Staff Development

Purpose of the Standard

To provide details of the board's professional development plans for special education staff to the ministry and to the public.

Requirements of the Standard

The board must outline its plans for the professional development of its special education personnel. The special education plan must describe the following:

The overall goal of the special education staff development plan

Ways in which staff provide input for the plan

Ways in which the school board's SEAC is consulted about staff development

Methods of determining priorities in the area of staff development

Courses, in-service training and other types of professional development activities offered by the board

Ways in which staff are trained with regard to the legislation and ministry policy on special education, with particular attention to training for new teachers

Details of the board's budget allocation dedicated to the staff development plan in the area of special education

Any cost-sharing arrangements with other ministries or agencies for staff development

Ways in which school board staff are made aware of the board's special education plan and of professional development opportunities

STAFF DEVELOPMENT

Overall Goal:

One of the statements of beliefs and principles for the St. Clair Catholic School board is as follows: Ain cooperation with parents, the basic purpose of our school is to prepare all students to attain their full potential for an enriching life in this world and in the next@. This statement reflects the commitment to learning for staff and students. Through on going professional development opportunities, the Board provides support for special education staff as learners and leaders in their school communities. Professional development opportunities for staff provide a basis to improve student performance and maximizes learning for all students. It is an opportunity to provide optimal learning conditions for students. The Board is responsible for providing a variety of opportunities for staff to build capacity by acquiring new knowledge, skills and information to increase their effectiveness in teaching children.

Staff Input:

Regular bi-monthly meetings are held with all special education teachers. The areas of high priority system-wide are identified and professional development is planned to meet the needs identified by the special education staff. Results from district wide review of programs and services are used to identify areas for further staff development. Staff development is most effective when it is targeted to be skill specific and incorporates a mentoring component. Educational Assistants are invited and included to attend specific professional development.

SEAC Consultation:

During regular monthly SEAC meetings the committee is consulted regarding areas identified for in-service and professional development. SEAC members are often central in bringing information regarding opportunities for professional development from their agencies and affiliates to the Board. SEAC is consulted with regard to the Board's Special Education Professional Development Plan.

The Determination of Priorities:

The Special Education Team (including the Superintendent of Special Education) establishes procedures for reviewing information from Special Education staff. Priorities are identified as those indicated by staff through discussion at Program Resource Teacher Meetings. Priorities also include the need for in-service regarding new Ministry Policies and Procedures as released by the Ministry of Education and their implementation across the System.

Professional Development:

The St. Clair Catholic District School Board provides a variety of opportunities for in-service and professional development for staff. Mandatory regular bi-monthly meetings are held with all Program Resource teachers to provide information and updates on special education initiatives and policies and their impact at the school level. A wide variety of in-services are held throughout the year to offer training on timely issues as they emerge. Examples include in service on the IEP document, Special Education Technology and ISA 1 equipment requests. Staff are invited to become members of committees planning the implementation of programs. Currently special education staff are members of a variety of planning committees including the IEP Committee, The Home School Communication Committee and the Review of Program and Services for Gifted Students. As part of the professional development at our bi-monthly meetings staff members report to the group on the direction the System is taking with regard to these initiatives. See the attached appendix for a comprehensive list of staff professional development opportunities.

Legislation and Training:

Staff development and training programs are initiated from system initiatives, legislated regulations, special education system plans and emergent staff needs. Central office staff and appropriate personnel attend Ministry in-services offered in the District. This information is transmitted to special education staff through bi-monthly in-service meetings. For new incentives and initiatives an in service is held where resource staff and principals are invited to attend.

At the onset of each school year an in-service is held for all new Program Resource Teachers. This meeting provides new staff with an overview of their role as the Special education teacher in their schools. Pertinent legislation from the Ministry is reviewed and documents are distributed to the staff. Follow-up visits are scheduled by the special education consultants to provide individual support to special educators as needed. All new special education staff are encouraged to link with a mentor who is an experienced resource teacher. This provides the opportunity for on-going and timely professional development for new staff in a non-threatening, learning environment.

Funding:

The Board recognizes and is committed to providing opportunities for ongoing staff development to enhance the learning environment for all special education staff. In the annual special education budget which is reviewed by SEAC, an allocation is made for staff development. In the 2003/2004 budget the amount reserved for staff development was $93 000 with the break down as follows:
$10 000.00 Review of Programs and Services for Students with Learning Disabilities
$33 000.00 Supply teacher costs related to Professional Development
$30 000.00 Memberships and Professional Development Costs
$20 000.00 Instructional Supply materials

In addition many activities regarding skill development for improved service delivery in the area of Special Education are supported financially through school budgets.

Cost Sharing:

The St. Clair Catholic Board has entered into agreements with a number of groups both in and outside the community to provide valuable in service to staff. The Board has a strong link with the Provincial School in London to provide in service and consultation to staff. The Board has linked with other Boards in the District in presenting the Coaching to Inclusion conference. The St. Clair Catholic Board has been a strong promoter of the Autism Intervener Certification Courses offered in this area as well as in service offered by the Tri-County Literacy organization. Staff from the St.Clair Catholic Board have attended workshops offered regionally by other local boards. To encourage staff in attending these workshops a number of spaces were reserved and financial support was given to those attending.

Professional Development Opportunities:

Staff are made aware of professional development opportunities in a variety of way. Any upcoming professional development is discussed at the bi-monthly resource teacher meetings. The Board has a bulletin board through the system e-mail dedicated to Program Resource teachers. All opportunities for in service are posted on the bulletin board. Information regarding specific in services received from various organizations at Central office are distributed by courier or fax to all schools to the attention of the Principal and resource teacher for distribution to appropriate

Appendix A: Special Education In-Services 2004-2005

Appendix B: Staff Development - Central Office Staff 2004 - 2005

Appendix C: Professional Development - Deaf Resource Program 2004 - 2005

Appendix D: Staff In-Services - Special Education Technology 2004 - 200