K-12 Staff Development: District Professional Development Teams

New Jersey's continuing education regulations provide unprecedented opportunities for school district staff to take an active role in formulating, reviewing and approving district and regional professional development programs. Beginning in January, 2000 to January, 2005, every active teaching staff member must complete 100 hours of continuing education every five years. Each district's Professional Development Committee will be comprised of active teaching staff and administrators who have control over staff training, and with input from the community, recommend the types of professional development programs to be offered to the teachers. Corn Associates, Inc. offers consultation services to help establish the district's in-service training plan by assisting the Professional Development Committee members in thinking through the needs and goals of the district and selecting professional development options from an array of possibilities. Instruments such as the "District In-Service Professional Development Questionnaire" are used to help Teams collect important information. Click HERE for a description of the "Corn Associates Procedure for Pre-K to 8 Curriculum Alignment with the Core Standards".

Leadership Training for Principals: Looking at Core Standards and Performance Assessment Through a New Lens

It is our belief that in order for teachers to teach in a way that is compatible with New Jersey's core content curriculum standards and statewide assessments, they need to understand and employ a performance-based approach. For most teachers, however, this approach requires a significant change in both behavior and the way the curriculum is organized.

Because change is a highly personal process for teachers (as well as for administrators), this is also intended to help principals examine their beliefs about leadership styles as it affects decision-making, builds relationships, and facilitates change in schools.

This is a workshop about strategies that facilitate change within the instructional process. We take a close look at the leadership characteristics needed before productive change can occur. Also, we examine performance assessment and brain compatible strategies within a standards-driven, K-8 school context. A plan for curriculum alignment to standards is presented, along with sample performance tasks.

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