RochesterPublic Schools: Total Special Education System Manual

Chapter 6: Staffing Standards

Table of Contents

Date of Last Revision / Page
Chapter 6: Staffing Standards
Introduction:Recruitment, Hiring, Training and Retention of Highly Qualified Personnel / 2
Hiring and Recruitment / 2
Staff Training / 2
Rochester Public SchoolsPGP Process / 3
Documentation: / 32
Highly Qualified Requirements for Special Education
Staff / 33
Minnesota HOUSSEDocumentation Form / 37
Staff Responsible for Approving Core Academic Areas for HQ
Status / 40
Procedures for Determining Teacher Workload and Staffing
Needs / 41
Related Services Role Descriptions / 43
Central Office Table of Organization/ Job responsibilities / 44
RochesterPublic Schools: Total Special Education System Manual

Staffing Standards for the Recruitment, Hiring, Training and Retention of Highly Qualified Personnel

Hiring & Recruitment

Professional Staff

It is the position of Rochester Public Schoolsto hire personnel who are licensed/certified in the State of Minnesota in the category of special education for which the staff member was hired,whether a teacher or related services staff. Personnel are required to have specific content, knowledge and skills to serve students with disabilities.

Positions for special education staff are posted on district, college and universities and other websites specific to the recruitment of staff working in the area of special education, including national searches in the area of need.

Recruitment and selection of highly qualified candidates is the responsibility of the principal/supervisor and the Human Resources Department. Criteria for selection of candidates include, but are not limited to, licensing or certification, essential requirements (HQ), previous experience, attitude, availability and motivation to meet the requirements of the position.

A qualified staff member is one who holds a valid license/certification to perform the particular service for which the teacher/related service provider was employed. Rochester Public Schools will ascertain the license and Highly Qualified (HQ) status of its teachers and related services staff.

The principals and/or special education supervisors work to ensure that special education teachers demonstrate subject knowledge and teaching skills in the core academic subjects they are assigned to teach. The special education teacher’s “highly qualified” status to teach core academic subjects will be documented and held in the Human Resources office to ensure that school district files are up to date. The district has established procedures for annually reviewing licensure/certification to verify current and appropriate licensure/certification for the service for which the staff member is employed.

Paraprofessional Staff

Paraprofessionals hired by Rochester Public Schools meet the requirements of a 2 year post secondary degree or pass the Para Pro Exam. Paraprofessionals are trained and supervised by special and general education teachers, related service providers, and district administrators.

Staff TRaining

Rochester Public Schools hasdeveloped staff development programs to establish and maintain staff skills and ensure preparedness and training to serve children with disabilities.

The district’s Staff Development Committee develops a yearly plan for training in the area of special education for all special education staff who provide services in the district. Each year, the plan includes:

  • Paraprofessional training through Region 10
  • 4 days of New Teacher Orientation on due process disability criteria, Evaluation Report (ER) writing, IEP Facilitation, Data Collection, Quality IEP writing as well as district technology training, building orientation, curriculum content, and instructional planning. In addition they receive training in Continuous Improvement, Danielson Framework, and Efficacy.
  • 5 days of Preschool Workshop for all staff covering topics including districtwide special education training, instructional planning, cultural competence, and other special topic areas.
  • Summer Institute for teachers– 2 weeks in August in topical areas (e.g., Changes in Federal IDEA and/or State Legislative or Rule Changes, Transition, Co-Teaching, Data Collection etc.).
  • Leadership training in August for all district administrators.
  • The district provides numerous training opportunities throughout the school year.
  • SSS Department holds monthly building meetings for all special education staff to provide networking opportunities and training in specific topical areas.
  • Director attends monthly extended cabinet meetings to discuss and inform cabinet members of aspects of the department’s functions.
  • Director and SSS Supervisors attendmonthly meetings with the elementary and secondary principals to provide training in areas appropriate to the principal’s role in special education.
  • Director holds bi-weekly meetings with Business Personnel to provide training in the area of special education finance accounting and reporting.
  • New teachers are provided with a mentor in their licensure area.

Rochester Public Schools PGP Process

Philosophy of the Professional Growth Plan Task Force

The Rochester Education Association and the RochesterPublic Schools collaboratively utilized research based best practices to develop an effective and efficient Professional Growth Plan. The purpose of the plan is to maximize student learning by supporting teachers in their professional growth.

Professional growth must occur in a positive, collaborative climate where teachers seek the advice of others (administrators, peers, parents and students) and draw on educational research and scholarship to improve their practice.

Belief Statements About Evaluation of Professional Staff

Teaching is a complex, rapidly changing endeavor that requires continual professional growth and development. To meet these challenges, we believe:

  • Professionals should be provided opportunities to continually improve their practice
  • Collaboration, trust and open communication between staff and administration are essential
  • Peer support fosters a learning community
  • The essential components of effective instructional practice are planning and preparation, the classroom environment, instruction, and meeting professional responsibilities
  • Timely communication/feedback is an integral part of the professional growth process
  • An effective professional growth and support process must provide for the ongoing improvement of teaching and learning.

Therefore, our Professional Growth Plan must:

  • contributeto increased student achievement
  • be purposeful, clear, consistent and job-embedded
  • contribute to individual, site and district growth
  • be an efficient and effective process
  • encourage stretching beyond present practice and provide opportunities for thoughtful reflection
  • ensure that staff and administration support all staff members at all levels of proficiency
  • provide opportunities for remediation if needed.

Understandings

  • The Professional Growth Plan is developed through the mutual cooperation between district teaching and administrative staff.
  • No major changes to the Professional Growth Plan shall be implemented without teacher and administrative agreement.
  • The Professional Growth Plan process must meet legal requirements.

Guidelines for Implementing Track l:

Professional Growth Plan for Non-Tenured Teachers

  1. Complete the Framework for Teaching self-assessment
  1. With your administrator, identify goal(s) from Domain 1,2,3, or 4.

Specific and simple

Measurable

Attainable and realistic yet challenging

Results-oriented and student-centered

Time bound with a target for completion

  1. Define strategies to support your goal

Mentor support

Participation in a study group

Journaling, videotaping and reviewing of lessons

Professional portfolio

Observing other teachers

Other

  1. Meet with your administrator, your mentor, if applicable, and other non-tenured teachers to share/discuss your plan.
  1. Participate in 3 observation, feedback and reflection cycles. At the end of each cycle, determine, along with your administrator, the next steps to achieve your goal(s).
  1. Meet individually with administrator for end-of-year summary/evaluation to be completed before April 15th.

For classroom teachers and professional staff who work directly with students: These steps should focus on teaching, learning, and student results. Student needs and abilities should be assessed and implications for teaching determined before writing the goal/plan.

For professional staff who do not work directly with students in a classroom setting: These steps should focus on how your work impacts/supports teachers and students.

Professional Growth Plan - Track I

Goals, Measures and Strategies

Name:Date:

Site:Position:

Self-Assessment completed: ______Yes ______No

Goal Setting Conference: (Meeting led by administrator/supervisor. Meeting may include other non-tenured staff at the building. Completed by Oct. 15th)

Step 1 - Set Professional Support Goal(s): (Use the self-assessment results from Domains 1,2,3 or 4 and input from administrator. Please make goal student-centered if you work directly with students. If you do not work directly with students, make your goal applicable to supporting student achievement or teachers.)

Step 2 – Identify strategies to be used to reach goal and objectives: (What actions and activities will you and/or students be doing to get the desired results?)

Step 3- Establish indicators of goal achievement: (How will you know you are achieving results? What measurements will you use? What evidence will there be to support progress? What data will you collect and how will it be collected?)

Step 4 – Identify resources needed: (e.g. people, time, materials, staff development)

______

(Teacher)(Date)

______

(Administrator)(Date)

Make two copies. Forward one copy each to the teacher and administrator (3rd copy to mentor optional.) Send original to the Office of Human Resources.

Professional Growth Plan – Track l

1st Progress Report

Name:Site:

Observation completed on______.

(Date)

Follow-up/Cohort Meeting: (By Dec. 15th)

Reflect on progress made thus far

Determine next steps:

Revised or new Professional Support Goal(s):

Strategies to be used to reach new goal(s) and objectives: (What actions and activities will you and/or students be doing to get the desired results?)

Indicators of Goal Achievement: (How will you know you are achieving results? What measurements will you use? What evidence will there be to support progress? What data will you collect and how will it be collected?)

Resources Needed: (e.g. people, time, materials, staff development)

______

(Teacher)(Date)

______

(Administrator)(Date)

Attach Observation I to this form.

Make two copies. Forward one copy each to the teacher and administrator (3rd copy to mentor optional.) Send original to the Office of Human Resources.

Professional Growth Plan – Track l

2nd Progress Report

Name:Site:

Observation completed on______.

(Date)

Follow-up/Cohort Meeting: (By Feb. 15th)

Reflect on progress made thus far:

Determine next steps:

Revised or new Professional Support Goal(s):

Strategies to be used to reach new goal(s) and objectives: (What actions and activities will you and/or students be doing to get the desired results?)

Indicators of Goal Achievement: (How will you know you are achieving results? What measurements will you use? What evidence will there be to support progress? What data will you collect and how will it be collected?)

Resources Needed: (e.g. people, time, materials, staff development)

______

(Teacher)(Date)

______

(Administrator)(Date)

Attach Observation II to this form.

Make two copies. Forward one copy each to the teacher and administrator (3rd copy to mentor optional.) Send original to the Office of Human Resources.

Professional Growth Plan – Track l

3rd Progress Report

Name:Site:

Observation completed on______.

(Date)

Follow-up/Cohort Meeting: (By Mar. 15th)

Reflect on progress made thus far:

Determine next steps:

Revised or new Professional Support Goal(s):

Strategies to be used to reach new goal(s) and objectives: (What actions and activities will you and/or students be doing to get the desired results?)

Indicators of Goal Achievement: (How will you know you are achieving results? What measurements will you use? What evidence will there be to support progress? What data will you collect and how will it be collected?)

Resources Needed: (e.g. people, time, materials, staff development)

______

(Teacher)(Date)

______

(Administrator)(Date)

Attach Observation III to this form.

Make two copies. Forward one copy each to the teacher and administrator (3rd copy to mentor optional.) Send original to the Office of Human Resources.

Professional Growth Plan – Track l

Summary Report

Name:Site:

Final end-of-year summary individual meeting with administrator: (by April 15th)

Review Professional Support Goal(s) for the year:

Share evidence of goal achievement: (How do you know you achieved your desired results?)

Administrator’s summary:

______

(Teacher)(Date)

______

(Administrator)(Date)

Make two copies. Forward one copy to the teacher and administrator.

Send original to the Office of Human Resources.

Classroom Observation Record
Name:
School:
Grade Level/Subject: / Date:
Administrator:
Domain I: Planning and Preparation / Domain II: Classroom Environment
Component A: Demonstrating Knowledge of Content / Component A: The Classroom Environment
Component B: Demonstrating Knowledge of Students / Component B: Managing Classroom Procedures
Component C: Demonstrating Knowledge of Resources / Component C: Managing Student Behavior
Component D: Aligning Instructional Objectives to Learner Outcomes / Component D: Creating an Environment of Respect and Rapport
Component E: Designing Coherent Instruction / Component E: Establishing a Culture for Learning
Component F: Assessing Student Learning
Domain III: Instruction / Domain IV: Professional Responsibilities
Component A: Communicating Clearly and Accurately / Component A: Reflecting on Teaching
Component B: Using Questioning and Discussion Techniques / Component B: Maintaining Accurate Records
Component C: Engaging Students in Learning / Component C: Communication with Students and Families
Component D: Providing Feedback to Students / Component D: Contributing to Relationships
Component E: Demonstrating Flexibility and Responsiveness / Component E: Growing and Developing Professionally
Component F: Showing Professionalism

Guidelines for Implementing Track ll:

Rochester Professional Growth Plan for Tenured Teachers

  1. Complete Framework for Teaching self-assessment.
  1. Gather information and data. This may include:
  2. The District’s Aims, Goals and Measures
  3. Your Site Improvement Plan
  4. Review of trend data and analysis of current student performance
  5. Relevant student, parent and staff satisfaction surveys
  6. Curriculum content standards
  7. Student work samples

(This can be done individually or through building/team activities)

  1. Observe students in an instructional setting (even if you do not work directly with them).
  • PGP goals need to reflect how each of us will support student learning.
  • What practices could you improve/change/implement in order to have greater impact on student achievement? Classroom instruction? Family involvement? Center your thinking on students first (even if you are not working directly with students) then connect that thinking to your own growth as a professional.
  1. Write your Professional Growth Plan (PGP)
  • As you write your plan, think about the information you reviewed and your own self-assessment. Prioritize and focus on what is most important for students and for you. Design the plan to include the following:
  • Identify a goal which is student focused and which is aligned with your site improvement plan

Specific and simple

Measurable

Attainable and realistic yet challenging

Results-oriented and student-centered

Time bound with a target for completion

  1. Define strategies to support your goal
  2. Action research
  3. Peer coaching
  4. Participation in a study group
  5. Journaling, videotaping and reviewing of lessons
  6. Professional portfolio
  7. Observing other teachers
  8. Other
  9. Indicators used to measure progress toward your goal
  10. Timeline for implementation
  11. Assistance needed to implement the plan
  1. Select PGP team members who will help you to grow, improve and achieve your goal.
  1. Meet with your PGP team and discuss and refine your plan. Submit a signed copy to administrator by October 15th.
  1. Implement your plan following the PGP timeline.
  • Adjust your plan as needed. Note: Basic requirements for PGP are three meetings per year – fall, winter, and spring; the team may meet more frequently if desired.
  1. At the completion of your plan, meet with the PGP team and administrator to describe the results of your work. Collaboratively develop the final summary with your administrator and submit to the Office of Human Resources by May 31st.

For classroom teachers and professional staff who work directly with students: These steps should focus on teaching, learning, and student results. Student needs and abilities should be assessed and implications for teaching determined before writing the goal/plan.

For professional staff who do not work directly with students in a classroom setting: These steps should focus on how your work impacts/supports teachers and students.

Professional Growth Plan

TRACK II

Goals, Measures and Strategies

Name:Date:

Site:Position:

Goal Setting Conference: (Completed by Oct. 15th)

District/Site/Department Improvement Goal the PGP will support:

Professional Growth Goal(s): (Base goal on teacher self-assessment results, District curriculum content standards, and relevant data that identify opportunities for growth. Please make goals student-centered if you work directly with students. If you do not work directly with students in a classroom setting, make your goal applicable to supporting student achievement or teachers.)

Specific Objectives:(What is to be accomplished – what is it that you wish to get better at so that students are ultimately more successful.)

Strategies to be used to reach goal and objectives: (What actions and activities will you and/or students be doing to get the desired results?)

Indicators of Goal Achievement: (How will you know you are achieving results? What measurements will you use? What evidence will there be to support progress? What data will you collect and how will it be collected?)

Resources Needed: (e.g. people, time, materials, staff development)

Techniques Selected: (Choose one or two that will be most beneficial to meet your goal)