• Lin-Wood

    Public School

    Professional Development

    Master Plan

    July 1, 2015 to June 30, 2020

    Table of Contents

    Professional Development Master Plan

    Lincoln-Woodstock Cooperative School District


    Lincoln-Woodstock Coop. School Board Professional Development Policy           

    I. Statement of Purpose - Mission Statement - Vision Statement -School                

        Improvement Goals

    II. Professional Development Committee                                                                 

    III. Data Collection, Interpretation, and Use                                                             

    IV. Individual Professional Development Plans/Goals                                              

    V. Appeal Procedure                                                                                                   

    VI. Recertification Procedure                                                                                      

    VII. Guide to Appendices                                                                                          




          It is the policy of the Lin-Wood Cooperative School District to develop, support, monitor & maintain a system of continuous professional development.  The system is consistent with NH State Curriculum Frameworks, Grade Level Expectations, and Mission Statement and Expectations for Student Learning.  Professional development refers to a systematically planned, comprehensive set of on-going professional growth activities carried out over time to achieve specific district-wide and individual objectives. The purposes of this system are to increase student learning and enhance the quality of the environment for the school community.

    I.     The Lin-Wood School Board will designate a Professional Development Committee local superintendent, or designee, shall establish a local professional development committee and will ensure that this committee is composed of representatives of the faculty, paraprofessionals, administration, (Principal or Vice Assistant-Principal), School Board members and community at large.

    II.   The Professional Development Committee will shall ensure the District Professional Development Master Plan’s alignment with school district goals and NH State professional development requirements.  (Ed. 512.02)

    III. The School District will shall implement an ongoing, comprehensive system of reviewing student performance and the impact of instructional strategies on student learning that enhances and drives the implementation of profession development.

    IV. The School District articulates, accepts, and provides a variety of professional development activities that can be accessed by staff members to fulfill their own and the district’s learning goals.

    V.   The School District Administrative Unit 68 will shall support and monitor the professional development process and serve as the communication link among the committee, School Board, community and the NH State Department of Education.

    First Reading:         September 8, 2009

    Second Reading:     September 22, 2009

    Revised:                 September 22, 2009

    First Reading:         October 28, 2014

    Second Reading:     November 18, 2014

    Revised:                 November 18, 2014

    I.            Statement of Purpose 

    The Lincoln-Woodstock Cooperative School District values professional development, professional learning, as fundamental to the success of the district.  “Continuous learning provides members of any profession with new understandings, insights, and ideas for how to develop essential skills and behaviors.  In short, it enables the profession’s members to refine and extend their knowledge, skills, practices, and dispositions related to their specific role and context.  Individuals are unlikely to seek the services of an automobile mechanic, plumber, or surgeon who isn’t up-to-date on the latest field knowledge, studies, products, and procedures.  Students deserve nothing less from the educators who serve them.

     As educators invest in continuous improvement through professional learning, they demonstrate professionalism and commitment to students.  School systems that invest in professional learning and build coherence throughout their system demonstrate commitment to human capital development and acknowledge that investment in educator learning is a significant lever in improving student achievement.

     The use of Standards for Professional Learning by school systems and educators supports a high level of quality of professional learning.  Further, use of the standards to plan, facilitate, and evaluate professional learning promises to heighten the quality of educator learning, performance of all educators, and student learning.  Increase educator effectiveness makes possible a shift from current reality to the preferred outcomes of enhanced student learning results – a goal to which all educators subscribe.” (Standards for Professional Learning, page 20. Used with permission of Learning Forward, www.learningforward.org. All rights reserved.)

       “Standards make explicit that the purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions to help students perform at high levels.” (Standards for Professional Learning Quick Reference Guide. Used with permission of Learning Forward, www.learningforward.org. All rights reserved.)

     The seven standards for focus are: Learning Communities, Leadership, Resources, Data, Learning Designs, Implementation, and Outcomes.

     The Professional Development Committee will assure the District Professional Development Master Plan’s alignment with the school district Mission Statement and 21st Century Learning Expectations, Vision Statement, Standards for Professional Learning, district improvement goals, and the NH State Professional Development requirements.

     This Professional Development Master Plan is for all certified professionals and paraeducators of the district.  This Master Plan has been developed to provide the structure and means through which educators continuously enhance their professional competency and simultaneously satisfy the NH recertification

     requirements enumerated in Ed 512.  Areas of teacher need, as noted in their annual reflection/assessment/evaluation, become professional learning goals in subsequent evaluation cycles.  This provides a clear and concrete link between evaluation and professional learning.

     A.   Mission Statement                                                                                    

         The Lincoln-Woodstock Cooperative School District continuously strives to    provide diverse, research-based and relevant learning opportunities in a safe and supportive environment.  We empower our students to fully participate in their education.  We are dedicated to the principles of life-long learning: self-direction, critical thinking, effective communication, collaboration, and caring and responsible citizenship.   (See Appendix K, 21st Century Learning Expectations.)

     B.   Vision Statement

    “An Excellent Place to Learn in a Safe, Supportive Environment”   In the best of all possible worlds, where Lin-wood Public School could put its vision into action, its curriculum, instruction and assessment strategies and overall environment would look, sound and feel extraordinary. 

     An extraordinary curriculum is grounded in established standards, richly tailored to the unique environment of the community, and accessible to all community members.  For all subject areas, the curriculum is presented in a consistent and organized manner, user-friendly for veteran as well as new instructors.  Faculty members engage in professional dialogue, enhancing their ability to deliver high-quality lessons that connect their specific disciplines to those of the entire school community.  Curriculum is developed and implemented in a manner that ensures vertical and horizontal integration of both content and skill development.  Student growth is seen over time, as the curriculum remains flexible enough to address individual student needs.  There is a feeling of success in the air as students share with each other and the larger community the valuable lessons they are experiencing at school.

     Instruction moves beyond established patterns of the past: it conforms to best practices, draws students in, and allows them to develop the knowledge and skills requisite for a lifetime of learning.  Faculty members are proficient in the techniques of differentiated instruction, addressing the unique learning styles, skills and interests of all students.  Conversation abounds, student-to-student, student-to-teacher---about real world issues and applications of knowledge & skill.  Students feel challenged and relevant---they experience a heightened sense of self-worth and capability.  There is frequent opportunity for student engagement, both across and within various grade levels.  Extraordinary instruction empowers Lin-Wood students.

     The cycle of curriculum and instruction is completed by assessment practices that also go beyond traditional forms.  Evaluation strategies are comprehensive in nature and varied in form.  Faculty members effectively make use of multiple measures of both formative and summative assessment, tailored to individual needs.  Students feel respected and challenged as they complete relevant assessments that allow them to demonstrate their learning not only to their teachers, but also to their peers and the larger school community.  Assessment is authentic in that it requires real-world application of the knowledge and skill that extraordinary curriculum and instruction seeks to develop.   Enhancing ownership of this newly acquired knowledge and skill is feedback that is timely and substantive; students pay careful attention to what their evaluators have to say about their work, and incorporate this constructive advice in subsequent work. 

     These three critical components of the educational institution (curriculum, instruction and assessment) are located in an environment that draws its members in, honors their differences, and calls them together in mutual support.  There is a feeling of safety and comfort within the school’s walls.  Conversations among all community members are respectful, stimulating, and forward thinking.  There is a consistency of language and behavior between the classroom and other less structured settings that demonstrates a genuine commitment to the core values of the school: honesty, respect for self and others, and commitment.  Visitors are warmed by the sight of student work, high in quality and varied in form.  Smiling faces and innocent laughter speak to the acceptance and respect that all members experience here.  The environment in its totality is, in a word, extraordinary.  And we are proud to call Lin-Wood our school.

     C.   School Improvement Goals

    The Leadership Team has responsibility for setting school/district-wide goals.  The Leadership Team will publish and disseminate these goals to all members of the school community on a yearly basis.  This committee is composed of representatives of the faculty (K-5, 6-8, 9-12), guidance, special education, administration and the school board.

     The goals are as follows:

    1.   Effective Communication and Citizenship

    ·         Enhance communication of all members of the school community (Students, Parents, Teachers, Support Staff, Administration and the larger communities of Lincoln and Woodstock)

    ·         Provide opportunities for students to participate in all Lin-Wood school activities

    ·         Invite students and faculty to share their accomplishments at the school board meetings

     2.   Research-based learning and collaboration

    ·         Develop a comprehensive curriculum audit process via the curriculum development committee

    ·         Examine and solidify the comprehensive K-12 curriculum for the 21st century learner to ensure that researched based and relevant learning opportunities are in place

    ·         Encourage staff to provide the board members with curriculum revisions and updates

    3.   Self-direction and empowerment

    Curriculum shall meet the needs of the 21st century standards and we will strive for student academic excellence as measured by state and local standardized assessments using the following criteria:

    ·         95% of all students will perform at or above grade level in reading

    ·         90% of all students will perform at or above grade level in math

    ·         75% of all students will reach individual GROWTH goals in reading, writing, and mathematics

    ·         Students will in aggregate score 98% of the state average in SAT

    ·         90% of the students enrolled in advanced placement classes will pass the AP test with a score of 3 or higher

    4.   Safety/caring and responsibility

    ·         Support a district wide program to promote a positive school climate free of bullying and other harassment

    ·         Provide access to annual training for the faculty, staff, parents, and students

    ·         Collect data regarding the number of investigations and bullying charges during a school year

    ·         Provide a survey to students to collect baseline data in the fall and an exit survey in the spring to measure school climate

    ·         Encourage training that includes “bullying-proofing”

    ·         Provide the harassment policy to staff and student/families in the fall semester

    5.   Wellness

    ·         Provide a wellness program that focuses on fitness and nutrition that promote students and staff with a goal of increasing awareness regarding malnutrition, maintaining a healthy weight, and the effects of a sedentary lifestyle

     II.           Professional Development Committee

    The local superintendent, or designee, shall establish a local professional development committee and will ensure that this committee is composed of representatives of teachers, paraeducators, certified licensed service professionals, administration, school board and community at large.

    Membership on, and feedback to, this committee will be solicited by e-mail, school district web site, and via the school newsletter.

     A.   Under the direction of the Superintendent of Schools, the committee will be composed of no less than seven members representing the constituencies mentioned above.  (Appendix I)

    B.    The committee will meet at least bi-monthly during the school year. 

    C.   The committee will select a chairperson in the spring of each year for the following year. 

    D.   Using all available sources of student achievement data, the committee will assist in the planning of ongoing professional growth activities based on identified needs and district goals. 

    E.    The committee will coordinate closely with the Administration, Leadership Team, and Curriculum-Instruction-Assessment Committee.  The Professional Development Committee will be responsible for the development, implementation, necessary revisions, and evaluation of the Professional Development Master Plan.  The plan is developed and revised with the aim of meeting all of the criteria for state approval of local professional development master plans.  Any major changes will be submitted to the NH DOE.

    F.    The Professional Development Committee will hear appeals from staff members aggrieved relative to professional development process.

    G.   The Professional Development Committee will orient and train new and continuing staff regarding the Professional Development Master Plan.

    1.    To update all staff annually on the Professional Development Master Plan at a K-12 Staff Meeting in August and on-going additional updates throughout the school year via e-mail, memo, or at faculty meetings. 

    2.    To answer questions from staff members.

    H.   The Committee posts information about professional development opportunities in designated work room areas and via e-mail.  Professional development opportunities are shared with staff by the superintendent, administration, and other school leaders. 

     I.  The Committee will evaluate the Professional Development Master Plan.

    1. Given information from D and E above, the Committee will evaluate and  

    revise the plan to assure on-going alignment with school district and individual goals.  A primary source of data is administrative records of individual professional development goal plans.

    2. On an annual basis, staff will be asked to give written feedback (Appendix  M) regarding the mechanics of the plan as it relates to their own professional development and district goals.  This feedback shall also include evaluation of the appropriateness, effectiveness and level of success of the implementation of the Professional Development Master Plan.  Once collected and analyzed, this data is shared with all staff.  Amendments to the Master Plan are submitted the NH DOE.

     III.         Data Collection, Interpretation, and Use

              The School District has implemented an ongoing, comprehensive system of reviewing the impact of instruction on student achievement.  Data is collected, analyzed and used as delineated below in the Data Collection Matrix.  Data is   presented in two forms: aggregated and disaggregated.  The aggregated data, for the purpose of interpretation, identifies overall student achievement, individual student composite scores, and grade level competencies.  Disaggregated data facilitates the interpretation of student progress in specific skills areas, individual student skill gaps, instructional strengths and weaknesses, and curriculum  evaluation.

         The School Board and Superintendent use the collected data to develop annual School Board goals and Superintendent goals.  Likewise, the Leadership Team uses the collected data, as well as School Board and Superintendent goals to develop district-wide School Improvement Goals.  Goals target specific identified student learning needs.  Certified personnel use the School Improvement Goals, along with administrative discussions of professional evaluation (Appendix L) to write their own professional development goals (Appendix F), to evaluate student learning and to adjust instruction.  The Professional Development Committee uses the collected data to measure the effectiveness of the Professional Development Master Plan in improving student learning as well as the level of implementation and appropriateness of the Master Plan (Appendix M).  Administrators use the data to evaluate student growth, teacher growth, and the effectiveness of individual professional development plans.  The chair of the Professional Development Committee is also a member of the Leadership Team and coordinates with the administration to ensure necessary and appropriate Professional Development Activities during in-service time.

     SAU #68

     Data Collection Matrix


    Data Collected

    Annual Schedule

    Data Use

    SMARTER BALANCED – Mathematics, Reading, Language

    NECAP – Science

    Grades : 3-8 & 11

    Mandated by the State of NH, locally scheduled by the Guidance Dept.; methods used are as delineated in the test administrators manual

     Annual - in the spring


    State: AYP

    School: Instructional Goals/Common Core alignment;  Individual student progress; Instructional strategies

    Student: Learning gain; Academic growth

    Parent: Measurable Information



    Data Collected

    Annual Schedule

    Data Use

    Interim Reports

    Grades 6-12; Course approximate grade/comments issued by classroom teacher, submitted electronically; reports printed by the Guidance Dept; distributed to students in homeroom to be brought home

    Issued Quarterly 4-5 weeks after the start of each term

    School: Placement/honors/student success/pupil progression;

    Teachers: Evaluation/student progress

    Student: Individual achievement

    Parent: Student progress

    Report Cards

    Grades K-12; Course grade/comments issued by classroom teacher, submitted electronically; reports printed by the Guidance Dept; distributed to students in homeroom to be brought home


    Issued Quarterly at the end of each term

    School: Placement/honors/student success/pupil progression;

    Teachers: Evaluation/student progress

    Student: Individual achievement

    Parent: Student progress


    Student Goals

    Each homeroom teacher is an advisor for their students and helps them set/review goals (academic, social, civic, other) based on the school’s 21st Century Learning Expectations.  This is done at least three times per year in grades K-12.  All levels use Appendix A from our Professional Development Master Plan (Appendix L) or a Google Doc designed specifically for goal setting with our 21st Century Learning Expectations.

    Set: Early in September

    Reviewed: At least mid-year and in May

    Final Summary: Late May; turned in on Appendix B to the Professional Development Committee who reviews/collates the data and decides action steps

    Student: Self assessment; Maintains portfolio

    Teacher: Advising/explains goal setting process; Assures goals written/retained year to year; Informs about curriculum


    NWEA (MAP test)

    Administered to grades 1-12 in reading, language arts, and mathematics; grades 6-12 in general science; scheduled by the Guidance Dept; computer based test is administered by hired proctors; data available online or in paper reports



    Spring-achievement/academic growth

    Winter (option)-mid-year progress

    District: AYP

    School: Instructional goals/curriculum alignment; individual student progress; instructional strategies

    Student: Learning gain; academic growth

    Parent: Measurable information


    Data Collected

    Annual Schedule

    Data Use

    Aptitude -Achievement Tests: PSAT, SAT, ACT, AP;  The Guidance Dept. schedules or advises students regarding the PSAT, SAT, ACT.  They administer the PSAT and all AP Exams.  Methods for each assessment are delineated in requirements set forth by the test writer.

    Fall and Spring

    PSAT in fall of sophomore year

    SAT’s in spring of junior year, fall and winter of senior year.

    AP’s after completion of course



    Guidance: College counseling, school profile; number of students who take the PSAT; number of students who take AP exams and score 3 or higher

    Student: Transition/post secondary planning; College admission

    Parent: Post secondary planning

    Youth Risk Behavior Survey

    Grades 9-12; The Guidance Dept. schedules this; assessment is administered by independent proctors.  The results are reported back to the school and community by NH DOE.



    (random small sample)

    Program Planning

    Grant Money

    Teacher, Student, Parent: Substance Abuse Prevention, intervention, Treatment

    Community: Awareness

    National Assessment of Educational Progress  -“The Nation’s Report Card” Grades: 4, 8, 10  Scheduled and administered by the Guidance Dept. following instructions from the US Department of Education

    Variable Frequency

    (random small sample of schools and students)

    Comparative Data:  performance of states, regions, groups; student achievement across states

    Community:  trends in academic proficiency of students at state and national levels

    District: Informs policy makers about relationships between student achievement and key background variables.

    College Applications and Acceptances:  Data matrix compiled by the Guidance Dept.


    School: Effectiveness of instruction; Sufficient variety of courses; Percent of students going to 4-year colleges, 2-year colleges; military, other

    Fountas & Pinnell


    Fluency/Comprehension checks in grades K-3

    Variable Frequency

    Throughout the year



    Assists in identifying students who may require more intensive instructional services

    Teacher Generated Assessments

    Grades K-12; administered by individual classroom teachers; methods vary by teacher, grade, discipline


    Variable Frequency

    Throughout the year

    Teacher: Content/skill related progress of individual student; Curriculum evaluation; Instructional evaluation

    Student: Progress measurement; specific data related to student goals

    School: Assessment of academic rigor; Measurement of content implementation and completion

    Appendix M

    Administered by Professional Development Committee for all certified personnel; survey returned electronically or on paper, data collated by committee and disseminated



    Surveys distributed and returned in second semester

    School:  appropriateness of goals, implementation and effectiveness of Professional Development Master Plan

    Brigance Kindergarten Screening (some pre-K)

    For entering kindergarten - given by classroom teacher following procedures delineated by the assessment form



    Pre-Kindergarten in May


    School, Parent:  Assessment of basic readiness skills

    Phonological Awareness Skills Test

    For pre-kindergarten to grade 1; given by classroom teacher following procedures delineated by the assessment form



    School, Parent:  Assessment of basic literacy knowledge


    Method of evaluating student needs


    At least one assessment of all student’s needs each year


    Assists in identifying students who may require more intensive instructional services and/or be eligible for an exceptional student education program

    Reading Naturally

    Practice/Intervention/Fluency/Comprehension checks in grades K-8




    Assists in identifying students who may require more intensive instructional services


    Data Collected

    Annual Schedule

    Data Use

    Title I

    MAP scores, Smarter Balanced scores and/or teacher recommendation for students needing additional support



    School, Parent, Student:  Assessment of basic literacy knowledge and skills

    Attendance Data

    Data tracked on computer by administration and Guidance Dept.; weekly (or more often) reports are run off-flags on 4+ absences, tardies, or other parameters

    Variable Frequency

    Weekly or more often

    Student, Parent: Warning of poor/unacceptable attendance/tardiness; Possible consequences; Counseling

    School: Tracks student attendance and/or tardiness for the school day as well as for individual classes; Results in counseling of students and hopefully positive change

    Special Education IEP Goals  Written annually, goals are measureable.  Assessments including MAP, NECAP, report cards, daily performance and others are reviewed to determine special education eligibility.

    Reviewed Quarterly

    Assessments to determine special education eligibility are re-evaluated periodically, annually, and every 3 years.



    Individual Programmatic Decisions

    SPED Team includes Case Manager, Regular Education teacher, Parent, Student (if applicable), Specialists (if applicable), and LEA representative.  Progress reported quarterly; Goals revised as needed.  Annual reviews.

    DIBELS – Next – Achievement Test

    Gerades K-5 - Dynamic Indicators of Basic Early Literacy Skills

    Fall, Winter, Spring



    Assessment that measures student growth in core reading skills; students who do not demonstrate adequate progress are monitored twice monthly to form individualized instruction plans

    IXL, Moby Math

    Interventions for mathematics.  Moby Math is also used in reading.

    Fall, Winter, Spring benchmarks

    Classroom interventions for mathematics two times per month or more frequently

    School, Parent:  Assessment of core mathematics skills

    Leveled Literacy Instruction (LLI)

    Reading series – very basic level – grades K-3

    Bi-Monthly Needs Assessment

    RTI Tier 3 Intervention tool for students with indicated need

    School: Teaching tool

    Aims Web


    Fall, Winter, Spring benchmarks

    Progress monitoring two times per month

    School, Parent:  Assessment of core mathematics skills

     IV.         Individual Professional Development Plans/Goals

    All certified educators will develop and implement a set of professional development goals which are designed to meet their professional needs and support their current job assignment.  Educators will conduct a self-assessment of professional learning needs based upon the knowledge, skills and dispositions referenced in Ed 505.07 (Professional Education Requirements), and in the specific certification(s) appropriate to their area(s) of endorsement which may include one or more of the endorsements from Ed 506 and Ed 507.  Professional goals are the means of fulfilling the required 3-year individual professional development plans.  Individualized professional development goals will enhance the learning opportunities and potential of each student.  One or more of these goals must be based on the district and school wide goals for improving student learning.  They should target student and program improvements as well as personal growth in knowledge of subject or field of specialization.   Educators need to analyze data and information regarding student learning and achievement, including, but not limited to:

    1.   Data from the district Data Collection Matrix (see section III above)

    2.  Formative and summative classroom assessments and student work

    3.  School/district goals based on needs assessment

     Staff Professional goals must consider the following:

    1.   The relationship between knowledge of teaching and learning

    2.    Each discipline as it relates to school, state and national standards 

         (Appendices C & D)

    3. School Improvement Goals as established by the Leadership Team

    4.  Identified educator needs from Professional Evaluation (Appendix L)

    5.  Knowledge of all subject and content areas taught and field(s) of  specialization for each recertification sought, Ed 506, Ed 507

         1.    Knowledge of learners and learning, Ed 610.02, Ed 505.07

         2.    Knowledge of effective, developmentally-appropriate teaching strategies and best practices for the subject and content areas taught and for which recertification is sought (formative/summative assessment, differentiated instruction, RTI, specific student learning needs, SLO’s, other).

         3.    Appropriate NH Certification Standards  --- standards can be found at


         4.    Strategies for reaching professional development goals, including job-embedded strategies, are delineated in Appendix E.

    For each individual educator goal there must be a stated means of measuring       whether the goal has been achieved at the end of the three year plan (at the end of one year for one-year goals, at the end of two years for two-year goals).

    The School District has implemented an ongoing, comprehensive system of reviewing professional development goals and strategies and their impact on student learning.  A. Staff will participate in this review by:

          1. At the beginning of the school year, certified staff members develop or review their professional development goals for the year (Appendices E, F).  Newly developed goals are set with the guidance of their primary evaluator.  This shall be done during the first month of the school year.  Professional development goals need to focus on: knowledge of all subject and content areas taught and field(s) of specialization for each recertification sought; knowledge of learners and learning; knowledge of effective, developmentally-appropriate teaching strategies and best practices for the subject and content areas taught and for which a recertification is sought; and address school and/or district improvement goals particularly those that relate to increased student achievement.  Through collaboration, staff members and primary evaluators work to agree upon individual professional development plans.  Educators holding multiple endorsements MUST have goals relating to each endorsement area.

    2. Throughout the year, staff members select materials, and gather evidence to be included in their ongoing professional development folder/portfolio. (Appendix G, L).  There MUST BE a development of a body of evidence that documents job-embedded and/or formal professional development activities addressing knowledge of subject and content areas, knowledge of learners and learning, knowledge of strategies and best practices, and school and/or district goals (Appendix G, L).  Educators holding multiple endorsements MUST have activities and documentation relating to each endorsement area. Endorsements may be allowed to lapse and be reinstated in the future after demonstrating three years of professional learning (30 CEU or equivalent experience).

    3. Throughout the year, staff members review and reflect on their original goals and evaluate progress made towards each goal.  Strategies, progress, and recommendations are discussed with primary evaluators/administrators at least annually.  At the minimum, one annual meeting in the spring of the year will take place with their primary evaluator. (Appendix H)

    4. Throughout the year, staff members maintain documentation of their progress toward individual and district professional development goals (Appendices E, F, & G).  There MUST BE a development of a body of evidence that  documents professional development activities.

    5. Throughout the year, staff members review data and information about  student learning and achievement.          

    6. Knowledge of Field and Knowledge of Learners and Learning are specific  components within the five domains of our Professional Evaluation System (Appendix L).   Indicators of growth are clearly delineated for each element. Staff self assess and administrators formally evaluate progress and growth in  each of these areas on an on-going basis.  Administrators discuss formal and self evaluations with staff on at least an annual basis.  Identified teacher  needs become the basis for further professional goals. 

    B. Administrative participation (primary evaluator/Principal or Vice-Principal) in this process includes:

          1. Supervision and advising of all staff in the goal-setting process.

              a.    Assist with setting new goals and review of on-going goals at the beginning of the school year, as needed.

              b.    Insure that staff goals are written and retained for later use (Appendix F).

              c.    Assess progress towards goals (Appendices G, H).

              d.    Annual review of progress toward goals with professional staff, including an end-of-year summary (included in     

                     staff folder/portfolio). All professional staff must complete a summary sheet (Appendix H) for his or her goals, and include at 
                               1.      Listing of goal areas (Appendix F)

                               2.      Staff feedback regarding goals met and not met. (Appendix L)

                               3.      Any recommendations for curriculum, professional development, or school improvement based on individual        

                                        goals (Appendices B, L)

                                4.      Impact on student learning (Appendices B, L, M)

    2.  Review of various data sources for individual staff goals as listed in the above SAU #68 Data Collection Matrix

     C.  This information will become a part of each staff member’s annual performance evaluation (see Appendix L).

    D.  The School District articulates, accepts, and provides a variety of professional development activities that can be accessed by staff members to fulfill their own and the district’s learning goals.


    The Lincoln-Woodstock School Board makes available, through the annual budget, funds to enable teachers to take part in learning activities which address individual and district goals (differentiated professional development).  Paid professional days may be used by staff to attend conferences and workshops outside of the district.  Released time is provided for staff members to work collectively within the district on analysis of student assessment data and other student needs leading to identification of goals, encouraging the use of in-house expertise, when possible.  The process supports the use of consensus and compromise in goal setting in order to most effectively meet identified student needs.  The impact of professional development activities on student learning is measured by evidence of student progress in targeted areas.  Evidence of progress is documented by the individual staff member and administration review of assessment results (see section III, Data Collection, Interpretation, and Use).

    Methods for identifying teacher competencies in core areas include:

    A.  Regular classroom observations by administrative supervisors.

    B.  Classroom observations by peers.

    C.  Creation of multi-level professional development goals based on: teacher competencies (see ED 610.02, Appendix J), district-wide school 

    Individual Professional Development Plans/Goals improvement goals, classroom observations (see above), student achievement, and individual judgments of areas in need of improvement.

    D.  Maintenance of a professional portfolio by each individual demonstrating progress toward achievement of individual, grade-cluster, and district-wide goals.  Documentation for job-embedded activities, as well as additional Professional Development activities, is included in the portfolio, to support the implementation of each individual’s three-year professional development plan and to show professional growth.

    E.  Competencies and needs are also identified through the Professional Evaluation System (see Appendix L).  Teacher input is encouraged at pre-observation, post-observation, goal progress check, self evaluation and reflection, formative and summative evaluation, and other discussions with supervisors/administrators.

     V.   Appeal Procedure for Disagreements Regarding Goal-Setting

    In the event a staff member has a disagreement regarding the goals of the Professional Growth Plan (see Appendix F) the staff member must submit a letter to the chair of the Professional Development Committee within 20 calendar days of the goal refusal.

     The letter must include the following information:

    A.   A description of the goal in question.

    B.    A reason why the goal was refused by either the staff member or evaluator.

    C.   A brief explanation of why the staff member feels that the goal is or is not acceptable.

     Upon receipt of the letter of appeal the Chairperson will acknowledge the intent of appeal by letter and set a date with the Professional Development Committee within 7 calendar days.

     The appeal will be heard by the Professional Development Committee with a quorum present.  The Professional Development Committee will review the letter, discussing it and then rendering a decision within 5 calendar days of the meeting.  The decision will include one or all of the following:

    1.            A letter recommending approval or denial of the goal(s) in question. 

    2.            A letter requesting a rewrite of goal(s) outlining specific changes or additions for re-submittal to the primary evaluator.

     If the staff member is not satisfied with the decision of the Professional Development Committee he/she may appeal to the Superintendent of Schools within 10 days of receiving the decision of the Professional Development Committee.  The appeal will be acted upon within 10 working days and the staff member will be notified by letter of the decision.  All decisions at this level are final.

    VI.    Procedure for Becoming Recertified

    A. Professionals need to:

    1.  Review the Professional Development Master Plan and Professional Evaluation Plan (Appendix L).

    2.  Review School Improvement Goals as set by the Leadership Team.

    3. Review data sources that relate to student learning (see Data Collection Matrix above).

    4. Review recent individual professional evaluations.

    5. Based upon items 1-4 above, develop a Professional Growth Plan (Appendix F).

    6. Meet with your administrative evaluator for formal approval of your Professional Growth Plan (during the first month of school year).

           7. Once your Professional Growth Plan is approved, keep track of Professional

     Development Activities (Appendix G, L) and other data (e.g. logs, artifacts) to go with components of the Professional Evaluation System (Appendix L). 


    8. Meet at least annually with your administrative evaluator to appraise progress towards goals (Appendix H).  Minimum of one annual meeting in the spring of the school year; additional meetings may be requested at any time by the evaluator or professional.

    9. This cycle is repeated over a three year period with adjustments to goals as necessary. 

    10. The primary evaluator recommends you for recertification to the Superintendent of Schools.  The Superintendent shall then recommend you for recertification.  This will be done on-line by the SAU office directly to the Department of Education, Bureau of Credentialing.  You may then use your credit card to electronically renew your certification(s); directions are at https://my.doe.nh.gov/myNHDOE.   Log In and go to the Educator Information System (EIS) link.  Follow online directions for renewal of your certification(s).

    11. IMPORTANT:  The recommendation from the Superintendent, along with the  required fee, MUST be received by the Bureau of Credentialing no later than June 30th of the year in which your certification expires.

    B. Paraeducators follow the procedure of the prior page.

         1.  Set goals with your supervisor/administrative evaluator.

         2.  Develop a Professional Growth Plan.

         3.  Meet with your administrative evaluator for formal approval of your Professional Growth Plan.

         4.  Meet at least annually with your administrative evaluator to appraise progress towards goals.

         5.  Paraeducator I & II – Candidate Responsibilities for RENEWAL of  certification.

    ·         Application:  Download application form from: http://www.education.nh.gov/certification/documents/para-app.pdf.  $25.00 Fee – Submit fee with application.  Check made payable to “State of New Hampshire”. Documentation of 50 continuing education units.

    VII.       Guide To Appendices

    Appendix A – used by students near the beginning of the school year for personal goal setting

    Appendix B – used by student advisors (staff) near the end of the school year to summarize student goals and progress – turned in to the Professional

    Development Committee

    Appendix C – professional goal setting information

    Appendix D – professional goal setting information

    Appendix E – list of five purposes and 19 strategies (traditional and job embedded)

    to be considered and incorporated into professional goals

    Appendix F – professional growth plan – one sheet is filled out for each professional

    goal - updated as needed over a three year re-certification cycle – sample provided – meet with your evaluator in the first month of the school year to discuss and have new goals approved

    Appendix G – log sheet for professional development activities – list each activity by date, hours, goal number, and impact on you, your teaching and/or your students Appendix H – review summary sheet for each formal meeting between a staff member and administrator/evaluator – use a separate page for each goal – done at least once annually

    Appendix I – List of members of the Professional Development Committee

    Appendix J – Ed 610:02 Competency Requirements

    Appendix K – student academic, social, and civic expectations

    Appendix L – our complete Professional Evaluation system – forms to fill out here include log sheets, pre-observation and post-observation forms, reflection sheets, and a self evaluation form

    Appendix M - Assessment of Local Education Improvement Plan and Professional

    Development Plan – completed by teachers annually

Last Modified on November 25, 2015