Board+Policy+Revision

**Introduction to[| Local Policy Revision] **

Many researchers, including Thomas Guskey and Linda Darling-Hammond, highlight the relationship between teacher capacity and student achievement. Not surpirsingly, raising teacher knowledge and skill is an area of consideration as districts continue to look at ways to increase student outcomes. As districts design a professional development plan, balance should be given to motivating teachers, promoting district initiates, and individuals goals. Furthermore, professional development must honor adult learning preferences and be sustained. When evaluating a district professional development plan, one may ask: are we providing consistent professional development in district-level initiatives? Are staff allowed choice and voice to develop areas of weakness and passion? This policy revision proposal addresses the need to provide professional development that supports district, school, and personal goals through a three-tier plan.

**Reflection **

The various purposes of professional development are more clear to me after writing this professional development proposal. As an educational leader, I hope to address the varying tiers of professional development as outlined in this proposal for the purpose of moving an entire school staff forward in a common, yet differentiated manner. Although we take great pride in differentiating instruction for students, the educational community has more slowly embraced this principle for the adult learners it nurtures.

Administrator Standard #2; Content Guideli ne F