Department of Professional & Organizational Development

 COURSEWORK | LEADERSHIP | TEACHER INDUCTION | MENTORING
 WORKSHOPS | GRAD. STUDIES | PDS PARTNERSHIPS | CONTACT

Electronic Learning Community

Jeff MaherJeff Maher
St Mary's County Public Schools
Director of Professional Development

 

NOTE: Beginning with the Fall 2008 Continuing Professional Development (CPD) Courses, a tuition structure will be in place at the rate of $15.00 per credit. These tuition costs for CPD courses are eligible for tuition reimbursement. As always, staff members must apply for tuition reimbursement in advance and must complete all course requirements. Your CPD credit form will serve as documentation of completion for CPD credit.

Here you will find information regarding the professional development opportunities that are offered to SMCPS employees.

Key findings from our Survey of Teacher Participation in High Quality Professional Development (2008) include:
- Download Report (pdf)

  • 51% of teachers reported participating in one or more of the five categories of activities that are defined as high quality activities. This is an increase of 6% over the previous survey.
  • The high standard of professional development is consistently illustrated in response patterns. Teacher responses that rank experiences as high quality have increased, though the standard remained high. Of particular note:
    • The percentage of teachers who participated in job-embedded professional development who ranked the experience as high quality increased by 14%. Participation in job-embedded professional development increased by 5%.
    • The percentage of teachers who participated in coaching and mentoring programs who ranked the experience as high quality increased by 44%. Participation in coaching and mentoring programs increased by 7%.
  • The quality of professional meetings and conferences improved substantially. The percentage of teachers participating in professional meetings and conferences that lasted one day or longer who ranked the experience as high quality increased by 10%.
  • Teacher experiences that met the criteria for high quality increased in all activities.  Teacher  participation in activities to increase knowledge and skills, follow-up activities, and benefits to classroom instruction increased in all areas.
  • Teachers expressed collaborative planning was the most ideal learning format for professional development, with 67% of respondents indicating this format as the most desirable.

Professional development is guided by key ideas emphasized in the “Standards for Staff Development” identified by the National Staff Development Council and aligned with the Maryland Teacher Professional Development Standards. These standards apply to all staff members, including those in instructional, administrative and support capacities.

I. Context Standards: Addressing the organization, system, and culture in which new learnings will be implemented.

II. Process Standards: Referring to the “how” of staff development, they describe the means for the acquisition of new knowledge, skills, and understandings. They include group development, follow-up and support, and evaluation.

III. Content Standards: Referring to the actual skills and knowledge effective instructors, administrators, and support staff need to possess or acquire through staff development. Examples include research-based instructional strategies, adolescent development, high expectations, and curriculum.

IMPLEMENTING THE STANDARDS

 

Survey of Teacher Participation in High Quality Professional Development (2006)
- Download Report (pdf)

Professional Development Survey (2007)
- Survey of Professional Development needs (pdf)