th and weakness.Once the educational and staff development needs have been evaluated, goals must be established for the three-year professional education plan. This includes setting goals for students and goals for staff that support achievement of the goals for students and balance the need for content, pedagogy and other skills. When the professional education needs and goals have been identified, the plan to achieve the goals must be designed. The delivery system should create learning communities, be intensive, and based on data that indicate it will lead to higher achievement. The data can be seen, again, through written assessment, averages in teacher-lead classes and graduation projects. Opportunities for implementation of new knowledge and skills must be provided to ensure that they are mastered, applied, and result in student success. The professional education plan must specify the professional education options and needs that will be met by the completion of each option and how it relates to areas of assignment and certification. The Act 48 committee establishes the options. The options may include, but shall not he limited to: 1. Collegiate studies; 2. Continuing professional education courses taken for credit; 3. Other programs, activities or learning experiences taken for credit or hourly to include: Curriculum development and other program design and delivery activities at the school entity or grade level as determined by the school entity and approved by the board of directors; participation in professional conferences and workshops; education in the workplace, where the work is related to the professional educator's area of assignment and is approved by the board of directors; review, redesign and restructuring of school programs, organizations and functions as determined by the school entity and approved by the board of directors; in-service programs that comply with guidelines established by the department; Early chil...
