Criteria for WVDE-Approved Professional Development

Criteria for WVDE-approved Professional Development Context Standards Process Standards Content Standards l

a  Learning Communities  Data-Driven  Equity n

o Organizes adults into learning Uses disaggregated student data to Prepares educators to understand i t

a communities whose goals are determine adult learning priorities, and appreciate all students, create N

f aligned with those of the school monitor progress, and help sustain safe, orderly and supportive f a

t and district. continuous improvement. learning environments, and hold S

e  Leadership  Evaluation high expectations for their academic

m Requires skillful school and district Uses multiple sources of information achievement. p

o leaders who guide continuous to guide improvement and  Quality Teaching l

e instructional improvement. demonstrate its impact. Deepens educators' content v e  Resources  Research-Based knowledge, provides them with D

i Requires resources to support Prepares educators to apply research research-based instructional c

n adult learning and collaboration. to decision making. strategies to assist students in u

o  Design meeting rigorous academic C standards, and prepares them to t Uses learning strategies appropriate n

t to the intended goal. use various types of classroom n

e  Learning assessments appropriately.

m Applies knowledge about human  Family Involvement p o

l learning and change. Provides educators with knowledge e

v  Collaboration and skills to involve families and e Provides educators with the other stakeholders appropriately. D

f knowledge and skills to collaborate. a t S

s d r a d n a t S 1 The professional development aligns with the goals, objectives, and strategies established in the school / district strategic plan. 2 The professional development reflects the six elements of 21st learning as defined by the 21st Century Partnership by:  promoting a better understanding of the subjects for which WV has established curriculum;  establishing an understanding of learning skills (information/communications skills, thinking and problem solving, & DRAFT

interpersonal/self-directional skills);  promoting the use of digital technologies to access, manage, and evaluate information;  linking established WV curriculum to relevant 21st century examples;  encouraging an understanding of global awareness, civic, financial, economic, and business literacy;  establishing methods to assess students’ understanding and ability to perform the elements associated with 21st century learning. 3 The professional development demonstrates a foundation of research-based practice by:  using a scientific method to determine effective instructional strategies;  being generalized broadly to students other than the ones studied;  meeting the rigorous standards of peer review. 4 The professional development focuses on a content area for which West Virginia has established curriculum by:  focusing on the objectives identified as a Praxis Content Objective;  aligning with WV Content Standards and Objectives;  providing research-based instructional strategies specific to the content area 5 The professional development is based upon specific elements identified in the West Virginia Content Standards and Objectives and:  cites specific standards and objectives addressed by the professional development opportunities;  addresses content standards and objectives applicable to the grade levels served by professionals who are targeted by the professional development opportunity;  relates content of the professional development directly to the West Virginia content standards. 6 The professional development provides a follow-up component that monitors the impact of the professional development on classroom practice by:  gathering participants’ reactions to the professional development;  measuring participants’ learning;  documenting organizational support & change;  monitoring participants’ use of new knowledge and skills;  gathering evidence of the impact of the professional development on student DRAFT

learning.

7 The professional development includes use of assessment for instructional planning of student learning by:  including state, local, and/or classroom assessments;  modeling a variety of classroom assessments, from quick checking for understanding to written tests to performance-based assessments;  emphasizing that assessment for instructional planning is ongoing;  demonstrating how information gained from diagnostic, formative and summative assessments are used to adjust instruction in order to meet student needs;  modeling use of the West Virginia performance descriptors in designing student assessments and rubrics;  demonstrating how information gained from all types of assessment (i.e., the gaps or redundancies that are revealed) can be used in long-term curriculum planning.