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Sweetwater Un HSD |  BP  4131  Personnel

Staff Development   

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Cautionary Notice: As added and amended by SBX3 4 (Ch. 12, Third Extraordinary Session, Statutes of 2009) and ABX4 2 (Ch. 2, Fourth Extraordinary Session, Statutes of 2009), Education Code 42605 grants district flexibility in "Tier 3" categorical programs. The Sweetwater Union High School District has accepted this flexibility and thus is deemed in compliance with the statutory or regulatory program and funding requirements for these programs for the 2008-2009 through 2012-2013 fiscal years. As a result, the district may temporarily suspend certain provisions of the following policy or regulation that reflect these requirements. For further information, please contact the Superintendent or designee.

The Board of Trustees believes that, in order to maximize student learning and achievement, the district must be a learning community of certificated and classified employees who continuously engage in learning activities to support instructional improvement. The Superintendent or his/her designee shall develop a plan for professional development that includes activities that are an integral part of broad schoolwide and districtwide educational improvement plans that are high quality, sustained, intensive, classroom-focused, and embedded in the teacher's and administrators' daily practice. The professional development plan must be aligned to the California Standards for the Teaching Profession and must reflect adherence to the National Standards for Staff Development that includes instruction which has a positive and lasting impact on classroom instruction and the teachers' performance in the classroom and are not one day or short-term workshops or conferences.

The district's professional development plan may include but is not limited to:

1. Professional Learning Communities intended to focus on deepening administrators' and teachers' content knowledge, assessment literacy, and pedagogical skills with opportunities for practice, research, and reflection. This process shall be founded on a sense of collegiality and collaboration among and between teachers and administrators in solving important issues related to teaching and learning. It is intended to affect the knowledge, attitude, and practices of all the teachers and administrators as well as the culture and the structure of the organization.

2. Pedagogical practice to improve and increase teachers' knowledge of the academic subjects taught and advance teachers' understanding of effective instructional strategies that are based on scientifically based research which enable teachers to become highly qualified as well as give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging state academic content standards and student academic achievement standards. These activities must be aligned with and directly related to State academic content standards, student academic achievement standards and assessments; and the curricula and programs tied to the standards.

(cf. 6011 - Academic Standards)

(cf. 6142.1 - Sexual Health and HIV/AIDS Prevention Instruction)

(cf. 6142.3 - Civic Education)

(cf. 6142.5 - Environmental Education)

(cf. 6142.6 - Visual and Performing Arts Education)

(cf. 6142.7 - Physical Education)

(cf. 6142.8 - Comprehensive Health Education)

(cf. 6142.91 - Reading/Language Arts Instruction)

(cf. 6142.92 - Mathematics Instruction)

(cf. 6142.93 - Science Instruction)

3. Assessment of Learning and Assessment for Learning training that shall enable all staff to develop formative assessments, interpret and use data and assessment results to guide instruction.

(cf. 5121 - Grades/Evaluation of Student Performance)

(cf. 6162.5 - Student Assessment)

4. Instruction in pedagogical practice and state and federal regulations for teaching students with special needs. Trainings shall be designed to give teachers of students with special needs and other staff, the knowledge and skills to provide instruction and academic support services to those students, including the appropriate use of language, curricula, and assessments.

(cf. 4112.22 - Staff Teaching Students of Limited English Proficiency)

(cf. 4112.23 - Special Education Staff)

(cf. 5149 - At-Risk Students)

(cf. 6141.5 - Advanced Placement)

(cf. 6171 - Title I Programs)

(cf. 6172 - Gifted and Talented Student Programs)

(cf. 6173 - Education for Homeless Children)

(cf. 6173.1 - Education for Foster Youth)

(cf. 6174 - Education for English Language Learners)

(cf. 6175 - Migrant Education Program)

5. Development of effective teaching practices, including the use of technologies to enhance instruction, by providing training for teachers and principals in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and core academic subject in which the teachers teach.

(cf. 0440 - District Technology Plan)

(cf. 6162.7 - Use of Technology in Instruction)

6. Understanding of how academic and career technical instruction can be intergrated and implemented to increase student learning.

7. Effective classroom management skills and strategies for establishing a climate that promotes respect, fairness, and discipline, including conflict resolution, intolerance, and hatred prevention as well as the ability to relate to students, understand their various stages of growth and development, and motivate them to learn.

(cf. 1240 - Volunteer Assistant)

(cf. 5020 - Parent Rights and Responsibilities)

(cf. 6020 - Parent Involvement)

8. Instruction in ways that teachers, pupil services personnel, and school administrators may work more effectively with parents/guardians to enable them to participate fully and effectively in their student's education.

(cf. 1240 - Volunteer Assistant)

(cf. 5020 - Parents Rights and Responsibilities)

(cf. 6020 - Parent Involvement)

9. Topics related to student health, safety, and welfare.

(cf. 0450 - Comprehensive Safety Plan)

(cf. 3515.5 - Sex Offender Notification)

(cf. 5030 - Student Wellness)

(cf. 5131.6 - Alcohol and Other Drugs)

(cf. 5131.63 - Steroids)

(cf. 5141.21 - Administering Medication and Monitoring Health Conditions)

(cf. 5141.4 - Child Abuse Prevention and Reporting)

(cf. 5141.52 - Suicide Prevention)

(cf. 5145.3 - Nondiscrimination/Harassment)

10. Topics related to employees' health, safety, and security.

(cf. 4119.11/4219.11/4319.11 - Sexual Harassment)

(cf. 4119.43/4219.43/4319.43 - Universal Precaution)

(cf. 4157/4257/4357 - Employee Safety)

(cf. 4158/4258/4358 - Employee Security)

11. Support the recruiting, hiring, and training of highly qualified teachers, including teachers who became highly qualified through state and local alternative routes to certification. As necessary, teachers shall receive professional development, as defined in 20 USC 7801, which is designed to help them meet the requirements of federal law for teachers of core academic subjects. (20 USC 6319)

(cf. 4112.2 - Certification)

(cf. 4112.24 - Teacher Qualification under the No Child Left Behind Act)

12. Coaching as a means of interacting with people to elicit greater competence and fulfillment using conversation as a learning tool that can deepen understanding, identify common ground, and build bridges among teachers. Coaching training shall be centered on and expand the teaching practice to an individualized coaching model to increase teacher's capability to contribute to the organization, find more meaning in their work, and achieve peak performance.

(cf. 4138 - Mentor Teachers)

13. The Superintendent or his/her designee shall develop a plan for Beginning Teacher Support and Assessment (BTSA)/Induction which includes an individual induction plan for each first and second year teacher to support their attainment of the California Standards for the Teaching Profession in relation to the State-adopted academic content standards and performance levels for students and state-adopted curriculum framework. This individualized program will contribute to building teachers' competence, performance, and effectiveness in teaching using the Formative Assessment for California Teachers (FACT). The Superintendent or his/her designee shall encourage the forming of partnerships with institutions of higher education to establish school-based teacher training programs that provide prospective teachers and beginning teachers with an opportunity to work under the guidance of experienced teachers and college faculty.

(cf. 4112.21 - Interns)

(cf. 4131.1 - Beginning Teacher Support/Induction)

(cf. 4138 - Mentor Teachers)

14. The teacher evaluation process may be used to recommend additional staff development for individual employees to ensure all teachers are adhering to the district's Standards of Practice.

(cf. 4115 - Evaluation/Supervision)

(cf. 4139 - Peer Assistance and Review)

15. The Superintendent or his/her designee shall develop a district plan for professional development aligned with strategic plan, district priorities for student achievement, school improvement objectives, and school plans.

(cf. 0000 - Vision)

(cf. 0200 - Goals for the School District)

(cf. 0420 - School Plans/Site Councils)

(cf. 0420.1 - School Based Program Coordination)

(cf. 0520.1 - School-Based Program Coordination)

(cf. 0520.2 - Title I Program Improvement Schools)

(cf. 0520.3 - Title I Program Improvements Districts)

(cf. 0520.4 - Quality education Investment Schools)

(cf. 3350 - Travel Expenses)

16. The Superintendent or his/her designee shall provide a means of continual evaluation of the benefit of professional development activities to both staff and students and, as a whole, regularly evaluate the impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluations used to improve the quality of professional development. The Superintendent or his/her designee shall update the Board regarding the effectiveness of the professional development program and based on the Superintendent or his/her designee's report, the professional development plan may be revised as necessary in order to ensure that the plan supports the district's priorities for student achievement.

(cf. 0500 - Accountability)

(cf. 900 - Role of the Board)

Legal Reference:


41520-41522 Teacher Credentialing Block Grant, including beginning teacher support

41530-41533 Professional Development Block Grant

44032 Travel expense payment

44259.5 Standards for teacher preparation

44277 Professional growth programs for individual teachers

44279.1-44279.7 Beginning Teacher Support and Assessment Program

44325-44328 District interns

44450-44468 University internship program

44560-44562 Certificated Staff Mentoring Program

44570-44578 Inservice training, secondary education

44580-44591 Inservice training, elementary teachers

44630-44643 Professional Development and Program Improvement Act of 1968

44700-44705 Classroom teacher instructional improvement program

44735 Teaching as a Priority Block Grant; teacher recruitment and retention in high-priority schools

45028 Salary schedule and exceptions

48980 Notification of parents/guardians: schedule of minimum days

52055.600-52055.662 High Priority Schools Grant Program

56240-56245 Staff development; service to persons with disabilities

99200-99206 Subject matter projects

99220-99227 California Professional Development Institutes

99230-99242 Mathematics and Reading Professional Development Program


44579-44579.6 Instructional Time and Staff Development Reform Program


3543.2 Scope of representation of employee organization


11980-11985.6 Mathematics and Reading Professional Development Program

13025-13044 Professional development and program improvement


6319 Highly qualified teachers

6601-6702 Preparing, Training and Recruiting High Quality Teachers and Principals


United Faculty of Contra Costa Community College District v. Contra Costa Community College District, (1990) PERB Order No. 804, 14 PERC P21, 085

Management Resources:


State Board of Education Guidelines and Criteria for Approval of Training Providers, March 2008


California Standards for the Teaching Profession, 1997


Beginning Teacher Support and Assessment:

California Commission on Teacher Credentialing:

California Department of Education, Professional Development:

California Subject Matter Projects:


adopted: November 17, 2008 Chula Vista, California