Professional Development 708 Palm Blvd. (Rm. 214) BROWNSVILLE, TX, 78520 WWW.BISDPRO.WEEBLY.COM

DISTRICT STRATEGIC ACTION PLAN FOR PROFESSIONAL DEVELOPMENT DMA LEGAL AND LOCAL POLICY

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT PROFESSIONAL LEARNING PLAN

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Table of Contents STRATEGY: PROFESSIONAL LEARNING .................................................................................................................................... 4

Mission ................................................................................................................................................................................ 4 Goals ................................................................................................................................................................................... 4

Professional Development Personnel ..................................................................................................................................... 4 PROFESSIONAL GROWTH PLAN GUIDELINES FOR IMPLEMENTATION ................................................................................... 5

FIVE YEAR CYCLE ................................................................................................................................................................. 5 CERTIFIED PERSONNEL INVOLVED IN CONTINUING PROFESSIONAL EDUCATION (CPE) ACTIVITIES .................................. 6 CERTIFIED PERSONNEL INVOLVED IN CONTINUING PROFESSIONAL EDUCATION (CPE) ACTIVITIES .................................. 7 CERTIFIED PERSONNEL INVOLVED IN CONTINUING PROFESSIONAL EDUCATION (CPE) ACTIVITIES .................................. 8 CLASSIFIED PERSONNEL INVOLVED IN PROFESSIONAL DEVELOPMENT ACTIVITIES ........................................................... 9

PROFESSIONAL DEVELOPMENT - REQUIRED STAFF DEVELOPMENT .................................................................................... 10 DMA (LOCAL) - DATE ISSUED: 6/19/2017 ......................................................................................................................... 10

Philosophy ..................................................................................................................................................................... 10 Professional Development Focus .................................................................................................................................. 10 Standards ...................................................................................................................................................................... 10 Staff Development for New Professional Employees ................................................................................................... 11 Bilingual / ESOL Education ............................................................................................................................................ 11 Gifted and Talented ...................................................................................................................................................... 11 Pre-Advanced Placement and Advanced Placement .................................................................................................... 12 Special Services ............................................................................................................................................................. 12 Professional Growth and Development Plan ................................................................................................................ 12

PROFESSIONAL DEVELOPMENT - REQUIRED STAFF DEVELOPMENT .................................................................................... 13 DMA (LEGAL) - DATE ISSUED: 11/22/2019 ....................................................................................................................... 13

Staff Development ........................................................................................................................................................ 13 Educator ........................................................................................................................................................................ 13 Staff Development Principal ......................................................................................................................................... 13 Training Specifics—Educators ....................................................................................................................................... 13 Students with Disabilities .............................................................................................................................................. 13 Suicide Prevention ........................................................................................................................................................ 13 Staff Development Account .......................................................................................................................................... 14 Mental Health Support Programs ................................................................................................................................. 14 Required Training .......................................................................................................................................................... 15 Child Abuse, Sex Trafficking, and Maltreatment .......................................................................................................... 15 Trauma-Informed Care ................................................................................................................................................. 16 Student Discipline ......................................................................................................................................................... 16 Test Administration Procedures ................................................................................................................................... 16 Cybersecurity Training .................................................................................................................................................. 16 Special Programs Training ............................................................................................................................................. 16 Gifted and Talented Education ..................................................................................................................................... 17 Elective Bible Course ..................................................................................................................................................... 17 Automated External Defibrillators ................................................................................................................................ 17 Extracurricular Activity Safety Training ......................................................................................................................... 18 Records .......................................................................................................................................................................... 18 Steroids ......................................................................................................................................................................... 18 Concussions ................................................................................................................................................................... 18 Seizure Recognition and Related First Aid .................................................................................................................... 19

Standards for Professional Learning ..................................................................................................................................... 20 How to Register for a Workshop on Professional Development .......................................................................................... 22 How to Request for Out of District Certificates / CPE Hours ................................................................................................ 23 How to Create a Workshop on Professional Development System ..................................................................................... 24

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How to Create a Workshop on Professional Development System ..................................................................................... 25 How to Upload My Transcript Form ..................................................................................................................................... 25

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STRATEGY: PROFESSIONAL LEARNING Mission Serve our community of learners by meeting their professional development needs with excellence, professionalism, efficiency and respect. To empower faculty and staff members to maximize their performance and leadership that will support increased achievement for all students. Goals Curriculum and Standards To provide comprehensive staff development opportunities in core curriculum areas that support best practice in curriculum, instruction, and assessment. Technology Integration To provide staff with just-in-time access to staff development resources in order to support technology skill development and curriculum integration. Professional Development Personnel Cynthia S. Castro-Rodriguez BISD Professional Development Administrator Deyanira M. Garcia Professional Development Specialist Hector Lopez Department Administrative Secretary Noemi Alvear PDS Secretary

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PROFESSIONAL GROWTH PLAN GUIDELINES FOR IMPLEMENTATION FIVE YEAR CYCLE

Each member of the District’s staff (certified degreed/classified personnel) shall participate in continuing professional education (CPE) during each 5-year period of employment in the District. All employees will begin documenting their own CPE hours in five-year cycles. Each of these cycles begins in June and ends in May of the designated year. Example of a five-year cycle: June 1, 2020 – May 31, 2025.

https://tea.texas.gov/Texas_Educators/Preparation_and_Continuing_Education/Continuing_Professional_Education

All CPE hours shall have prior approval by the campus principal or supervisor. Completion of each CPE activity should be evidenced by documentation (e.g., transcripts, certificates of completion, attendance logs, or approved District form). (TAC §232.15) Documentation must be retained by the employee. At the end of each employee’s professional learning cycle, credit earned during this cycle will be noted on the employee’s electronic transcript. It is the employee's responsibility to maintain and verify accuracy of his/her transcript. Administrative definition of a Staff Development Day. One Staff Development (Professional Learning) hour is equivalent to one CPE credit. (e.g., 4-hour session equals 4 CPE credits) Business meetings of professional associations that provide educational programs may qualify for CPE credit provided the employee's supervisor has granted prior approval. Workshops attended during On-Contract or Outside-of-Contract time may be approved for CPE credit provided the employee's supervisor has granted prior approval. District personnel who conduct workshops, unless they are being monetarily compensated, will receive double the amount of CPE credit as workshop participants because of outside preparation required. Employees not completing a minimum of CPE hours per year will be placed on a professional growth plan. As appropriate, this plan may also be a part of the documentation used to evaluate the employee for the following school year. (e.g., TTESS Domain VI, evaluation, etc.) Employees completing these requirements will receive priority in participation in District-level committees.

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PROFESSIONAL GROWTH & DEVELOPMENT PLAN CERTIFIED PERSONNEL INVOLVED IN CONTINUING PROFESSIONAL EDUCATION (CPE) ACTIVITIES

CERTIFIED PERSONNEL WITH A BACHELOR’S DEGREE Year 1 Year 2 Year 3 Year 4 Year 5

CPE hours will be earned during the five-year cycle by the following: I. Teachers holding a Standard teaching certificate issued after September 1, 1999 must complete at least 150 clock hours of continuing professional education (CPE) during each five-year renewal period. (Reference: Chapter 232.850)

30 hours

(minimum)

30 hours

(minimum)

30 hours

(minimum)

30 hours

(minimum)

30 hours

(minimum)

CERTIFIED PERSONNEL WITH A BACHELOR’S DEGREE

Annually

CPE hours will be earned annually by the following: II. Teachers holding a teaching certificate issued before September 1, 1999 must complete at least 18 clock hours of continuing professional education (CPE) annually. (BISD Policy DMA Local)

18 hours (minimum)

CONTINUING PROFESSIONAL EDUCATION (CPE) GUIDELINES

1. Continuing Professional Education (CPE) is required for all Texas educators holding a standard certificate. If you have a standard certificate in Texas, you must renew it every five years. You must earn a minimum number of CPE hours through an approved CPE provider to renew your certificate (TAC §232.13).

2. Participating in institutes, workshops, seminars, conferences, interactive distance learning, video conferencing,

online activities, and in -service or staff development activities given by an approved provider or sponsor.

3. Completing courses through an accredited institution of higher education – 1 semester credit hour equals 15 clock-hours.

4. Independent study in content area knowledge and skills related to the certificate(s) being renewed, not to

exceed 20% of the required clock hours (up to 30 hours), which may include: • relevant professional materials (e.g., books, journals, periodicals, video and audio tapes, computer

software, interactive distance learning, video conferencing, or online activities; • developing curriculum; or • authoring a published work.

5. Developing, teaching or presenting a CPE activity, not to exceed 10% of the required clock hours (up to 15

hours). 6. Providing professional guidance as a mentor to another educator, not to exceed 30% of the required clock hours

(up to 45 hours). Cross-referencing of CPE hours obtained through special programs may meet requirements across programs. This will be indicated on the provider certificate. Compliance requirements in areas of training for special programs (Gifted/Talented, Special Education, Bilingual, Advanced Placement, etc.) will count towards minimum required CPE clock hours for staff serving these populations. (BISD Policy DMA Local)

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PROFESSIONAL GROWTH & DEVELOPMENT PLAN CERTIFIED PERSONNEL INVOLVED IN CONTINUING PROFESSIONAL EDUCATION (CPE) ACTIVITIES

CERTIFIED PERSONNEL WITH A MASTER’S DEGREE Year 1 Year 2 Year 3 Year 4 Year 5

CPE hours will be earned during the five-year cycle by the following: I. Teachers holding a Standard teaching certificate issued after September 1, 1999 must complete at least 150 clock hours of continuing professional education (CPE) during each five-year renewal period. (Reference: Chapter 232.850)

30 hours

(minimum)

30 hours

(minimum)

30 hours

(minimum)

30 hours

(minimum)

30 hours

(minimum)

CERTIFIED PERSONNEL WITH A MASTER’S DEGREE Annually

CPE hours will be earned annually: II. Teachers holding a teaching certificate issued before September 1, 1999 and a Master’s degree in the field of education must complete at least nine (9) Continuing Professional Education (CPE) hours annually. (BISD Policy DMA Local)

9 hours (minimum)

CONTINUING PROFESSIONAL EDUCATION (CPE) GUIDELINES

1. CPE clock hours may be accomplished through the Standards for Professional Learning. (If stipends are offered, teachers will choose whether to obtain a stipend or CPE hours for participation in an in-service or professional learning activity.)

2. CPE semester hours of graduate credit may be earned upon completion of a course. (six graduate hours = 90 CPE hours or ten graduate hours = 150 CPE hours) The self-selected graduate college credit hours earned must be from an accredited graduate school.

3. CPE hours may be earned by using an equivalent combination in which one semester hour of self-selected higher education

course work is equivalent to 15 CPE hours.

4. CPE hours shall be in areas of work designed to increase the competency of individuals in their professional area or in the field of education. Hours must be directly related to the certification with a recommended minimum of five hours each year in content area knowledge for each certificate held.

5. Cross-referencing of CPE hours obtained through special programs may meet requirements across programs. This

will be indicated on the provider certificate. Compliance requirements in areas of training for special programs (Gifted/Talented, Special Education, Bilingual, Advanced Placement, etc.) will count towards minimum required CPE clock hours for staff serving these populations. (BISD Policy DMA Local)

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PROFESSIONAL GROWTH & DEVELOPMENT PLAN CERTIFIED PERSONNEL INVOLVED IN CONTINUING PROFESSIONAL EDUCATION (CPE) ACTIVITIES

PROFESSIONAL CERTIFICATES: PRINCIPAL, SUPERINTENDENT, READING SPECIALIST, MASTER TEACHER, EDUCATIONAL DIAGNOSTICIAN, SCHOOL LIBRARIAN, AND SCHOOL COUNSELOR

Year 1 Year 2 Year 3 Year 4 Year 5

Certified personnel who have a Professional Certificate (such as Principal, Superintendent, Reading Specialist, Master Teacher, Educational Diagnostician, School Librarian, and School Counselor) shall participate in continuing professional education (CPE) activities in a five-year cycle. Note: Certified personnel who hold a Professional Certificate issued on or after September 1, 1999, are subject to Chapter 232R and must complete 200 clock hours

40 hours

(minimum)

40 hours

(minimum)

40 hours

(minimum)

40 hours

(minimum)

40 hours

(minimum)

PROFESSIONAL CERTIFICATES: PRINCIPAL, SUPERINTENDENT, READING SPECIALIST, MASTER TEACHER, EDUCATIONAL DIAGNOSTICIAN, SCHOOL LIBRARIAN, AND SCHOOL COUNSELOR

Annually

All other certified personnel having a Professional Certificate before September 1, 1999 shall participate in continuing professional education (CPE) activities. Note: Nine (9) Continuing Professional Education (CPE) hours will be earned annually. (BISD Policy DMA Local) Chapter 241.30 (c)

9 hours (minimum)

CONTINUING PROFESSIONAL EDUCATION (CPE) GUIDELINES

1. Participating in institutes, workshops, seminars, conferences, interactive distance learning, video conferencing, online activities, and in -service or staff development activities given by an approved provider or sponsor.

2. Completing courses through an accredited institution of higher education – 1 semester credit hour equals 15 clock-hours. 3. Independent study in content area knowledge and skills related to the certificate(s) being renewed, not to exceed 20% of

the required clock hours (up to 40 hours), which may include: • relevant professional materials (e.g., books, journals, periodicals, video and audiotapes, computer software,

interactive distance learning, video conferencing, or online activities; • developing curriculum; or • authoring a published work.

4. Developing, teaching or presenting a CPE activity, not to exceed 10% of the required clock hours (up to 20 hours). 5. Providing professional guidance as a mentor to another educator, not to exceed 30% of the required clock hours (up to 60

hours). 6. Cross-referencing of CPE hours obtained through special programs may meet requirements across programs. This will be

indicated on the provider certificate. Compliance requirements in areas of training for special programs (Gifted/Talented, Special Education, Bilingual, Advanced Placement, etc.) will count towards minimum required CPE clock hours for staff serving these populations. (BISD Policy DMA Local)

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PROFESSIONAL GROWTH & DEVELOPMENT PLAN CLASSIFIED PERSONNEL INVOLVED IN PROFESSIONAL DEVELOPMENT ACTIVITIES

(All requirements must comply with wage and hour regulations)

PARA-PROFESSIONAL OTHER CLASSIFIED EMPLOYEES

• Instructional paraprofessionals who regularly work with students in an instructional setting will participate in professional growth sessions designated for their content area. Paraprofessionals shall participate in staff development within the Board-approved school year calendar. Documentation must be retained by the employee. Documentation of hours will be maintained on the employee’s electronic transcript. It is the employee's responsibility to maintain and verify accuracy of his/her transcript.

• Classified employees shall participate in staff development days annually. The professional development shall be job specific and /or organizationally focused. Training should be in line with the department’s annual plan for professional learning activities. Documentation must be retained by the employee. Documentation of hours will be maintained on the employee’s electronic transcript. It is the employee's responsibility to maintain and verify accuracy of his/her transcript.

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PROFESSIONAL DEVELOPMENT - REQUIRED STAFF DEVELOPMENT DMA (LOCAL) - DATE ISSUED: 6/19/2017

Philosophy The District believes that high-quality professional development is essential to

initiating and sustaining school reform and that school systems have an obligation to ensure that employees are thoroughly prepared to successfully discharge their responsibilities. Continuous improvement on the part of individuals and the organization is required to refine skills, inquire into practice, construct knowledge, and create self-renewing learning organizations. Staff development implies that educators are professionals and are to be supported as professionals. A professional is one who takes responsibility for his or her own learning, attends meetings designed to move the District and local campus forward, but also seeks and is allowed to seek alternative ways of learning, whether individually, collaboratively, or in large groups. Results-driven, standards-based education requires results-driven, standards-based staff development for all employees who are responsible for student learning and the implementation of high academic standards. Because professional development is an essential component of systemic educational reform, each professional development activity must be evaluated in terms of its effect on individual student performance and the improved learning of all students.

Professional Development Focus

Adequate time, human, and financial resources shall be allotted to support a staff development plan in accordance with the TEA standards. This comprehensive program shall promote learning, reflect best practices, and shall be guided by the site-based decision-making process in accordance with the campus improvement plans and the District improvement plan. Needs of teachers, administrators, paraprofessionals, students, parents, and community members shall be identified and all stakeholders shall have input. Effective staff development focuses on the knowledge, skills, and attitudes required of teachers, administrators, and other school employees so all students can learn and perform at high levels. Training shall include development of skills in technology, conflict resolution, discipline management, and collaboration, as well as, focusing on standards of student performance in TEKS and meeting the needs of students in special programs. Staff development shall be predominantly campus based with an emphasis on achieving performance objectives. Professional development engages teachers, principals, and other school staff, both individually and collectively, as active learners and recognizes that educators learn in a variety of ways. Therefore, the program shall provide access to various models of staff development and may include activities to enhance existing skills, to practice new methods, to study and conduct research, and to develop meaningful programs in order to improve job performance, organizational development, and student achievement. As a part of the Student Achievement Improvement Plan (SAIP), schools must have in place a process that includes theory, demonstration, practice/feedback, and coaching so that all participants shall have knowledge mastery, skill acquisition, and practical application. The SAIP shall also include a blueprint for the use of the staff development days available to them through the Board-approved school calendar.

Standards Staff development in the District shall follow best practices and the established national standards for staff development elementary through high school. These standards are organized into three categories: (See Appendix 6 B–C in Prof. Growth

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Plan) 1. Context—These are the conditions that surround the required changes in

professional practices. It addresses the organization system, or culture in which the new learnings shall be implemented. Concepts such as the belief in continuous improvement, leadership and advocacy, and time for learning strongly influence the context. Contextual considerations must also include the characteristics of our students and the physical contexts in which teachers and staff work.

2. Process—These issues relate to the “how” of staff development. It describes how knowledge and skills will be acquired. Some of the strategies that shall be used to implement the professional development growth plan are implementation of the five models of staff development, awareness of the change process, data-driven decision making, and the impact of systems thinking as well as evaluation.

3. Content—This refers to the new knowledge and skills that all stakeholders shall need to possess or acquire as our schools implement effective staff development activities that address their SAIPs and District goals and initiatives.

Staff Development for New Professional Employees

All first-time professional employees of the District shall be required to attend two days of staff development for orientation purposes. These workshops shall be in addition to regular staff development requirements and shall be prior to contracted time. Employees who start their employment after the beginning of the school year must also attend a two-day workshop. This staff development shall take place on days that are not designated as work-days. Expertise in elementary and secondary content area knowledge shall be of utmost importance and shall be encouraged just as experience shall be embraced. It shall be the duty of the experienced educators to mentor and share valuable input with those entering the field.

Bilingual / ESOL Education

All staff, including administrators and counselors who have authority for program decisions, shall receive a minimum of 12 hours of professional development in bilingual education issues before providing services to bilingual/ESOL students. These 12 hours of professional development in bilingual/ESL education strategies and methodology shall be required annually (June-May) of teachers teaching identified bilingual/ESL students. These hours shall address issues ranging from child growth and development, literacy instruction, du-al-language instruction to classroom management and organization of instruction of limited English proficiency (LEP) students.

Gifted and Talented Teachers who provide instruction and services are required to have completed 30 hours of professional development that include nature and needs, identification and assessment, and curriculum and instruction for gifted/talented students. Teachers are required to have completed the 30 hours of professional development prior to their assignment to the District’s gifted/talented services. Teachers without required training who are assigned to provide instruction and services that are part of the District’s defined gifted/talented program are required to complete the 30-hour training within the first semester. Administrators and counselors who have authority for gifted and talented service decisions are required to complete a minimum of six hours of professional development that includes nature and needs and service options for gifted/talented students.

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Kindergarten–grade 5 teachers who provide instruction and services that are a part of the District’s defined gifted/talented services must receive a minimum of six hours annually of professional development in gifted/talented education. The six-hour training must be completed within the first semester. Grade 6–12 teachers who provide instruction and services that are a part of the District’s defined gifted/talented services must complete six hours annually of professional development in differentiating curriculum for the gifted learner in the Advanced Placement (AP)/Pre-AP class. The six-hour training must be completed within the first semester.

Pre-Advanced Placement and Advanced Placement

All teachers who are assigned a Pre-AP/AP course, must successfully complete the required College Board AP/Pre-AP Institute in their respective subject by attending a five-day seminar prior to being assigned the course. Teachers must be approved by the campus principal prior to this training. It is recommended that teachers who currently hold a 30-hour AP/Pre-AP Institute certification and who are instructing an AP/Pre-AP course attend a two-day College Board workshop renewal every four to five years.

Special Services All special education and regular professional staff in specific instructional arrangements shall obtain 12 hours of continuing professional education in special education strategies and methodology. Sample areas include co-teaching, modifications, crisis prevention, behavior-improvement management plan, content mastery, and the like. These hours shall be required annually (June through May) of special education staff in specific instructional arrangements.

Professional Growth and Development Plan

A professional growth and development plan details guidelines that support this policy and are found under separate cover. A specific number of continuing professional education (CPE) clock hours is detailed for certified and classified employees. The hours required can be obtained from various approved sources (i.e., bilingual, G/T, Pre-AP, AP, special education, and the like). Cross-referencing of CPE hours obtained through special programs may meet requirements across programs. This shall be indicated on the provider certificate. Compliance requirements in areas of training for special programs (G/T, special education, bilingual education, and the like) shall raise minimum District-required CPE clock hours for staff serving these populations. Therefore, legislative updates impacting staff development shall be addressed in these procedures. These procedures shall also be updated annually with feedback from the District stakeholders.

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PROFESSIONAL DEVELOPMENT - REQUIRED STAFF DEVELOPMENT DMA (LEGAL) - DATE ISSUED: 11/22/2019

Staff Development Educator

The staff development provided by a district to an educator other than a principal must be conducted in accordance with standards developed by the district and designed to improve education in the district.

Staff Development Principal

The staff development provided by a district to a principal shall be governed by Education Code 21.3541 and rules adopted under that section. [See DNB] Education Code 21.451(a), (a-1)

Training Specifics—Educators

Staff development shall be predominantly campus-based, related to achieving campus performance objectives, and developed and approved by the campus-level committee. A district may use district-wide staff development that has been developed and approved through the district-level decision process. [See BQA and BQB, as appropriate] Staff development may include:

1. Training in technology, conflict resolution, and discipline strategies, including classroom management, district discipline policies, and the Student Code of Conduct;

2. Training in preventing, identifying, responding to, and reporting incidents of bullying;

3. Digital learning; and 4. Instruction as to what is permissible under law, including opinions of the

United States Supreme Court, regarding prayer in public school. The digital learning training must discuss basic technology proficiency expectations and methods to increase an educator's digital literacy; and assist an educator in the use of digital technology in learning activities that improve teaching, assessment, and instructional practices. Education Code 21.451(b)–(d), (d-3), (g)

Students with Disabilities

Staff development must include training that is evidence-based, as defined by Section 8101, Every Student Succeeds Act (20 USC 7801), that relates to the instruction of students with disabilities and is designed for educators who work primarily outside the area of special education. A district is required to provide such training only if the educator does not possess the knowledge and skills necessary to implement the individualized education program developed for a student receiving instruction from the educator. A district may determine the time and place at which the training is delivered. In developing or maintaining such training, a district must consult persons with expertise in research-based practices for students with disabilities, including colleges, universities, private and non-profit organizations, regional education service centers, qualified district personnel, and any other persons identified as qualified by the district. Education Code 21.451(d)(2), (e)–(f)

Suicide Prevention Staff development must include suicide prevention training that must be provided to all new district educators on an annual basis, as part of a new employee orientation and to existing district educators on the following schedule adopted by Texas Education Agency (TEA) rule:

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1. All districts shall provide the training to all new educators as a part of new

employee orientation during the 2016–17 school year. 2. Each subsequent school year, districts shall provide the training to all new

educators as a part of new employee orientation. 3. Districts shall provide the training to all currently employed educators on or by

September 30, 2016. The suicide prevention training must use a best practice-based program recommended by the Texas Department of State Health Services (TDSHS) in coordination with TEA. The training may be satisfied through independent review of suicide prevention training material that complies with guidelines developed by TEA and is offered online. Suicide prevention training that was provided to existing educators by a district on or after September 1, 2013, may be used to meet the requirements if the training program is on the recommended best practice-based list, or is an online program that meets the TEA guidelines for independent review. Districts shall maintain records that include the name of each educator who participated in the training. Education Code 21.451(d)(3)–(d-2); 19 TAC 153.1013

Staff Development Account

A district that receives resources from the commissioner of education’s staff development account must pay to the commissioner for deposit in the account an amount equal to one-half of the cost of the resources provided to the district. Education Code 21.453(c)

Mental Health Support Programs

The Texas Department of State Health Services (DSHS), in coordination with TEA and regional education service centers (ESCs), shall provide and annually update a list of recommended best practice-based programs and research-based practices in the areas specified below for implementation in public elementary, junior high, middle, and high schools within the general education setting. Each school district may select from the list a program or programs appropriate for implementation in the district:

1. Early mental health intervention; 2. Mental health promotion; 3. Building skills related to managing emotions, establishing and maintaining

positive relationships, and responsible decision-making; 4. Substance abuse prevention and intervention; 5. Suicide prevention; 6. Grief-informed and trauma-informed practices; 7. Positive behavior interventions and supports and positive youth development;

and 8. Safe, supportive, and positive school climate.

"School climate" means the quality and character of school life, including interpersonal relationships, teaching and learning practices, and organizational structures, as experienced by students enrolled in the district, parents of those students, and personnel employed by the district. The programs on the list must include components that provide for training counselors, teachers, nurses, administrators, and other staff, as well as law enforcement officers and social workers who regularly interact with students, to:

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1. Recognize students at risk of committing suicide, including students who are or

may be the victims of or who engage in bullying; 2. Recognize students displaying early warning signs and a possible need for early

mental health or substance abuse intervention, which warning signs may include declining academic performance, depression, anxiety, isolation, unexplained changes in sleep or eating habits, and destructive behavior toward self and others; and

3. Intervene effectively with students described above by providing notice and referral to a parent or guardian so appropriate action, such as seeking mental health or substance abuse services, may be taken by a parent or guardian.

Required Training A district shall provide training described in components 1–3, above, for teachers, counselors, principals, and all other appropriate personnel. The district may use a program from the DSHS list above to satisfy the training requirements. [See Mental Health Support Programs, above] A district is required to provide the training at an elementary school campus only to the extent that sufficient funding and programs are available. A school district may implement a program on the list described at Health and Safety Code 161.325 to satisfy the training requirements. [See FFB] If a district provides the training, a district employee must participate in the training at least one time, and the district shall maintain records that include the name of each district employee who participated in the training. Health and Safety Code 161.325

Child Abuse, Sex Trafficking, and Maltreatment

A district’s methods for increasing awareness of issues regarding sexual abuse, sex trafficking, and other maltreatment of children [see BQ, district improvement plan, and FFG] must include training concerning prevention techniques for and recognition of sexual abuse, sex trafficking, and all other maltreatment of children, including the sexual abuse, sex trafficking, and other maltreatment of children with significant cognitive disabilities. The training must be provided as part of employee orientation to all new employees and to existing district employees on a schedule adopted by TEA until all district employees have taken the training. The training may be included in staff development under Education Code 21.451. The training shall address:

1. Factors indicating a child is at risk for sexual abuse, sex trafficking, or other maltreatment;

2. Likely warning signs indicating a child may be a victim of sexual abuse, sex trafficking, or other maltreatment;

3. Internal procedures for seeking assistance for a child who is at risk for sexual abuse, sex trafficking, or other maltreatment, including referral to a school counselor, a social worker, or another mental health professional;

4. Techniques for reducing a child’s risk of sexual abuse, sex trafficking, or other maltreatment; and

5. Community organizations that have relevant existing research-based programs and that are able to provide training or other education for district employees, students, and parents

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A district shall maintain records of the training that include the name of each employee who participated. If a district determines that the district does not have sufficient resources to provide the required training, the district shall work with a community organization to provide the training at no cost to the district. Education Code 38.0041(c)–(f)

Trauma-Informed Care A district’s efforts to increase awareness and implementation of trauma-informed care must include training to new and existing employees. [See BQ, FFBA] Education Code 38.036(c)

Student Discipline Each principal or other appropriate administrator who oversees student discipline shall, at least once every three school years, attend professional development training regarding Education Code Chapter 37, Subchapter G. The professional development shall include training relating to the distinction between a discipline management technique used at the principal's discretion under Education Code 37.002(a) and the discretionary authority of a teacher to remove a disruptive student under Education Code 37.002(b) [see FOA]. The professional development training may be provided in coordination with an education service center through the use of distance learning methods, such as telecommunications networks, and using available TEA resources. Education Code 37.0181

Test Administration Procedures

A district shall ensure that test coordinators and administrators receive training to ensure that testing personnel have the necessary skills and knowledge required to administer assessment instruments in a valid, standardized, and secure manner. 19 TAC 101.3031(c)

Cybersecurity Training Employees identified by the district with access to a district computer system or database must complete a cybersecurity training program selected by the board. [See CQB] Gov’t Code 2054.5191(a-1)

Special Programs Training Texas Adolescent Literacy Academies

A teacher shall attend a Texas Adolescent Literacy Academy under 19 Administrative Code 102.1101 if:

1. The teacher teaches at a campus that receives a rating that reflects unacceptable performance and that fails to meet the state system safeguard performance target in reading for one or more student groups; and

2. The teacher teaches in general education, special education, or English as a second language for students in grade 6, 7, or 8, and:

a. The teacher is a certified, full-time English language arts and reading teacher who instructs English language arts and/or reading for at least 50 percent of the teacher’s instructional duties; or

b. The teacher is a certified, full-time content area teacher who instructs mathematics, science, and/or social studies for at least 50 percent of the teacher’s instructional duties.

A teacher described above is required to complete the training not later than December 31 of the calendar year in which the rating that reflects unacceptable performance is assigned. A teacher who is required to attend an academy is eligible for a teacher stipend upon completion of face-to-face training if funds have been appropriated and are available

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Teacher Literacy Achievement Academies

for that purpose. A teacher who completes online training is not eligible for a stipend. The stipend shall not be considered in determining whether a district is paying the teacher the state minimum monthly salary [see DEA and DEAA]. Each school district with teachers required to attend and complete Texas Adolescent Reading Academies must maintain records to verify teacher attendance and completion in accordance with the district’s record retention policy. Education Code 21.4551(c), (e); 19 TAC 102.1101 A district shall ensure that:

1. Not later than the 2021–22 school year, each classroom teacher in kindergarten or first, second, or third grade and each principal at a campus with kindergarten or first, second, or third grade has attended a Teacher Literacy Achievement Academy developed under Education Code 21.4552; and

2. Each classroom teacher and each principal initially employed in a grade level or at a campus described above for the 2021–22 school year or a subsequent school year has attended a Teacher Literacy Achievement Academy developed under Education Code 21.4552 before the teacher’s or principal’s first year of placement in that grade level or campus.

Education Code 28.0062(a)(2) [See EHAB for kindergarten–grade 3 reading standards]

Gifted and Talented Education

A district shall ensure that: 1. Before assignment to the program for gifted students, teachers who provide

instruction and services that are part of the program have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessment of student needs, and curriculum and instruction for gifted students.

2. Teachers without the required training who provide instruction and services that are part of the gifted/talented program complete the 30-hour training requirement within one semester.

3. Teachers who provide instruction and services that are part of a program for gifted students receive a minimum of six hours annually of professional development in gifted education.

4. Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.

19 TAC 89.2 Elective Bible Course A teacher of an elective Bible course offered under Education Code 28.011 [see EMI]

must hold a minimum of a High School Composite Certification in language arts, social studies, or history with, where practical, a minor in religious or biblical studies. The teacher must successfully complete the staff development training developed by the commissioner with respect to Bible elective courses. Education Code 28.011(f)

Automated External Defibrillators

A district shall annually make available to employees and volunteers instruction in the principles and techniques of cardiopulmonary resuscitation and the use of an automated external defibrillator (AED).

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The instruction provided in the use of AEDs must meet guidelines for approved AED training under Health and Safety Code 779.002. Each school nurse, assistant school nurse, athletic coach or sponsor, physical education instructor, marching band director, cheer-leading coach, and any other employee specified by the commissioner, and each student who serves as an athletic trainer, must:

1. Participate in the instruction; and 2. Receive and maintain certification in the use of an AED from the American

Heart Association, the American Red Cross, or a similar nationally recognized association.

Education Code 22.902 Extracurricular Activity Safety Training

The following persons must satisfactorily complete an extracurricular activity safety training program:

1. A coach or sponsor for an extracurricular athletic activity; 2. A trainer, unless the trainer has completed the educational requirements for

licensure as a licensed athletic trainer set forth at 22 Administrative Code 871.7 and the continuing education requirements at 22 Administrative Code 871.12;

3. A physician who is employed by a district or who volunteers to assist with an extracurricular athletic activity, unless the physician attends a continuing medical education course that specifically addresses emergency medicine; and

4. A director responsible for a school marching band. The training must be conducted by the University Interscholastic League (UIL) or by another organization as determined by the UIL. Education Code 33.202(b), (e), (f); 19 TAC 76.1003

Records A superintendent shall maintain complete and accurate records of the district’s compliance and the district shall make available to the public proof of compliance for each person employed by or volunteering for the district who is required to receive safety training. A campus that is determined by a superintendent to be out of compliance with the safety training requirements shall be subject to the range of penalties determined by the UIL. Education Code 33.206; 19 TAC 76.1003€

Steroids A district shall require that each employee who serves as an athletic coach at or above the seventh grade level for an extracurricular athletic activity sponsored or sanctioned by the UIL complete:

1. The educational program developed by the UIL regarding the health effects of steroids; or

2. A comparable program developed by the district or a private entity with relevant expertise.

Education Code 33.091(c-1) Concussions At least once every two years, the following employees shall take a training course

from an authorized provider in the subject matter of concussions: 1. A coach of an interscholastic athletic activity shall take a course approved by

the UIL. 2. An athletic trainer who serves as a member of a district’s concussion oversight

team shall take a course approved by the Texas Department of Licensing and

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Regulation (TDLR) or a course approved for continuing education credit by the licensing authority for athletic trainers.

3. A school nurse or licensed health-care professional, other than an athletic trainer, who serves as a member of a district’s concussion oversight team shall take a course approved by the UIL, TDLR, or the appropriate licensing authority for the profession.

The employee must submit proof of timely completion of an approved course to the superintendent or designee. A school nurse or licensed healthcare professional who is not in compliance with these training requirements may not serve on a concussion oversight team in any capacity. [See FM] Education Code 38.158

Seizure Recognition and Related First Aid

A school nurse employed by a district must complete a TEA-approved online course of instruction for school nurses regarding managing students with seizure disorders that includes information about seizure recognition and related first aid. A district employee, other than a school nurse, whose duties at the school include regular contact with students must complete a TEA-approved online course of instruction for school personnel regarding awareness of students with seizure disorders that includes information about seizure recognition and related first aid. Education Code 38.033(a), (b) [See FFAF for information about a seizure management and treatment plan.]

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Standards for Professional Learning Source: Learning Forward

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

Professional learning within communities requires continuous improvement, promotes collective responsibility, and supports alignment of individual, team, school, and school system goals. Learning communities convene regularly and frequently during the workday to engage in collaborative professional learning to strengthen their practice and increase student results. Learning community members are accountable to one another to achieve the shared goals of the school and school system and work in transparent, authentic settings that support their improvement.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Leaders throughout the pre-K-12 education community recognize effective professional learning as a key strategy for supporting significant school and school system improvements to increase results for all students. Whether they lead from classrooms, schools, school systems, technical assistance agencies, professional associations, universities, or public agencies, leaders develop their own and others' capacity to learn and lead professional learning, advocate for it, provide support systems, and distribute leadership and responsibility for its effectiveness and results.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.Effective professional learning requires human, fiscal, material, technology, and time resources to achieve student-learning goals. How resources are allocated for professional learning can overcome inequities and achieve results for educators and students. The availability and allocation of resources for professional learning affect its quality and results. Understanding the resources associated with professional learning and actively and accurately tracking them facilitates better decisions about and increased quality and results of professional learning.

Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Data from multiple sources enrich decisions about professional learning that leads to increased results for every student. Multiple sources include both quantitative and qualitative data, such as common formative and summative assessments, performance assessments, observations, work samples, performance metrics, portfolios, and self-reports. The use of multiple sources of data offers a balanced and more comprehensive analysis of student, educator, and system performance than any single type or source of data can. However, data alone do little to inform decision-making and increase effectiveness.

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Integrating theories, research, and models of human learning into the planning and design of professional learning contributes to its effectiveness. Several factors influence decisions about learning designs, including the goals of the learning, characteristics of the learners, their comfort with the learning process and one another, their familiarity with the content, the magnitude of the expected change, educators' work environment, and resources available to support learning. The design of professional learning affects its quality and effectiveness.

Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.

The primary goals for professional learning are changes in educator practice and increases in student learning. This process occurs over time and requires support for implementation to embed the new learning into practices. Those responsible for professional learning apply findings from change process research to support long-term change in

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practice by extending learning over time. They integrate a variety of supports for individuals, teams, and schools. Finally, they integrate constructive feedback and reflection to support continuous improvement in practice that allows educators to move along a continuum from novice to expert through application of their professional learning.

Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

For all students to learn, educators and professional learning must be held to high standards. Professional learning that increases results for all students addresses the learning outcomes and performance expectations education systems designate for students and educators. When the content of professional learning integrates student curriculum and educator performance standards, the link between educator learning and student learning becomes explicit, increasing the likelihood that professional learning contributes to increased student learning. When systems increase the stakes for students by demanding high, equitable outcomes, the stakes for professional learning increase as well.

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How to Register for a Workshop on Professional Development

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How to Request for Out of District Certificates / CPE Hours

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How to Create a Workshop on Professional Development System

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How to Create a Workshop on Professional Development System

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How to Upload My Transcript Form