completion of one or more of the in-service training and professional development strategies listed in the "Description of Activities" section of this component, participants will: • Identify the Principal/Administrative Leadership Standards specified in the District's approved

School Principal Program plan. • Outline the steps required to complete this phase of the School Principal Certification Program. • Learn procedures for accurately documenting the Florida Principal Leadership Standards. • Select appropriate documents to verify mastery of each specific competency. • Verbalize the respective roles which are expected for the supervising principal in relationship to the

entry-level administrator. • Complete an Individual Leadership Development Plan. • Complete other activities/requirements specified in the District's approved School Principal Program

plan. EVALUATION: To the satisfaction of the consultant or inservice coordinator, each individual will: • Complete the assigned training and implementing activities. • Demonstrate increased competency on at least 80% of the objectives as determined by a pre- and



47

If you have any questions pertaining the information listed within this document, please contact the Department of Professional Learning and Digital Innovation

www.collierschools.com/prolearning [email protected]

Dr. Tammy Caraker

Associate Superintendent, School and District Operations [email protected]

Laura Mendicino

Director, Professional Learning and Digital Innovation [email protected]

Dr. Jodi Cronin

Assistant Director, Professional Learning and Digital Innovation [email protected]

Laura Perry

Coordinator, New Teacher Programs [email protected]

Clarissa Langston

Manager, Professional Learning and Digital Innovation [email protected]

Aileen Valentin

Specialist II, Professional Learning and Digital Innovation [email protected]

http://www.collierschools.com/prolearning

mailto:[email protected]







Professional Learning Catalog (Master Inservice Plan)… · 10-09-2019 · Board of Collier...

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Transcript of Professional Learning Catalog (Master Inservice Plan)… · 10-09-2019 · Board of Collier...