Proposed Amendments to Section 9101 (34) of the Elementary and Secondary Education Act as reauthorized by the No Child Left

Behind Act of 2001. (34) PROFESSIONAL DEVELOPMENT The term professional development means a comprehensive, sustained, and intensive approach to improving teachers and principals effectiveness in raising student achievement -(A) Professional development fosters collective responsibility for improved student performance and must be comprised of professional learning that: (1) is aligned with rigorous state student academic achievement standards as well as related local educational agency and school improvement goals; (2) is conducted among educators at the school and facilitated by well-prepared school principals and/or schoolbased professional development coaches, mentors, master teachers, or other teacher leaders; (3) primarily occurs several times per week among established teams of teachers, principals, and other instructional staff members where the teams of educators engage in a continuous cycle of improvement that (i) evaluates student, teacher, and school learning needs through a thorough review of data on teacher and student performance; (ii) defines a clear set of educator learning goals based on the rigorous analysis of the data;

(iii) achieves the educator learning goals identified in subsection (A)(3)(ii) by implementing coherent, sustained, and evidenced-based learning strategies, such as lesson study and the development of formative assessments, that improve instructional effectiveness and student achievement; (iv) provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom; (v) regularly assesses the effectiveness of the professional development in achieving identified learning goals, improving teaching, and assisting all students in meeting challenging state academic achievement standards; (vi) informs ongoing improvements in teaching and student learning; and (vii) that may be supported by external assistance. (B) The process outlined in (A) may be supported by activities such as courses, workshops, institutes, networks, and conferences that: (1) must address the learning goals and objectives established for professional development by educators at the school level; (2) advance the ongoing school-based professional development; and

(3) are provided by for-profit and nonprofit entities outside the school such as universities, education service agencies, technical assistance providers, networks of content-area specialists, and other education organizations and associations.

Resources for more information about the definition

JSD, Fall 2009. Learning Forward Policy Points, a newsletter specifically for policy makers. Learning Forward's Definition of Professional Development: The Second Dimension (PDF), Remarks to Learning Forward Affiliate Leaders at their meeting in Orlando, Fla., July 2008. (Download podcast of this speech: MP3 file.)

Cadangan Pindaan kepada Seksyen 9101 (34) Akta Pendidikan Asas dan Sederhana seperti yang reauthorized oleh Kanak-Kanak Tiada yang Ketinggalan Akta 2001. (34) PROFESION AL PEMBANGUNAN-Istilah "pembangunan profesional" ertinya, pendekatan yang menyeluruh dan berterusan, dan intensif untuk meningkatkan keberkesanan guru dan pengetua dalam meningkatkan pencapaian pelajar (A) pembangunan Profesional memupuk tanggungjawab bersama untuk meningkatkan prestasi pelajar dan hendaklah terdiri daripada pembelajaran profesional bahawa: (1) sejajar dengan piawaian ketat negeri pelajar pencapaian akademik serta agensi yang berkaitan pendidikan tempatan dan matlamat kemajuan sekolah; (2) dijalankan di kalangan pendidik di sekolah dan dikendalikan oleh pengetua sekolah yang disediakan dan / atau jurulatih pembangunan profesional berasaskan sekolah, guru pembimbing, guru pakar, atau pemimpin guru lain; (3) terutamanya berlaku beberapa kali seminggu di kalangan pasukan yang ditubuhkan guru-guru, pengetua, dan lain-lain kakitangan pengajaran di mana pasukan pendidik terlibat dalam kitaran pembaikan yang berterusan -

(I) menilai pelajar, guru, dan keperluan pembelajaran sekolah melalui kajian yang teliti data kepada guru dan prestasi pelajar; (Ii) mentakrifkan satu set yang jelas matlamat pembelajaran pendidik yang berdasarkan analisis rapi data; (Iii) mencapai matlamat pendidik pembelajaran yang dikenal pasti dalam subseksyen (A) (3) (ii) dengan melaksanakan koheren, berterusan, dan dibuktikan berasaskan strategi pembelajaran, seperti lesson study dan pembangunan penilaian formatif, yang meningkatkan keberkesanan pengajaran dan pelajar pencapaian; (Iv) menyediakan kerja-tertanam kejurulatihan atau lainlain bentuk bantuan untuk menyokong pemindahan pengetahuan dan kemahiran baru dalam bilik darjah; (V) sering menilai keberkesanan pembangunan profesional dalam mencapai dikenal pasti pembelajaran matlamat, meningkatkan pengajaran, dan membantu

semua pelajar dalam memenuhi piawaian negeri pencapaian akademik yang mencabar; (Vi) memaklumkan penambahbaikan berterusan dalam pengajaran dan pembelajaran pelajar; (Vii) bahawa mungkin tidak disokong oleh bantuan luar.

(B) Proses yang digariskan dalam (A) mungkin tidak

disokong oleh aktiviti-aktiviti seperti kursus, bengkel, institusi, rangkaian, dan persidangan bahawa: (1) mesti menangani matlamat pembelajaran dan objektif yang ditubuhkan untuk pembangunan profesional pendidik di peringkat sekolah; (2) memajukan pembangunan profesional yang berterusan berasaskan sekolah; (3) disediakan oleh entiti untuk keuntungan dan bukan berasaskan keuntungan di luar sekolah seperti universiti, agensi perkhidmatan pendidikan, penyedia bantuan teknikal, rangkaian kandungan kawasan pakar, dan organisasi pendidikan yang lain dan persatuan.