1. Redesign of Professional Learning
Commission Retreat
December 12-13, 2013

2. Session Agenda Background & Summary of Work
Consensus Reached on Basic Framework
Decision to Be Made
Discussion

3. Background & Summary of Work
Suspension of PLU requirement; House Study Committee Recommendations
Task Force Composition
Task Force Work

4. Consensus of Task Force
PLUs will no longer be used to track professional learning
Professional learning will be tied directly to educator performance
focus on application of professional practices & evidence of impact on student learning
Every educator will have a Professional Learning Plan (PLP)
educator and supervisor collaboratively develop

5. Consensus of Task Force
Determination of what professional learning is appropriate for certificate renewal will be jointly determined by the educator & supervisor; school districts may establish guidelines to regulate this process
If a teacher does not complete the PLP, scoring of the TAPS standard 9 (Professionalism) and standard 10 (Communication) will be impacted

6. Guidance for Schools & Districts
State guidelines will be developed and included in various guidance documents that will accompany the rule
Best professional learning practices
Examining evidence of professional growth
Development of Professional Learning Plans
Conferencing Skills
Building Learning Communities
Others
Special legislative appropriation provides resources for development of these guidelines

7. Decisions Not Yet Made
How will we link professional learning for certificate renewal to educators who are not under the state evaluation system?
For example
Retired educators
Educators temporarily out of the profession
Private school educators
Educators in positions not linked directly to student performance

8. Questions to Consider
Does not counting PLUs create any problems for educators, school districts, or the state?
Can educators & their supervisors effectively design PLPs?
Will the measurement be fine-grained enough to know that professional learning is appropriate and makes a difference?

9. Questions to Consider
How will educators & their supervisors determine what constitutes appropriate professional development?
How will supervisors be held accountable for assuring this process works effectively?

10. Are there other questions?
Questions To Consider
Are there other questions?

11. Contact Information
David M. Hill, Ph.D.