Professional Development

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Background on Teacher Quality Committee, Iowa Core Curriculum and Professional Development Supplement per Pupil

Professional Development Supplement per Pupil

Iowa Core Professional Development

Iowa Professional Development Model 

Professional Development Golf Model

Iowa Department of Education documents to support implementation of the Iowa Core Curriculum


Research confirms that quality professional development focused on student learning, with the purpose of improving instruction toward that end, is one of the best investments a school district can make. Professional development is funded in Iowa through a variety of revenue sources with a range of autonomy and regulation guiding school district actions.

Effective instruction has a huge impact on student learning. How professional development is implemented in your district determines whether or not teachers transfer their learning in professional development into classroom practice. Showing a new teacher how to do something one time or talking about it in collaborative team meeting offers virtually no chance a teacher will implement that practice into classroom practice. We have developed a chart below explaining the elements of the Iowa Professional Development Model. We hope it is helpful.


Background on Teacher Quality Committee, Iowa Core Curriculum and Professional Development Supplement Per Pupil

-PowerPoint

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Professional Development Supplement per Pupil:

Below is the code language on the PD supplement - the only place you will find the law directing what you have to do with PD funds. The statute  below cross references the professional development per student supplement back to the original teacher quality committee process that was created a few years back.  The highlighted section is the specific job of the TQ committee regarding establishing the uses of the PD money.  Note the reference to the district, building level and individual teacher PD goals.  Those should align with the CSIP and follow the Iowa Professional Development Model - at the bottom of the page.

    The specifics in Code Section 284.6 subsection 8 follow:

      For each year in which a school district receives funds

      calculated and paid to school districts for professional development

      pursuant to section 257.10, subsection 10, or section 257.37A,

      subsection 2, the school district shall create quality professional

      development opportunities.  The goal for the use of the funds is to

      provide one additional contract day or the equivalent thereof for

      professional development and use of the funds is limited to providing

      professional development to teachers, including additional salaries

      for time beyond the normal negotiated agreement; pay for substitute

      teachers, professional development materials, speakers, and

      professional development content; and costs associated with

      implementing the individual professional development plans.  The use

      of the funds shall be balanced between school district, attendance

      center, and individual professional development plans, making every

      reasonable effort to provide equal access to all teachers.

9.   Moneys received pursuant to section 257.10, subsection 10, or

      section 257.37A, subsection 2, shall be maintained as a separate

      listing within its{ budget for funds received and expenditures made

      pursuant to this subsection.  A school district shall certify to the

      department of education how the school district allocated the funds

      and that moneys received under this subsection were used to

      supplement, not supplant, the professional development opportunities

      the school district would otherwise make available. 

Teacher Quality Committees: The legislature did not remove the requirement for the district to have a teacher quality committee. They linked the supplement per student back to the original expenditure requirements in Section 284. See the reference in this paragraph:

Section 257.10, subsection 9, paragraph d, Code 2009, is amended to read as follows:

    d.  The For the budget year beginning July 1, 2009, the use of the funds calculated under this subsection shall comply with the requirements of chapters chapter 284 and 294A and shall be distributed to teachers pursuant to section 284.7  284.3A

For the budget year beginning July 1, 2010, and succeeding budget years, the use of the funds calculated under this subsection shall comply with the requirements of chapter 284 and shall be distributed to teachers pursuant to section  284.3A.

The section from the Iowa Code 284.4 below shows  the complete tie.  There is still no mandate to bargain the PD funds, but think of the TQ Committee as "bargaining light"  because of subsection (3) below.

284.4  Participation.

1.  A school district or area education agency is eligible to receive moneys appropriated for purposes specified in this chapter if the school board applies to the department to participate in the student achievement and  teacher quality program and submits a written statement declaring the school district's or agency's willingness to do all of the following:

 a. Commit and expend local moneys to improve student achievement and teacher quality .

 b. Implement a beginning teacher mentoring and induction program as provided in this chapter.

 c. Create a teacher quality committee .  The committee shall have equal representation of    

    administrators and teachers .  The teacher members shall be appointed by the certified employee     

    organization if one exists, and if not, by the school district's or agency's administration.  The 

    administrator members shall be appointed by the school board.  However, if a school district can 

    demonstrate that an existing professional development, curriculum, or student improvement committee 

    has significant stakeholder involvement and a leadership role in the school district, the appointing 

    authorities may mutually agree to assign to the existing committee the responsibilities set forth in     

    this paragraph "c", to appoint members of the existing committee to the teacher quality committee ,     

    or to authorize the existing committee to serve in an advisory capacity to the teacher quality 

    committee.  The committee shall do all of the following:

   (1) Monitor the implementation of the requirements of statutes and administrative code provisions    

       relating to this chapter, including requirements that affect any agreement negotiated pursuant to   

       chapter 20.

   (2) Monitor the evaluation requirements of this chapter to ensure evaluations are conducted in a fair 

       and consistent manner throughout the school district or agency.  In addition to any negotiated 

       evaluation procedures, develop model evidence for the Iowa teaching standards and criteria.  The      

       model evidence will minimize paperwork and focus on teacher improvement.  The model evidence will 

       determine which standards and criteria can be met with observation and which evidence meets 

       multiple standards and criteria.

   (3) Determine, following the adoption of the Iowa professional development model by the state board of 

       education, the use and distribution of the professional development funds calculated and paid to  

       the school district or agency as provided in section 257.9, subsection 10, or section 257.10,  

       subsection 10, based upon school district or agency, attendance center, and individual teacher  

       and professional development plans.

   (4) Monitor the professional development in each attendance center to ensure that the professional 

       development meets school district or agency, attendance center, and individual professional 

       development plans.

   (5) Ensure the agreement negotiated pursuant to chapter 20 determines the compensation for teachers on 

       the committee for work responsibilities required beyond the normal work day.

 d. Adopt school district, attendance center, and teacher professional development plans in accordance     

    with this chapter.

 e. Adopt a teacher evaluation plan that, at minimum, requires a performance review of teachers in the 

    district at least once every three years based upon the Iowa teaching standards and individual 

    professional development plans, and requires administrators to complete evaluator training in 

    accordance with section 284.10.

 f. Adopt teacher career paths based upon demonstrated knowledge and skills in accordance with this 

    chapter.

2.  By July 1, 2002, each school district shall participate in the student achievement and teacher quality program if the general assembly appropriates moneys for purposes of the student achievement and teacherquality program established pursuant to this chapter.

2001 Acts, ch 161, §5; 2001 Acts, ch 177, §3, 15; 2002 Acts, ch 1152, §11, 12; 2003 Acts, ch 180, §40; 2005 Acts, ch 169, §29; 2006 Acts, ch 1182, §11; 2007 Acts, ch 108, §16 - 19; 2009 Acts, ch 177, §35

Subsection 1, paragraph c, subparagraph (3) amended

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Iowa Core Professional Development

History:  the original line item appropriations before rolling the PD into the formula:  

  • $20 million general PD through teacher quality statute
  • $ 8.5 million core curriculum implementation (that's 30% of the total $28.5 million)
  • Total:  $28.5 million

This all became Professional Development Supplement per pupil, now on the Aid and Levy worksheet and subject to annual allowable growth as set by the legislature applicable to categorical supplements.
 

To Calculate the portion of a district's PD supplement that is Iowa Core Professional Development,:

  • Determine what amount your district receives on line 4.38 (FY 2011 Aid and Levy)
  • 30% is Core Curriculum PD/implementation (account code 3373)
  • 70% is general PD (account code 3376)

If TQ Committee agrees, all could be for Core Curriculum PD/Implementation, but at least 30% of it has to be. 

Ratio also applies to FY 2012 and future years, assuming no legislative direction changing the ratio.

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Iowa Professional Development Model

The Iowa Professional Development Model (IPDM) provides guidance to implement the professional development established by the Teacher Quality Act in the requirements of the Iowa Code. The IPDM follows the Iowa Professional Development Standards and is aligned with the National Staff Development Council Standards for Professional Development. 

The development of the model was an effort of the Iowa Department of Education (DE) and a stakeholders group representing Area Education Agencies (AEA), professional organizations (the Iowa State Education Association— ISEA, School Administrators of Iowa—SAI, and the Iowa Association of School Boards—IASB), teachers, local education agencies (LEA), higher education, private vendors of professional development, and others who contribute to school improvement and professional development in Iowa. The process used by the stakeholder group for analyzing state and national policy, reviewing the literature base for professional development, and considering the Iowa context for school improvement was led by Dr. Beverly Showers and Deb Hansen, Administrative Consultant. Beverly Showers, a national expert on professional development, was one of the primary authors of the IPDM and related technical assistance materials. 

The link to the Iowa Professional Development Model technical assistance guide on the DE's website.

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Professional Development Golf Model

Kate and Jeff Panek, Educational Leadership students at Drake University and practicing school administrators, put together a rubric comparing teacher professional learning with golf. Sometimes it helps to have something familiar - background knowledge - to help make the link to new and complex information. 

Download it here.

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Iowa Department of Education documents to support implementation of the Iowa Core Curriculum

Teacher Quality Guidance Letter - 7/23/2008

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