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 2023-24
Dates Time & Credits Cost Final Registration Date
Current- August 1, 2024 15 hours-1 credit $60 for 1 credit August 1, 2024
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, 2024
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:
Goals/Objectives: The teacher will be able to know:
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:
ASPEN – Tier 3 Behavior Management Strategies
- 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.
Register with NNU by clicking on the link that best represents the hours associated with the time spent on this course:
Book Study
- Attend and participate in all course sessions.
- Read educational text(s).
- Prepare and submit a reflection paper describing the impact of those strategies on student learning, what was successful, and/or suggestions for improvement.
- Indicate how this book study has impacted teaching practices.
- Submit a time log that reflects the number of participation hours for the number of credits desired. (15 hours per credit)
Bullying and De-escalation Behavior Management Strategies
- 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
- Attend and participate in all scheduled sessions.
- Design and submit an action plan to use ‘Professional Learning Communities’ on decision making for improving student learning.
- Access and submit a time log through Teams documenting course work and the number of participation hours for the number of credits desired.
Data for Instruction and Learning
- 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
- Read Go-To-Strategies
- Complete Schoology class
Register with NNU by clicking on the link that best represents the hours associated with the time spent on this course:
Dialogue for Teaching and Learning
- Teachers and/or administrators will submit a document outlining their 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.
- Teachers and/or administrators will collect artifacts specific to the activities they participated in as resources for their own practice and their peers.
- A reflection paper on the experience associated with teacher/administrator activities will be handed in, along with how their practice was altered, improved, and/or validated.
- Submit a time log that reflects the number of participation hours for the number of credits desired. (15 hours per credit)
ESL Co-Teaching
- 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
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 – EDEL52333 – ESL Co-Teaching 2023-2024
Go-To-Strategies
- Read Go-To-Strategies
- Complete Schoology class
Register with NNU by clicking on the link that best represents the hours associated with the time spent on this course:
Happy Class – Behavior Management Strategies
- 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
- Attend 8 out of 9 First Year Teacher Mentoring Classes. For the class that is missed, you must complete the assignment for the class and complete a makeup assignment that will be provided to you from one of the instructional coaches.
- Prepare and present an artifact, from the school year, that demonstrates a successful experience in teaching. This is due on the May New Teacher Meeting date.
- Submit a time log that reflects the number of participation hours for the number of credits desired. (15 hours per credit)
- 1 Credit – EDMN55612 – New Teacher Mentoring 2023-2024
- 2 Credit – EDMN55161 – New Teacher Mentoring 2023-2024
- 3 Credit – EDMN55616 – New Teacher Mentoring 2023-2024