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Faculty Information     Guide   Professional  Development  

TABLE OF  CONTENTS     PHILOSOPHY                       ROLES  AND  RESPONSIBILITIES                         I. PROFESSIONAL  DEVELOPMENT  FUNDING               A. Available  Funds   B. How  to  Apply  to  Use  Your  Funds   C. Reimbursement  Guidelines     II. LEAVE  FOR  PROFESSIONAL  DEVELOPMENT                 A. Participating  in  Professional  Development  during  Student  Contact  Time   B. After  the  Professional  Development  Event   C. Approval  Process  for  Professional  Development       III. PROFFESIONAL  DEVELOPMENT  OPPORTUNITIES             A. IB  Workshops   B. EARCOS  Teachers’  Conference   C. EARCOS  Weekend  Workshops  and  Conferences   D. In-­‐School  Professional  Development  Days   E. Consultants   F. Professional  Learning  Communities       IV. APPLICATION  PROCESS                   A. Professional  Development  Application  Process      

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Canadian Academy  recognizes  that  a  dedicated  and  highly  qualified  faculty  is  our  most  important   resource.  One  of  our  Core  Values  is  that  lifelong  learning  leads  to  self-­‐discovery  and  personal   meaning.  As  educators  we  should  serve  as  models  of  lifelong  learning  to  our  educational   community.  To  enhance  the  ability  of  CA  faculty  members  to  contribute  to  their   communities  and  to  promote  career  satisfaction,  we  are  committed  to  supporting  on-­‐going   professional  development  for  our  faculty  members.       Professional  learning  attempts  to  change  practice  in  education  and  aims  for  a  change  in   understanding  rather  than  merely  a  superficial  change  in  teaching  techniques.  Much  professional   learning  takes  place  through  informal  peer-­‐to-­‐peer  discussions  among  teachers.  However,  more   formal  professional  development  support  is  likely  to  be  required  when  considerable  changes  to   traditional  teaching  and  assessment  are  required.     There  are  many  different  forms  that  professional  development  can  take  depending  on   decisions  about  several  important  factors.  These  include  the  balance  between  top-­‐down  and   bottom-­‐up  approaches;  the  tension  between  theory-­‐based  and  technique-­‐based  models  and   the  consistency  between  the  underlying  view  of  learning  and  the  messages  intended  to  be   communicated.     Bottom-­‐up  models  reflect  the  view  that  participation  in  developing  new  procedures  or   materials  is  a  most  effective  way  of  encouraging  teachers’  commitment  to  change.  Groups  of   teachers  can  tackle  new  ideas  creatively  in  a  conducive  and  experimental  environment.  They   can  learn  from  each  other,  combine  their  ideas  and  achieve  ownership  of  the  emerging   practices.  With  opportunities  to  reflect  and  develop  understanding  of  the  principles  underlying   desirable  changes,  this  type  of  experience  can  be  a  most  effective  approach  to  promoting   professional  learning.  But  it  is  also  very  demanding  of  resources,  particularly  time,  and  in   contexts  of  limited  resources  for  professional  development,  it  cannot  be  extended  to  many   teachers.     A  less  open-­‐ended  approach  is  one  in  which  teachers  are  not  expected  to  develop  new   techniques  themselves.  Instead  they  are  encouraged  to  try  out  ready-­‐made  approaches.   Such  professional  learning  is  characterized  by  providing  opportunities  to  adapt  as  well  as  to   adopt.  However,  unless  understanding  of  the  rationale  for  the  techniques  is  established   there  is  a  risk  of  the  teachers  using  them  somewhat  mechanically.  When  decisions  need  to  be   made  about  when  and  how  the  techniques  can  be  used,  the  lack  of  a  fundamental   understanding  of  the  purposes  may  lead  to  confusion  and  ultimately  to  rejection  of  the   techniques.     Regardless  of  the  mode  of  the  professional  development  on  offer,  experience  indicates   that  several  key  elements  are  required  to  facilitate  effective  professional  learning.     Teachers,  for  example,  must  have  the  time  to  reflect  and  to  adjust  their  teaching  to  take   on  new  practices.  Professional  development  activities  are  therefore  best  spread  over   time  with  opportunities  for  trying  out  new  assessment  ideas  between  sessions.  


Reflecting on  and  sharing  their  experiences  with  others  are  important  elements  in   promoting  effective  professional  learning,  and  the  ownership  and  understanding   needed  for  successful  implementation  of  new  educational  pedagogy  and  procedures.     Teachers  need  to  be  clear  about  the  direction  in  which  they  should  be  trying  to  move  their   assessment  practice  and  to  have  some  feedback  about  their  progress.  Professional   learning  can  only  start  from  teachers’  initial  understandings,  just  as  in  the  case  of   students’  learning.     Some  teachers  may  prefer  to  start  by  adopting  techniques  for  change  rather  than   understanding  the  reasons  for  change.  However,  recent  reviews  have  shown  that  unless   they  eventually  reach  this  understanding,  the  new  techniques  are  likely  to  be  followed   mechanically.  They  will  not  be  adapted  to  particular  circumstances  and  may  be  easily   abandoned.    

ROLES AND  RESPONSIBILITIES     The  role  of  the  faculty  is  to  pursue  growth  by:   • Sharing  responsibility  for  their  development   • Developing,  with  their  supervisors,  plans  to  acquire  or  enhance  skills  and/or   knowledge   • Pursuing  those  opportunities  for  their  personal  growth  that  will  increase  teacher   effectiveness  and  student  learning     The  role  of  the  administration  is  to  encourage  and  be  supportive  of  professional   development  by:   • Provide  ongoing  training  to  meet  school-­‐wide  goals   • Provide  candid  feedback  on  teacher  performance   • Encouraging  staff  to  learn  and  grow  by  providing  funds  and  release  time  to  pursue   individual  goals  that  impact  teacher  effectiveness  and  student  learning   • Offering  or  supporting  education  and  training  opportunities  to  enhance  an   individual’s  performances   • Publicizing  development  opportunities  so  that  individuals  can  pursue  those   opportunities  which  they  believe  will  advance  their  own  development        


AREAS OF  EMPHASIS  FOR  PROFFESIONAL  DEVELOPMENT       Effectively  this  program  is  designed  to  support  five  targets.  Administration  and  faculty  are   collaboratively  involved  in  the  development  and  pursuit  of  these  targets:   1. Meeting  the  school-­‐wide  goals.     2. Continuing  curriculum  development.   3. Meeting  division/department  goals.   4. Addressing  the  expressed  needs  of  faculty  within  areas  of  school  initiatives  and   practices.     5. Meeting  personal  growth  goals  that  lead  to  increased  teacher  effectiveness  and   student  learning.     Professional  Development  at  CA  takes  many  forms.  Examples  of  these  are  listed  below:     1. Workshops  in  school  and  out  of  school.   2. Teacher  to  teacher  workshops.   3. Distance  learning.   4. IB  workshops.   5. EARCOS  conference  and  workshops.   6. On-­‐the-­‐job  training  and  support.   7. Curriculum  development.   8. Policy  formulation.   9. Collaborative  classroom  unit  development.   10. Self-­‐directed  learning  through  reading,  research  and  viewing  of  educational   resources.   11. Writing  for  educational  publications.   12. Classroom  observations  at  CA  and  other  schools.   13. Professional  learning  communities.   14. Team/department  and  division  meetings.   15. Team  examination  of  student  work.   16. Vertical  team  meetings.   17. Mentoring.                              


I. PROFFESIONAL DEVELOPMENT  FUNDING     A. Available  Funds     CA  encourages  self-­‐improvement  through  the  use  of  funds  that  are  allocated  to  study  in   the  summer.  As  the  CA  Board  of  Trustees  has  stated  that  our  primary  purpose  is  to  teach   students,  release  time  during  the  school  year  for  U.S.  or  European  based  workshops  or   training  is  not  allowed  due  to  the  amount  of  travel  time  required.  

In a  typical  summer,  30-­‐35  CA  staff  will  take  advantage  of  summer  study  funds.  Summer   allocations  vary  from  $1,000  to  $1,500  depending  on  the  number  of  requests  received.  The   courses,  conferences  or  workshops  taken  vary  widely.  For  example,  several  teachers  have   used  the  funds  to  complete  a  masters  degree  in  their  subject/grade  level  area,  to  attend  a   conference  in  the  subject  area  or  where  they  have  curriculum  responsibility,  and/or   receive  specialized  training  (IB  or  specific  coaching  or  advisement  skills).     Summer  study  funding  may  be  held  over  to  the  new  school  year  to  be  used  to  finance   participation  in  other  specified  professional  development.       B. Applying  for  Funding     Applications  for  funding  approval  for  professional  development  activities  should  be   submitted  by  the  end  of  April.  Successful  applicants  will  be  notified  by  mid-­‐May.     The  following  may  be  used  when  determining  whether  or  not  an  individual  will  receive  CA   support:   1. Contract  status  (priority  is  for  full-­‐time  and  returning  staff);   2. How  the  proposed  summer  study  relates  to  the  CA's  priorities,  strategic  planning   mission  and  delimilters  which  result  in  targeted  improvement  areas:  e.g.  IBDP,  UbD,   MYP,  PYP,  etc.   3. The  effect  of  the  study  on  the  professional  growth  of  the  individual.   4. The  number  of  times  or  years  in  succession  the  individual  has  received  assistance   and/or  the  amounts  granted.           5. If  CA  has  asked  a  particular  individual  to  complete  a  course  so  they  are  prepared  to   teach  a  class,  support  may  increase  beyond  the  budget  allocated  for  general   summer  study.   6. If  the  money  will  be  used  for  improvement  in  the  teacher's  field,  or  for  professional   advancement  to  another  field.   7. The  number  and  amounts  requested  compared  to  the  total  amount   budgeted  Personal  Professional  Development/  summer  study  support.     Faculty  are  responsible  for  organizing  their  own  transportation  and  accommodation.  

When a  teacher  is  asked  by  CA  to  attend  training,  for  example  an  IB  workshop,  CA  usually   gives  full  support  for  the  costs  involved  as  per  the  policies.      


C.    Advancement  and  Reimbursement  Guidelines   Teachers  are  expected  to  keep  receipts  for  all  expenses.  These  are  to  be  accurately   recorded,  totaled  and  attached  to  the  online  summary  form.     Faculty  are  expected  to  share  hotel  rooms  with  other  CA  attendees  (of  the  same  sex)  if   doing  so  reduces  the  accommodation  cost  to  the  school.  Additional  costs  for  choosing  a   single  room  instead  of  a  shared  room  are  the  requesting  teacher's  expense.  If  the  choice  of   a  single  room  requires  another  teacher  to  also  reserve  a  single  room,  that  added  cost  is   also  the  requesting  teacher's  expense.  As  a  general  guide  accommodation  costs  are   pegged  at  around  $130  per  night.  Sometimes  recommended  (for  example    IB  workshops)     hotels  are  in  excess  of  that.  It  is  usually  possible  to  find  an  equally  good  hotel  to  the   recommended  one  at  a  lower  cost  using  a  hotel  aggregator  website  such  as  agoda.  

Airfare support  for  summer  study,  even  for  a  few  teachers,  adds  significantly  to  this  cost.   Either  the  number  of  teachers  who  can  be  supported  or  the  total  amount  of  money  each   teacher  can  receive  might  be  reduced.  To  minimize  the  impact  on  the  summer  study   allocations  to  teachers,  CA  will  carefully  study  each  airfare  request.  Generally,  teachers   will  only  receive  airfare  combined  as  an  added  stop  to  their  annual  home  leave.   Since  the  calculation  of  the  additional  fare  is  complex,  a  teacher  eligible  for  airfare  support   must  give  CA  a  copy  of  their  itinerary  and  ticket  cost  calculation  for  the  summer.  Their   travel  agent  should  be  instructed  to  search  for  the  least  expensive  fare  required  to  travel   to  the  workshop  or  conference  site  from  the  normal  end  point  of  the  ticket.  The  cost   difference  for  the  added  stop  must  be  clearly  shown.   CA  reserves  the  right  to  check  airfare  price  quotations  with  other  agents  or  airlines,   and  suggest  alternate  routes  or  airlines  if,  in  the  school's  judgment,  they  are   significantly  less  expensive.  For  example,  trying  to  maintain  a  frequent  flier   relationship  may  not  provide  the  least  expensive  additional  fare.  In  such  a  case,  the   school  might  decide  on  a  lower  rate  of  reimbursement.   II.    LEAVE  FOR  PROFESSIONAL  DEVELOPMENT       A. Participating  in  Professional  Development  during  Student  Contact  Time     In  order  to  balance  CA’s  commitment  to  maximizing  the  learning  of  students  with  the   commitment  to  support  teachers  to  remain  professionally  current,  the  following  guidelines   have  been  developed  for  professional  development  experiences  that  occur  during  student   contact  time.   1. The  professional  development  experience  must  provide  an  opportunity  for  the   teacher  to  acquire  and/or  develop  skills  that  are  aligned  with  either  their  own   professional  development  growth  plan  or  with  a  divisional  professional  development   priority.   2. The  professional  development  experience  is  being  offered  at  a  time  when  a  conflict   with  student  contact  can  be  avoided.   3. The  professional  development  experience  is  determined  to  add  a  level  of  value  that    


outweighs the  absence  from  the  classroom  for  the  required  period  of  time.   4. There  is  a  reasonable  expectation  that  coverage  for  the  class  can  be  found.  

5. The school  will  pay  the  salary  and  substitute  pay  for  teachers  to  attend  professional   development  activities  that  occur  during  student  contact  time  which  have  been   approved  by  the  teacher’s  principal  or  the  headmaster.              6.        In  the  event  that  there  are  multiple  requests  for  professional  development  leave   during  the  same  time  period,  divisional  principals  will  make  the  final  decision   regarding  attendance  depending  on  substitute  availability  and  overall  impact  on  the   normal  instructional  program.     III. Approval  Process  for  Professional  Development       The  Professional  Development  Committee  comprises  of  the  division  principals,  the   curriculum  leadership  team  and  a  faculty  representative.     It  meets  each  semester  during  the  school  year  to  allocate  funds  for  individual  requests   from  faculty.  Decisions  for  individual  applications  are  based  on  selection  criteria  and   allocations  are  based  on  criteria     IV.    PROFFESIONAL  DEVELOPMENT  OPPORTUNITIES     A. IB  Workshops   Teachers  will  be  sent  to  an  IB  workshop  once  every  three  years.  New  teachers  to  the   IB  program  are  also  eligible  to  receive  training  at  an  IB  workshop.  Faculty  teaching  IB   courses  undergoing  curriculum  revision  also  come  under  this  category  of  eligibility.     B. EARCOS  Teachers’  Conference   EARCOS  serves  as  a  structure  through  which  personnel  in  member  schools  can  plan   cooperatively  to  attain  common  goals  and  to  solve  mutual  problems.  The  teachers’   conference  is  held  annually  and  develops  a  single  educational  thread.     C. EARCOS  Weekend  Workshops     CA  uses  EARCOS  vetted  staff  development  professionals  when  appropriate.  There  are   two  reasons  for  this.  First,  EARCOS  sponsors  individuals  traveling  in  our  region  who   can  be  used  as  resources  for  CA  programs  and  staff  development  at  substantial   savings  to  the  School.  Second,  through  the  EARCOS  Weekend  Workshop  structure,   EARCOS  has  a  staff  development  grant  option  that  can  substantially  offset  the  cost  of   extended  staff  development  initiatives.     D. In-­‐School  Professional  Development  Days   CA  has  typically  scheduled  between  three  and  five  days  of  in-­‐service  when  students   do  not  attend  school.  Typically,  three  days  are  expected  of  teachers  prior  to  the   beginning  of  each  school  year.  Some  of  that  time  is  classroom  preparation,  some   time  for  department  or  grade  level  meetings,  and  some  time  for  specialized  training.     Examples  of  specialized  training  include  library  technology,  computer  applications,   and  holistic  writing.    


During the  school  year,  usually,  two  in-­‐service  days  have  been  scheduled;  one  in  fall   and  another  in  early  spring  when  students  do  not  attend  school  and  teachers  attend   workshops.  During  the  fall  schedule,  special  consultants  and  in-­‐house  training  has   typically  been  scheduled.    

Beginning in  2008,  early  Wednesday  dismissal  was  instituted  to  provide  more  time  for   implementation  of  the  strategic  plan.  The  purpose  of  Wednesday  sessions  and  these   follow  below  in  order  of  priority:   1. Meeting  school  goals.   2. Curriculum  development.   3. Teacher  professional  development.   4. School  administration  such  as  faculty  meetings  and  report  card  writing       Although  these  are  organized  by  priority  they  are,  of  course,  inter-­‐related.            Teachers  may  be  expected  to  stay  in  school  until  5:00  pm  on  Wednesdays.     E. Consultants   Planning  for  professional  development  at  CA  is  done  annually.  Its  purpose  is  to  fulfill  the   CA  Professional  Development  Goals  in  a  transparent,  accessible  and  communicative  way.   The  underlying  principles  of  enhancing  student  learning  and  teacher  effectiveness  apply.       The  annual  plan  is  developed  in  response  to  the  effect  of  the  previous  year’s  plan  and   the  needs  for  the  curriculum  and/or  program  in  the  following  school  year.  The  majority   of  available  funds  in  the  organizational  plan  will  be  allocated  to  bring  consultants  to  the   campus,  because  CA  can  provide  quality  professional  development  equitably  and  to  a   large  number  of  faculty  and/or  staff  at  a  reasonable  cost.     F. Professional  Learning  Communities       This  describes  a  collegial  group  of  administrators  and  school  staff  who  are  united  in   their  commitment  to  student  learning.  They  share  a  vision,  work  and  learn   collaboratively,  visit  and  review  other  classrooms,  and  participate  in  decision  making.   The  benefits  to  the  staff  and  students  include  a  reduced  isolation  of  teachers,  better   informed  and  committed  teachers,  and  academic  gains  for  students.  As  an   organizational  arrangement,  the  professional  learning  community  is  seen  as  a  powerful   staff-­‐development  approach  and  a  potent  strategy  for  school  change  and  improvement.  

PROFESSIONAL DEVELOMENT  APPLICATION     This  process  along  with  reimbursement  is  an  online  process.


ACKNOWLEDGEMENTS   Concordia  International  School  Shanghai  Professional  Development  Handbook     Changing  Assessment  Practice  Process,  Principles  and  Standards  John  Gardner,  Wynne   Harlen,  Louise  Hayward,  Gordon  Stobart  (Assessment  Reform  Group,  2008)              

The teacher  is  the  chief  learner  in  the  classroom   DONALD  GRAVES                        


Professional development staff information guide  
Professional development staff information guide