and how it relates to areas of assignment and certification or potential administrative certification. The options may include but shall not be limited to: a. Collegiate studies; b. Continuing professional education courses taken for credit; c. Other programs, activities or learning experiences taken for credit.4. School entities that have students who are limited English proficient/English language learners address the professional education needs of staff that work with these students. 5. A list of providers, courses, programs and activities approved by the professional education committee to provide the continuing professional education options listed in the plan. 6. Action plans for professional education activities to meet the goals of the three-year plan. Action plans must include objectives, a listing of the actions to be taken, timelines for completion, person(s) responsible for action plan implementation, and evaluation procedures. 7. A description of the process for reviewing and amending the plan annually. 8. Evidence that the plan meets the professional education criteria and strikes a balance between content, pedagogy and other skills. 9. A signature form showing approval of the plan by the board of directors. HOW IS TEACHER EDUCATION RESPONDING?My question in regards to increasing standards is how are professional development programs and colleges/universities responding to this policy? The answer can be found in with six established goals. Higher education institutions have shaped the original six Goals into programs that can help prospective teachers and their future students. In a 1992 survey, over 90% of more than 600 private colleges and universities were conducting eight or more programs related to the National Education Goals (Report, 1993). The American Association of Colleges for Teacher Education (AACTE) recast the Goals to reflect the involvement of teacher educators by adding strategies for learning to accompan...
