Frontline Education

Frontline Education is an integrated online system that allows teachers to plan, manage, evaluate and report all forms of professional development.

This system is used in the following ways:

1. To Plan: Teachers create an Individual Professional Development Plan (IPDP) listing personal, professional goals that are Specific, Measurable, Attainable, Results-oriented, and Timebound with accompanying activities for that professional growth.
2. To Manage: Activities for professional development and growth are requested and recorded on Frontline Education. These can include: Independent professional reading, requests for attendance at professional conferences and requests for college course work.
3. To Evaluate: Once independent professional development is completed, a knowledge validation form is completed on Frontline Education.
4. To Report: The “portfolio” on Frontline Education keeps a record of your professional development hours. These are recorded as points that will be used for licensure renewal.

Information for Accessing Frontline Education:

1. Check your district e-mail address for an invitation from Frontline Education.
2. If you already have an account with the Sub Management System, you will log in to an existing account.
3. If you do not have an existing account, you will create a new account.
   1. Username: xxxxxxx@usd383.org (Your district e-mail address)
   2. Password: You will choose your own password
4. For help: Contact the Department of Teaching and Learning – Rosana Stearns, 785-587-2000 x 1851.

Professional Development Library

Infinitec

Step-By-Step Travel Planning Guidance

Professional Development Travel Request Cost Worksheet

Prior to approval:

• Submit this form at least four weeks before the registration deadline.
  • Include a “Travel Request” worksheet and Conference/Training agenda or link.
  • Review the State of Kansas “Employee Travel Expense Reimbursement Summary” trifold.
• Submit the documents to your designated building/program administrator for initial approval.
• The building/program administrator shall forward documents to the appropriate district-level administrator.
• Final approval must be obtained from the Assistant Superintendent or Superintendent before making any travel arrangements.

Following approval:

• Licensed Professionals will:
  • Submit information via Frontline to ensure activity is added to professional development transcript.
  • Follow building procedures to request substitutes, as needed.
• Work with the financial office professional at your building/program to 1) complete your conference/training registration, 2) enter requisitions for financial obligations, and 3) make applicable reservations for airfare, hotel, and/or vehicle (district/rental).

During travel:

• Save receipts for ALL travel-related expenses.
• Save receipts regardless of whether you paid the expenses yourself or used a district purchasing card.

Following travel:

• If you used a district purchasing card, submit a Card Center requisition with original receipts.
• If you paid for authorized travel expenditures yourself, complete a “Travel Reimbursement” form. Include a copy of this Travel Request form.

Professional Development Plan
Manhattan-Ogden USD 383
Date Plan Approved by State Board of Education: 11/14/2023
Date of Plan Expirtation: 7/31/2027

5-year Professional Development Plan Approval

The USD 383 Professional Development Council approved the following plan, at its meeting gel on (insert date), according to KAR 91-1-216 © for submission for approval of the Kansas State Board of Education.

PDC Chair – Krystal Kleiner Neff

Date – 10-5-2023

The USD 383 Board of Education approved the following plan, at its meeting held on (insert date), according to KAR 91-1-216 © for submission for approval of the Kansas State Board of Education.

Board of Education President – Karla Hagemeister

Date – 10-4-2023

Introduction

• Mission: Our mission is to prepare all students for success as lifelong learners, earners, and citizens.
• Vision: Our vision is to be nationally recognized for the breadth and depth of success attained by all students.
• Goal: Our goal is for all students to succeed at increasingly higher levels of academic growth, social-emotional development, and postsecondary preparation.

Membership

Definition

The District Professional Development Council is a representative group of local licensed personnel that advises the Office of the Superintendent in matters concerning the planning, development, implementation, and operation of the state and district professional development plan.

Composition

1. Membership
   This is a group comprised of licensed teachers and leaders(administrators) as follows:

1. Licensed Teachers (Total: 18-27)

• Elementary schools (larger may have 2 representatives)
• Middle schools may have 2 representatives
• High School may have 4-6
• Early Learning
• Manhattan Virtual Academy

2. Licensed Leaders (Total: 5 )

• 1 Early Learning
• 1 Elementary
• 1 Middle School1 High School Representative
• 1 Manhattan Virtual Academy

The PDC is the advisory council for the governing body for the local unified school district and it provides the link between the local Board of Education (the governing body) and the rest of the district. Input from administrators, other district staff and possibly Board of Education members is vital to maintain the direction that professional development will go in USD 383. Although not voting members, many district staff, the past PDC chair and others will participate in PDC meetings as consultants and advisors.

B. Method of Rotation of Membership

1. Licensed Teaching Personnel will serve three-year terms. Terms will be staggered.

2. Administrators (leader licensed) will serve three-year terms. Terms will be staggered.

C. Method of Selection

1. Administration representatives will be filled by the respective administrator groups.

a. Each building level (Early Learning/Elementary/Secondary) administrative group will meet prior to the start of the new school year to discuss and select who will represent them on the PDC.

b. Once chosen, the group will provide the name of the new member to the PDC Chair.

2. Teacher representatives will be filled by the respective building/program groups.

a. The PDC will send out an email to all the licensed teachers asking for volunteers or nominations during the spring semester of the current school year for teachers from each building/program.

i. For example, for the 2024-2025 school year, new members will be selected during the spring semester (prior to May) of the 2023-2024 school year.

b. The PDC will distribute a ballot for each building who needs a new representative, either on one ballot or one ballot for each building.

c. Each building/program teacher will vote only once for who he/she wants to be the PDC representative for her/his building/program.

d. Once chosen, the group will provide the name of the new member to the PDC Chair.

3. Vacancies for any member positions will be filled using step 1 or 2 above based on the group represented using above.

4. Newly appointed members shall attend meetings of the District Professional Development Council as non-voting members from the date of selection until term of office begins.

D. Resignations and Replacements

1. Request for resignation of a member by the District Professional Development Council: The District PDC is empowered to request the resignation of a member.

2. Resignation of Membership: A member may resign his/her membership at any time. A letter of resignation will be written and submitted to the District Professional Development Council Chairperson. The resigning member's constituency will then be notified immediately by the District Professional Development Council. The vacancy will be filled by the constituency according to the selection procedure.

E. Officers of the District Professional Development Council

1. Officers: The officers of the USD 383 District Professional Development Council will consist of a chairperson, a vice-chairperson, and a secretary.

2. Selection of Officers: A nominating committee from the PDC will submit a slate of candidates in March for those positions needing to be filled. Terms of office will begin the next academic year.

• Terms of Office: The chairperson, vice-chairperson and secretary are elected for a two-year term and may be re-elected to a second two-year term.
• Resignation: Any officer may resign from office at any time provided a letter of resignation is submitted to the District Professional Development Council.
• Vacancies: Vacancies in Officers' positions will be filled by a majority vote of a quorum of the District Professional Development Council.

Duties

Chairperson

• Preside at all regular meetings.
• Prepare and email agenda for all meetings at least one week in advance.
• Call and preside at all special meetings.
• Ensure teacher/leader ratio on the council and in voting.
• Serve as ex-officio member of any subcommittee.
• Interpret guidelines between meetings.
• Prepare an annual program evaluation report of the District Professional Development Council.
• Receive all resignations and election data from the District Professional Development Council.
• Assist with review and changes to be made in District PDC Handbook.
• Appoint ad hoc committees.
• Maintain records of meetings and materials submitted to the District Professional Development Council.

Vice-Chairperson

• Preside in absence of Chairperson.
• Prepare annual program evaluation report with Chairperson.

Secretary

• Keep minutes of all business meetings.
• Prepare and distribute minutes of all meetings.
• Handle all District Professional Development Council correspondence.
• Keep a file of professional development minutes, financial reports, correspondence and all other pertinent documents in the district One Drive 365.

Responsibilities

District Professional Development Leadership Team (PDC) Functions

• Write, coordinate, and implement the district 5-year PDC plan.
• Monitor the Building PDC Committees.
• At least one PDC representative/school should serve on their Building Leadership Team (BLT).
• Support licensed personnel to implement Frontline Education (data management system).
• Develop and recommend to the local Board of Education through the Office of the Superintendent, a 5-year PDC plan and Executive Summary to be submitted to the State Board of Education.
• Prepare an annual update which includes a review of the state PDC plan, through the annual BOE Report prepared by the Department of Teaching and Learning.
• Participate in district professional development program evaluations and needs assessments that will be used to initiate and develop district-wide activities.
• Review all building and group staff development plans for quality practice.
• Review the current year's electronic IPDP process.
• Review individual action research plans to determine application and impact points. (Equivalency Committee)
• Participate in annual District PDC training.

District Responsibilities of District PDC Representatives

• Attend District PDC meetings.
• Serve on the Building Professional Development Council, if applicable.
• Assist with Needs Assessments and Climate Surveys at the building level.
• Report all District PDC information to staff and staff concerns to District PDC.
• Assist staff members in developing Individual Professional Development Plans and explain any changes or corrections that need to be made.
• Assist with planning building professional development that addresses educators' various job responsibilities, levels of experience, and professional interests as they relate to the district's mission and goals.
• Design protocol that establishes criteria for quality building professional development.
• Design a rubric to be used by the Building Professional Development Committee.
• Review building Results-Based Staff Development plans for quality practices.

Building Responsibilites of District PDC Representatives

• Develop a results-based professional development plan aligned with the KESA SchoolImprovement Plan and based upon building needs that result in student achievement.
• Coordinate building professional development activities.
• At least one PDC representative/school should serve on their Building Leadership Team (BLT).
• Complete attendance and send rosters, within 7 days of the event, to Teaching and Learning as confirmation of event completion.
• Assist with Needs Assessments and Climate Surveys at the building level.
• Assist in preparing the Annual School Improvement Plan.

Annual Training

At the beginning of the academic year, the Professional Development Council Chair, Vice Chair, and/or Secretary will send the annual training video/link to the current council members who will complete/watch the video on their own then inform one of the officers that they have finished the training. The officer will complete the Microsoft Form the PDC uses for accountability and the PDC Chair is responsible for ensuring that all the current year members have completed the current year training.

Operational Procedures

Method of Decision Making

All decisions by vote will be by simple majority, providing that there is a quorum present. A quorum constitutes a two-thirds of the current District Professional Development Council members.

Procedure for Development of Agenda for District Professional Development Council

• Meetings will be held from September to April.
• Agenda items for consideration may be proposed by members of the District Professional Development Council or licensed personnel of USD 383.
• Items must be submitted in writing to the Chairperson of the Council at least two weeks prior to the scheduled Council meeting.
• The agenda and notification of the meeting will be distributed to District PDC members, building principals, Executive Director of Teacher and Learning, and Superintendent, or upon request by an individual.

Procedure for Maintaining Records

Minutes of meetings and other official documents are filed in the District Department of Teaching and Learning office for five years and the Secretary will place them in the PDC Team folder in the Office Drive 365.

Procedure used to Inform Licensed Presionnal and the Board of Education of the Decisions and Activities of the Council

Minutes of all meetings will be distributed to all members of the District Professional Development Council and made available to the Executive Director of Teaching and Learning, Superintendent, Board of Education, and other interested personnel.

Professional Development points earned will be maintained by the Department of Teaching and Learning as recommended by the District Professional Development Council through June 30 for the previous fiscal year.

Each participant with an Individual Professional Development Plan will be reminded to review professional development activities on Frontline Education for the current school year. Staff will learn this system as part of orientation for the PDC and new staff at the beginning of the academic year. June 30 is the final date for submitting information on Frontline Education for the current school year. Each participant can access and print a transcript of his/her total earned points from Frontline Education.

Building Professional Development/School Improvement Plans

Each building's professional staff, under the direction of the Building Leadership Team’s District PDC Committee (building administrator, one or more teachers, and District PDC representative), shall develop a results-based building School Improvement Plan aligned with the School Improvement goals and based upon building needs that result in student achievement.

Important Information Regarding Building and Individual Professional Development Plans 

Building PD Plan School Improvement forms will be sent to principals and building representative to the District PDC from the Department of Teaching and Learning prior to the beginning of the school year.

Any funding necessary for an individual, building, or special curriculum group must be approved by the Principal or the Executive Director of Teaching and Learning.

1. Assessnent of in-service needs
   USD 383 District Improvement Plan Goals Relevance/responsive Culture:
   Indicators of Success

1. The percentage of students at or above benchmark on Individual Growth & Development Indicators (mylGDls) and the Formative Assessment System for Teachers (FASTBridge) will increase from pre- kindergarten through third grade, overall and for each identified subgroup.
2. The percentage of students who score in Levels 3 and 4 on the English Language Arts State Assessment will increase at each grade level 3-8 and 10, overall and for each identified subgroup.
3. The percentage of students who score in Levels 3 and 4 on the Mathematics State Assessment will increase at each grade level 3-8 and 10, overall and for each identified subgroup.
4. The percentage of students identified 'at risk' in the Kansas Communities that Care SocialEmotional Learning Report will decrease for Character Development, Personal Development, Social Development and School Climate in grades 6, 8,10 and 12, overall and for each identified subgroup.
5. The graduation rate of students within the district will increase, overall and for each identified subgroup.
6. The two-year postsecondary success rate of students within the district will increase, overall and for each identified subgroup.

USD 383 District Professional Learning Goals – 2022-2027

During the 2022-2027 school years, district educators will participate in ongoing, continuous district, building and individual professional learning where they will gain knowledge and skills to:

• Utilize personalized learning and evidence-based instructional practices to facilitate achievement of standards and to support the needs of the whole student.
• Analyze individual student data to support growth across all identified subgroups of diverse learners and increase graduation rates.
• Support parental and community involvement for students from families of all cultural backgrounds.
• Promote and maintain safe learning environments for the well-being of students and staff .

Individual:

Focus is based on professional growth with a purpose. Consideration is given to a review of student data, evaluation feedback, personal reflection, and licensure renewal requirements.

Results-Based Goals are written in an Individual Professional Development Plan. The plan lists goals that focus on content, professional education standards, and/or service to the profession addressing the three performance levels of knowledge, application, and impact. The IPDP is written using goals that are Specific, Measurable, Attainable, Results-Oriented, and Time-Bound (SMART goals). That plan is shared with the building administrator and evaluators to address these needs.

Building:

Focus is based on an examination of student achievement data from state and local assessments, a review of school improvement goals and action plans established for Kansas Education System Accreditation (KESA), and an awareness of district initiatives. The community of professional learners in each building develops shared knowledge, engages in reflective practice, and assesses the impact of their teaching on enhanced student learning and the closing of identified achievement gaps.

Results-Based Goals are aligned with identified academic targets and clearly state the desired professional skills necessary to facilitate student learning. Results are measured according to three performance levels - knowledge, application, and impact.

District:

Focus for professional development is determined by examining research-based best practices for teaching that lead to student achievement; analysis of state and local assessments; needs assessment results from district teachers; and current state and national initiatives while always being mindful of ongoing school and district improvements that lead to continued student achievement.

Results-Based Goals in this area are based on identified standards of performance for students at each academic level and teachers' needs in supporting optimal student learning and academic growth.

A survey is administered annually to identify the areas of need and interest for professional development.

2. Identification of goals and objectives to achieve the in-service needs
   The needs assessment identifies gaps in student learning and the related gaps in staff knowledge and skills. Staff development goals and objectives should be focused upon helping teachers and other staff members close those gaps.
   
   Goals and objectives are the desired results for improved student learning that can be correlated to the planned staff development. They are the foundation for the District Professional Development Plan. Goals should be based upon strengths as well as identified needs. To be effective, goals must be few in number. They should be unambiguous, realistic, measurable, and achievable within a specified period.

Procedures to Determine Annual District Staff Development

The district 5-year Professional Development Plan will be revised based on an annual PD Needs Assessment. The Needs Assessment and revision will:

1. Identify student learning gaps.
2. Identify skills teachers need to close these student achievement gaps.
3. Provide appropriate professional development opportunities.
4. Reviewed and approved by PDC voting members by a simple majority.

3. Identification of activities and actions to achieve the goals and objectives The system strategic framework will be a primary focus as the goals for the professional development. A Microsoft Form will be administered by Teaching and Learning to gather feedback from educators within the district and shared with PDC executive council and building representatives to prioritize and determine a hierarchy of needs.
4. Evaluative criteria to determine levels of success in meeting the in-service need/s The needs assessment results will be housed within the PDC Microsoft TEAM and be accessible to all members of the PDC. This will increase transparency and ensure stakeholders have an active voice in the process.
5. Reporting results of evaluation of in-service needs Results from the evaluation of the in-service needs assessment will be shared with the chair, vice-chair, and secretory and then be distributed at a PDC meeting for analysis and decision making by the voting members of the council.

Amending the Professional Development Plan

This document may be amended in the following manner:

If annual evaluations show the need to change the plan to close determined gaps and meet the plan goals and objectives, the PDC may amend it.

The District Professional Development Council may adopt amendments to the District Professional Development Plan by a simple majority of the Council Members as a whole, provided these amendments have been introduced in writing at the preceding meeting.

Amendments approved by the District Professional Development Council shall be submitted to the Board of Education for approval.

Once an amendment is approved, Executive Director of Teaching and Learning will add it to the Plan Updates form at the beginning of the plan, including the description of the change and the date the PDC and the Board of Education approved it, whichever is the latest.

An Explanation to Guide You

IPDPs are personal professional plans that are written to focus a teacher's mind on what he or she would like to accomplish in the near future. They are intended to be representative of the teacher as a reflective practitioner. By reflecting on one's classroom, integrating what has worked and what has not, taking into consideration student needs and desired outcomes with best teaching practices and collegial sharing, a teacher can, and should, set forth personal goals towards self-improvementthat will bring about increased student achievement. These personal goals augment the goals set forth by individual buildings as well as the district. Reflection and self-improvement are the hallmarks of professional learning. Therefore, all licensed staff must have an IPDP on file in Frontline Education. That plan is written using SMART goals.

The IPDP is aligned with the four domains of professional practice from Charlotte Danielson's Framework/or Teaching, 2 nd Edition 2007 (see page 28) and must also be aligned with goals and objectives of the building and district. (See page 2 for further explanation.)

Individual Professional Development Plans are written employing the technique of goal writing that is specific, Measurable, Attainable, Results based, and time bound - thus, SMART goals.

As is stated above, each probationary teacher in their 1st, 2 nd and/or 3 rd year, as well as veteran teachers who are being evaluated must complete the electronic IPDP on Frontline Education.

An IPDP is intended to be a "guide" for the near future (the next five years). As istrue in many avenues of life, dynamics can change the course set out and, therefore, IPDPs can be edited to reflect that change.

All buildings require staff members to review and revise their IPDPs yearly. Teachers should review their IPDP each year for personal professional reflection.

Frontline Education also holds a file called My Personal Goals. All licensed staff should certainly reread and update this section yearly (by adding or inactivating goals) especially teachers who are not currently being evaluated.

To Complete an Indivdidual Professional Development Plan

Consideration should be given to a review of student data, evaluation feedback, personal reflection and licensure renewal requirements.

• Identify student learning gaps and then determine professional development needed to reduce the student learning gaps.
• Identify actual staffskills and those skills needed to close student learning gaps in order to determine professional development needs.
   

The IPDP will contain the following steps:

1. Collaborate with a designated supervisor
   The individual professional development plan should be tailored to meet personal and professional development needs. These include acquiring professional development points for licensure renewal. Requirements for acquiring professional development points include that the plan be:

• Developed in collaboration with a designated supervisor.
• Signed by the individual and her or his supervisor - if the supervisor agrees with the plan.

2. Assess your individual needs

• Identify personal professional development needs - including acquiring points for licensure renewal.

3. Determine your individual professional development goals

• These should be based upon identified needs, including the need for professional development points for licensure renewal.

4. Determine individual professional development strategies

• Select strategies that will best provide the skills and knowledge necessary to meet your personal professional development goals. Include staff development planned by the school and/or district according to the school’s results-based staff development plan and/or the district’s Professional Development Plan.
• Professional development may be done independently and include such things as action research, case studies, and reflective logs or journals. Professional portfolios and participation in a college or university course or program of study are also possible individual professional development strategies.

5. Write the Individual Professional Development plan

• The Individual Professional Development Plan should include goals or clear statements of what you wish to know and be able to do because of the professional development. For example: I will routinely use semantic mapping and QAR strategies to increase student reading comprehension in all content areas.
• Ideally, the plan should also include indicators for each of the three levels (Knowledge, Application, Impact). Indicators are used to determine if the planned professional development has led to the desired results. Progress toward indicators should take place at regular intervals throughout each school year as well as annually.
• In-service activities must include one or more of the following three areas: content endorsement standards, professional education standards, and service to the profession.

6. Analyze progress

• Throughout the time the learning is being applied, check to see if personal perceptions and observations correlate with student performance on formative and summative assessments. Consider keeping a journal that documents what is learned. Focus the analysis of both formative and summative assessment data on the identification of students’ needs that have not been previously addressed. It is also important to note those things that data indicate are effectively meeting previously identified needs.

7. Revise the plan as necessary

• Based upon what is learned from the analysis of progress (described above), revise the plan to address newly identified needs and/or those needs previously identified but that are not showing improvement.

Professional Development Points May Be Used Toward Licensure Renewal If:

• An IPDP is completed on Frontline Education.
• All professional development activities are pre-approved on Frontline Education using the appropriate form.
• Points are awarded following completion and validation of professional development activities.

The IPDP Year

• The IPDP year will run from July 1 to June 30.
• Summer activities after July 1 will be included in the following academic year Frontline Education portfolio.
• The IPDP with goals/objectives must be entered on Frontline Education each year an individual isformally evaluated.
• The IPDP must be filed by October 31.
• All professional development activities must be pre-approved by PDC rep and administrator.
• Retroactive credit will not be awarded for any activities occurring prior to the current year (for example activities completed in the 2022-2023 school year cannot be turned in for IDP credit during the 2021-2022 school year). Questions should be directed to the Dept. of Teaching and Learning.
• Any PD points not validated during the current IPDP year are lost and cannot be counted once the current year's activities points are approved by the Board of Education.

Validation

• To receive credit, activities must be personally validated on Frontline Education.
• Professional requests will not automatically receive points just because the activity is pre-approved on Frontline Education. Further information may reveal that the activity does not meet the criteria, and thus cannot be approved.
• Individuals may print a copy oftheir earned points anytime from Frontline Education.
• Questions regarding validation should be directed to the building representative to the District PDC orthe Department of Human Resources.

Probabtionary Teachers (lst, 2nd & 3rd Year Teachers) and Other Teachers Being Evaluated

• Meet with immediate supervisor (or designee) to write a three-year IPDP.
• Complete the electronic IPDP on Frontline Education system identifying professional growth experiences (knowledge) you will need to meet your goals.
• Print and keep a personal copy for your records.

Teachers Not Being Evaluated This Year

• Identify student learning gaps and then determine professional development needed to reduce the student learning gaps.
• Update your IPDP plan on Frontline Education.

Appealing the non-approval of an IPDP by the PDC

Licensed staff may appeal a non-approval for an individual development plan to the state licensure review board (KAR 91-1-206(d)). The individual staff member may call KSDE Licensure at 785-296-2288 and ask for the Licensure Review Board Coordinator to begin the process.

IPDPs for Licensed Professionals who live or work in the district but are not employed by the district

Community Relicensure

Community members who are currently not employed by a Kansas School District work with their local school district during the re-licensure process. If you are not employed in or are not a resident of the USD 383 school district, please contact your local school district for their procedures.

Register with USD 383 - Complete the Requirements for Relicensure – Apply to KSDE for a new License

While USD 383 can provide guidance and information regarding licensure, KSDE is the issuing authority. The requirements for renewal are set by KSDE and USD 383 does not have the final authority or decision-making power with regards to issuing licenses. If there are any questions as to the specific requirements for re-licensure, you should contact KSDE's Teacher Licensure department for further information.

If you live or work in USD 383, you must take the take the following steps to complete your individual professional development plan and earn PD points for licensing renewal:

1. Identify personal professional development needs. These should include the need for points for licensure renewal. Points must be obtained in one or more of the following 3 areas: content endorsement standards, professional education standards, and service to the profession.
2. Determine professional development goals that are based upon identified needs.
3. An account on frontlineeducation.com will be created for you. You will receive information regarding your log-in from USD 383. Typically your username and password both are the email that you provide the district. On Frontline Education you will be able apply for professional development points, track your points and access information regarding district policies regarding professional development.
4. Complete an Individual Professional Development Plan and submit it to a supervisor designated by the district.
5. After the designated supervisor has had the opportunity to review and sign the plan, submit the plan to the district Professional Development Council for approval.
6. Professional Development points are awarded for activities that enhance professional practice. One clock-hour of professional development is equal to one professional development point. Points are awarded based on actual time, not estimates. One hour of college credit is equal to twenty (20) professional development points. The USD 383 Professional Development Council sets the points system and makes decisions about the issuance of points.

There is no limitation to the number of professional development points that may be awarded at any level for professional licensure renewal. If the PDC has questions about how knowledge level (baseline) points are determined, they will request additional clarification from the individual. The PDC will not consider points if an activity does not meet the definition of either “in-service education” or “service to the profession”.

Awarding PD Points for Re-licensure – KAR 91-1-206 – Professional development plans for license renewal

Knowledge

What do you know now that you did not know before?

• Content Endorsement Standards
  • 1 PD point = 1 clock-hour of in-service education
• Professional Education
  • 1 PD point = 1 clock-hour of in-service education
• Service to the Profession
  • 1 PD point = 1 clock-hour of service to the profession

Application
What knowledge are you applying in the classroom or to policies that you expect will improve student outcomes or behaviors?

• Content Endorsement Standards
  • 2X original knowledge level points
• Professional Education
  • 2x original knowledge level points
• Service to the Profession
  • Not applicable

Impact

How has student performance improved? What has positively changed about the program?

• Content Endorsement Standards
  • 3X original knowledge level points
• Professional Education
  • 3x original knowledge level points
• Service to the Profession
  • Not applicable

Awarding Points in Three Levels

Kansas Staff Development Plan Regulations

The Kansas Professional Development Program, revised effective July I, 2003, includes three categories of activities and three levels of achievement that address "sequential instructional experiences designed to improve performance in an endorsement." These categories of activities include content (curriculum subject matter), Professional Education (instructional strategies) and Service to the Profession (school improvement work). The levels of activities and possible actions of the plans are listed below.

Level 1: Knowledge Level (what do I know that I didn't know before?) 

1. Attend a professional development activity where new knowledge and skills for an individual teacher's job responsibility or personal interest are learned.
   1. Upon completion of the session, log on to Frontline Education and complete the 'Knowledge Validation Form' attached to the activity attended.
   2. One IDP point will be awarded for each contact hour. For example, if the professional development session lasted three hours, you would receive three PD points.
   3. Activities can be in the areas of: content, professional education and/or service to the profession.

Level 2: Application Level (what am I doing that I didn't do before?) Timeline (One Semester)

1. Frontline Education steps to follow:

• Go to your Portfolio or Recently Completed activities and select the activity for which you wish to receive application level points.
• Click on the 'Manage' button next to the activity.
• Complete the 'Application Level Request Form' and submit for approval.

2. Once approved, begin your practice within the classroom with feedback from a supervisor or colleague that takes place over the course of at least one semester.
3. Evidence of application is required and may include videotapes or observations of classroom practice made at specific intervals over the course of at least one semester and/or lesson plan documentation and/or observation feedback throughout at least one semester.
4. PD points awarded = 2 X knowledge level points.
5. Activities can be in the areas of content or professional education.
6. At the end of the semester, go to your Frontline Education activities pending final approval and click on the 'Manage' button by the activity for which you are seeking application level points. Click on 'Mark Complete' and attach the documentation collected. Submit for final approval.
7. You must complete the application-level project before applying for impact level.

Level 3: Impact Level (what results am I getting?) Timeline (One Academic Year)

1. Frontline Education steps to follow:

• After completing the application-level project, go to your Portfolio or Recently Completed activities and find the activity for which you received application-level points.
• Click on the 'Manage' button next to that activity and fill out the 'Impact Level Request Form' and submit for approval.

2. Once approved, begin collecting evidence of improved student behavior/achievement over a period of at least two semesters (one academic year).
3. Documentation of positive changes in respective students' behaviors/achievement could be related to building improvement goals or academic goals within the classroom (i.e., improved attendance, reduced tardiness, reduced discipline referrals, increased time- on -task, increased reading scores, etc.).
4. PD points awarded= 3 X knowledge level points.
5. Activities can be in the areas of content or professional education.
6. At the end of the academic year, go to your Frontline Education activities pending final approval and click on the 'Manage' button by the activity for which you are seeking impact level points. Click on 'Mark Complete' and attach the documentation collected. Submit for final approval.

Validation

• To receive credit, activities must be personally validated on Frontline Education.
• Professional requests will not automatically receive points just because the activity is pre-approved on Frontline Education. Further information may reveal that the activity does not meet the criteria, and thus cannot be approved.
• Individuals may print a copy oftheir earned points anytime from Frontline Education.
• Questions regarding validation should be directed to the building representative to the District PDC orthe Department of Human Resources.

Probationary Teachers (lst, 2nd & 3^rd year teachers) and other Teachers Being Evaluated

• Meet with immediate supervisor (or designee) to write a three-year IPDP.
• Complete the electronic IPDP on Frontline Education system identifying professional growth experiences (knowledge) you will need to meet your goals.
• Print and keep a personal copy for your records.

Teachers Not Being Evaluated This Year

• Identify student learning gaps and then determine professional development needed to reduce the student learning gaps.
• Update your IPDP plan on Frontline Education.

Suggestions for Licensure Renewal using Individual Development Plan (IDP)

Attendance at Confereces, Workshops, Study Groups, etc.

• 1 IDP point for each 1 hour of learning experience with no daily maximum (travel time and mealtime for excluded).
• In addition to credit for attending the conference, workshop, or study group, one IDP point may be earned for preparation and professional sharing with colleagues of those ideas learned.

Presentations at Conferences, Workshops, Professional Development Days 

• 1 IDP point for each 1 hour presented.
• In addition to credit for making the presentation, an equal number of PD points are granted for preparation.
• Example: 2-hour presentation = 2 PD points earned for presenting + 2 PD points earned for preparation, for a total of 4 points.

Supervision of Student Interns/Practicum Students (Update adopted by PDC, April 2010)

PD points awarded based on actual hours worked in these activities based on the design of Kansas State University

Supervision

1. Teaching as a Career – Aiding

• 6 PD points per semester

2. Block B Elementary: Literacy K-2; Science K – 6 Master of Arts in Teaching (MAT) Fall Semester – updated 2017

• 3 PD points per subject (maximum of 6 PD points)

3. Block C Elementary: Literacy 3–6; Social Studies K–6; Math K-6 Master of Arts in Teaching (MAT) Fall Semester – updated 2016

• 3 PD points per subject (maximum of 9 PD points)

4. Block I: Core Teaching Skills for Middle Level

• 6 PD points per semester

5. Block II: Secondary Methods

• 1 PD point per week (up to 10 PD points per semester based on contact area placement)

6.  Student Teaching Internship and Master of Arts in Teaching Internship (MAT) Spring Semester – updated 2016

• 90 PD points per full semester ( to be pro-rated is less than a full semester). Cooperating teachers must complete Process Questions on Frontline Education survey beore being awarded points.

7. Other Pre-Service Field Experience (e.g. Early Childhood, English as a Second Language, Foreign Language in the Elementayr School)

• 1 PD point per week

Note: Supervision for the above are limited to 200 PD points per year.

Awarding Professional Development Points for Purposed Related to Employment or Other Local Matters

• Review individual action research plans to determine application and impact points (Equivalency Committee).