Resources
Professional Development
Professional Development Leave Request
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Important Note (Please read this information)
All professional development leave, regardless of it being building or district, must be approved by the district in advance of the training. By submitting the form below I acknowledge that this training is meant to help improve student learning in Jefferson School District #251.
Registration and travel arrangements should NOT be made until you have received an e-mail notification stating your requested leave has been approved. It is recommended that requests for leave be made at least one month in advance.
Teachers need six credits each time they renew their teaching certificate. These credits can be accrued through college courses and district in-service. Information for district sponsored courses through NNU can be found below.
Documentation of course work and the number of participation hours/credits desired will be downloaded and uploaded through Office 365 Teams.
If a teacher wishes to receive in-service credit instead of college credit then click on the FORM B-7 link below to access and print the In-service form that can be used towards 3 credit hours of the 6 that teachers need to re-certify every five years. Notice that it does need to be signed by a district administrator.
Professional Development Opportunities
State Required Courses
- FRAMEWORK: Calibration and Collaborative Self-Assessment of Observation Skills
- FRAMEWORK: Observation Skills Using the Framework for Teaching
- Idaho Comprehensive Literacy Course
- Reading & Writing in Content Area
See the link below to go to the NNU page for the state required courses listed above. They are expensive, but required for some teachers.
http://pdlearn.nnu.edu/modules/shop/index.html?action=courseBrowse&CatalogID=42
Below are the Professional Book Study links for credits that we are offering.
EDBS56214 – Professional Book Study 23-24 – Jefferson (1 credit)
EDBS56214 – Professional Book Study 23-24 – Jefferson (2 credit)
EDBS56214 – Professional Book Study 23-24 – Jefferson (3 credit)
Alice Training
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
| 30 hours – 2 credits | $120 for 2 credits | ||
| 45 hours – 3 credits | $180 for 3 credits |
Credit Available: 1, 2 or 3
Cost: $60 per credit
Offered From : NNU
Final Registration Date: August 1, 2025
Transcript Available: When final grade is posted — Request online at https://www.nnu.edu/form/cpd_transcript
Credit Requirements:
- Attend in-person and online training.
- Complete the K-12 training online and in person PD training
Course Description:
When facing extreme violence, a passive lockdown-only response may not always keep us safe. In fact, it’s no longer the preferred response of federal and state agencies. People need options to respond based on their circumstances. Proactive options-based strategies help them feel empowered to make the best decision rather than hopelessly endure a difficult situation.
Ensure the preparedness of your K-12 School by adding school shooter response training to your Emergency Operations Plan (EOP). ALICE Training provides you with the tools to support your school training plan, perform school safety drills and exercises, and certify your K-12 School staff. Active shooter response training provides students and staff with effective response options in the event of an active shooter situation. No single response fits all active shooter situations. However, making sure each individual knows his or her options for response and is prepared to react decisively can save valuable time and help minimize the loss of life.
Register with NNU by clicking on the link that best represents the hours associated with the time spent on this course:
- 1 Credit – EDSI50108 – ALICE Training 2024-2025
- 2 Credits – EDSI50108 – ALICE Training 2024-2025
- 3 Credits – EDSI50108 – ALICE Training 2024-2025
ASPEN – Tier 3 Behavior Management Strategies
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/31/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Complete the ASPEN online module provided by the district.
- Create a plan of action for a student or students using one of the strategies.
- Follow through with the strategy for 10 days.
- Write a one page reflection on the strategy and experience including any materials you used and at least 1 picture of the experience.
Review traditional practices towards explosive behaviors and why they do not work. Learn preventative practices and review applied behavior analytics and making a behavior plan. Explore the importance of teaming and keeping students and staff safe.
Book Study
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/28/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Choose an educational book to continue your studies on a specific topic (i.e., Teacher Clarity).
- Create a short deliverable/reflection in the form of a paper, slideshow, portfolio, recorded lesson, etc. The reflection must communicate how you will utilize your new findings within your scope of work.
- 1 Credit – EDBS56223 – Professional Book Study 24-25
Bullying and De-escalation Behavior Management Strategies
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Complete the Bullyology and Chillax online module provided by the district.
- Create a plan of action for a student or students using one of the strategies.
- Follow through with the strategy for 10 days.
- Write a one page reflection on the strategy and experience including any materials you used and at least 1 picture of the experience.
Understand where bullying comes from. Learn strategies to prevent bullying and support the victims of bullying. Understand escalation in students and learn strategies to de-escalate student behaviors.
Collaborative Teams
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/15/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
| 30 hours – 2 credits | $120 for 2 credits | ||
| 45 hours – 3 credits | $180 for 3 credits |
- Attend and participate in all course sessions. (15 hours per credit)
- Reflect on student assessments, implement new strategies, collaborate and complete any assigned tasks.
- Keep a log documenting the time and location in collaborative teams.
Educators will choose from a variety of topics to develop expertise in the area of collaboration, with the goal of improving student learning. The topics will include, but are not exclusive to, PLCs, common assessments, content and grade level curriculum, school, district, and state level training, Idaho Content Standards, and technology integration.
Goals:
- Stay current in content/grade level subjects
- Understand best practices in standards, implementation, and student data
- Increase awareness of research based strategies to improve instruction in the classroom
Objectives:
- Examine data to find trends and interpret the data to drive teaching and learning.
- Develop strategies to improve student learning through collaboration within schools, grade levels and departments.
- Integrate technology with teaching and learning in the classroom.
- 1 Credit – EDPD51460 – Collaborative Teams 2024-2025
- 2 Credits –EDPD51460 – Collaborative Teams 2024-2025
- 3 Credits –EDPD51460 – Collaborative Teams 2024-2025
Data for Instruction and Learning
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 45 hours – 3 credits | $180 for 3 credits | August 1, 2025 |
- Identify student data that will be used for improving teaching and learning.
- Reflect on the student data and identify teaching strategies for improving learning.
- Implement strategies and test their effectiveness.
- Keep a log documenting the time, strategies, and results in this process.
Teachers will collect, analyze and reflect on student data from formative and summative activities and/or assessments to drive teaching and learning.
Goals:
- Become familiar with school/district/state grade level appropriate formative and summative activities/assessments.
- Reflect on current data practices currently being utilized.
- Consider ways to incorporate student achievement data into instruction for improving learning.
- Implement curriculum changes to address student gaps in learning.
Objectives:
- To improve student achievement on the Spring ISATs.
- To create a culture of learning driven by student data.
Deep Culture for Educators
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Read Go-To-Strategies
- Complete Schoology class
Dialogue for Teaching and Learning
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 45 hours – 3 credits | $180 for 3 credits | August 1, 2025 |
- Submit a document outlining contact hours, implementation hours, and artifacts associated with a series or a variety of conferences, workshops, trainings, and professional development opportunities focused on their role regarding teaching and/or learning.
- Collect artifacts specific to the activities participated in as resources for personal practice and for peers.
- Keep a log documenting the time and content for conferences, workshops, trainings, and/or professional development opportunities.
Teachers and/or administrators will attend a series or a variety of conferences, workshops, trainings, and professional development opportunities focused on their role regarding teaching and/or learning.
Goals:
- Explore current research and best practices to improve student achievement scores.
- Learn information to improve practice from the conferences, workshops, trainings, and professional development opportunities.
Objectives:
- Improve student achievement scores by staying current on research and best practices.
- Utilize information gleaned from participation in these learning opportunities to improve practice.
ESL Co-Teaching
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Be an active participant in each of the meetings attended throughout the year
- Attend monthly meetings thoughtout the year.
- Survey completed by EL Co-Teacher and English teachers
- Survey completed by targeted EL students
- One observation per trimester using a Co-Teaching Rubric (to be determined by EL Co-Teaching Committee
- Formal walkthroughs with principal (or other administrative designee(s))
Teachers will work with a full-time EL Co-Teacher who is assigned to EL learners in our district to coordinate sheltered English instructional procedures with the student’s general education teacher(s) to ensure best practices in EL education are being utalized.
Goals:
- Students are receiving the highest quality of English instruction in their English general edcuation courses.
Objectives:
- Participate in hands-on learning activities that model strategies for teaching and learning that could be replicated in the classroom.
- Incorporate research based teaching practices into the classroom.
- Demonstrate new knowledge of EL learners in the general education classroom
1 Credit – EDEL52340 – ESL Co-Teaching 2024-2025
Go-To-Strategies
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Read Go-To-Strategies
- Complete Schoology class
Happy Class – Behavior Management Strategies
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Complete the Happy Class online module provided by the district.
- Create a plan of action for a student or students using one of the strategies.
- Follow through with the strategy for 10 days.
- Write a one page reflection on the strategy and experience including any materials you used and at least 1 picture of the experience.
Understand why non-compliance, being on task, and completing work are effective student coping strategies and how we teach new strategies that are more appropriate. Strategies include SAFE, positive psychology, behavior analysis, contingencies, and relationships.
New Teacher Mentoring
| Dates | Time & Credits | Cost | Final Registration Date |
| 08/01/2024 – 08/01/2025 | 15 hours – 1 credit | $60 for 1 credit | August 1, 2025 |
- Be an active participant in each of the classes attended throughout the year.
- Attend 8 out of 9 First Year Teacher Mentoring Classes. For the class that is missed, the teacher must complete the a modified assignment that can be assigned by one of the Instructional Coaches.
- Submit the monthly Classroom Implementation assignments.
- Sign role for each meeting.
Teachers new to Jefferson School District 251 will participate in the New Teacher Mentoring class throughout the year with a focus on Teaching Like a Champion and the Danielson Framework for Teaching Model.
Goals:
- Learn about and implement effective teaching techniques from the text, Teach Like A Champion.
- Understand the Danielson Framework for Teaching model, including the specific components and elements.
- Become familiar with district policies, procedures, and expectations.
Objectives:
- Participate in hands-on learning activities that model strategies for teaching and learning that could be replicated in the classroom.
- Incorporate research based teaching practices into the classroom from Teach Like A Champion using the Danielson Framework for Teaching model.
- Be successful in the first year of teaching.
- 1 Credit – EDMN55622 – New Teacher Mentoring 2024-2025
Student-Centered Coaching
| Dates | Time & Credits | Cost | Final Registration Date |
| 15 Hours per Credit | $60 per Credit | July 31, 2025 |
Schedule:
| Dates | Time | Total Hours | Location | Instructional Method |
| 2024-2025 | TBD | TBD | Self-Paced | Individual Book Study |
| Oct 2nd and 3rd 2024 | 8-4 | 16 | District Office | Traditional/F2F |
| Feb 26th and 27th | 8-4 | 16 | District Office | Traditional/F2F |
| April 15th and 16th | 8-4 | 16 | District Office | Traditional/F2F |
| TBD | TBD | 40+ | TBD (Coaching Cycles in Classrooms) | F2F |
- Book Study: Student-Centered Coaching the Moves by Diane Sweeney
- Attend 6 days of in person training
- Participate in at least one coaching cycle per trimester
Student-Centered Coaching is an evidence-based instructional coaching model that shifts the focus from ‘fixing’ teachers to collaborating with them to design instruction that targets student outcomes. Taking a data-driven approach increases the learning and efficacy of teachers, coaches, and most importantly our students. Coaches will read and apply the text, Student-Centered Coaching the Moves by Diane Sweeney. They will be evaluating data and generating student-centered goals through coaching cycles. This process will follow a highly effective coaching cycle:
- Set goals.
- Teach the necessary strategies needed to reach those goals.
- Observe classes and review relevant data.
- Give teachers the time to reflect on what worked.
- 1 Credit – EDMN57305 – Student-Centered Coaching
- 2 Credit – EDMN57305 – Student-Centered Coaching
- 3 Credit – EDMN57305 – Student-Centered Coaching