[Federal Register Volume 59, Number 236 (Friday, December 9, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-30314]
[[Page Unknown]]
[Federal Register: December 9, 1994]
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DEPARTMENT OF EDUCATION
Draft Mission Statement and Principles of Professional
Development
AGENCY: Department of Education.
ACTION: Notice of Request for Public Comment.
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SUMMARY: Secretary Riley and Deputy Secretary Kunin request comment on
the draft mission statement and principles of professional development
produced by the Department's recently created Professional Development
Team.
DATES: Comments must be received on or before February 1, 1995.
ADDRESSES: All comments concerning this notice should be addressed to
Valerie Rockefeller, Office of the Deputy Secretary, U.S. Department of
Education, 600 Independence Avenue, S.W., Room 6236, Washington, D.C.
20202-0500. Comments also may be sent through the internet to
professional1___development@ed.gov''.
FOR FURTHER INFORMATION CONTACT: Valerie Rockefeller. Telephone: (202)
401-1078. Individuals who use a telecommunications device for the deaf
(TDD) may call the Federal Information Relay Service (FIRS) at 1-800-
877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through
Friday.
SUPPLEMENTARY INFORMATION: As local, State, and Federal partnerships
strive to accomplish our National Education Goals and ensure that all
students achieve high standards of learning and development, it has
become increasingly clear that high-quality professional development
strategies for teachers and other educators are imperative.
Professional development is essential to developing the talents of
educators and supporting them in acquiring and using the additional
knowledge and skills necessary to educate an increasingly diverse
student population.
After reviewing the best available research and exemplary practice
related to professional development and consulting with a wide range of
education constituents, the Department has compiled a set of principles
intended to be useful in designing, implementing, and evaluating
professional development efforts. The Department would appreciate
public comments on the principles in terms of their value,
appropriateness, comprehensiveness, and clarity. Based on those
suggestions received by February 1, the principles will be revised and
disseminated as an aid to education practitioners and policymakers
nationally. The Department intends to examine and, as needed, revise
its legislative initiatives and programmatic emphases related to
professional development to reflect the principles.
We also invite submission of information about exemplary
professional development initiatives that incorporate the principles.
Please send no more than two-page descriptions of each effort,
describing the purposes, participants, processes, results, and the
address and telephone number of a contact.
The draft mission statement and principles of professional
development follow.
Dated: December 6, 1994.
Madeleine M. Kunin,
Deputy Secretary of Education.
Richard W. Riley,
Secretary of Education.
Draft Mission Statement and Principles of Professional Development,
U.S. Department of Education--Professional Development Team, October
31, 1994
There is an emerging consensus across the Nation that high-quality
professional development of teachers and other educators is essential
to successful education reform. Professional development is the bridge
between where educators are now and where they will need to be to meet
the new challenges of guiding all students in achieving higher
standards of learning.
``High-quality professional development'' as envisioned here refers
to rigorous and relevant strategies and organizational supports that
ensure the career-long development of teachers and other educators
whose competence, expectations and actions influence the teaching and
learning environment. These strategies should be collaboratively
designed, implemented, coordinated, and evaluated by schools, higher
education institutions, and other appropriate entities and should focus
on improving teaching and learning. The strategies should include
concern for improving and integrating the recruitment, selection,
preparation, initial licensing, induction, ongoing development and
support, and advanced certification of educators.
High-quality professional development also promotes ``learning
communities'' inclusive of everyone who has an impact on students and
their learning. Those within and outside schools need to work together
to bring to bear the ideas, commitment, and other resources that are
necessary to address important and complex educational issues in a
variety of settings. High-quality professional development takes a
growth rather than a deficit approach and regards educators and other
members of the school community as resources rather than problems.
Equitable access for all educators to those professional development
opportunities is imperative.
It is our firm belief that high quality professional development
strategies must incorporate ALL of the principles stated in this
document. Inadequately addressing any of the principles creates a weak
link in the chain of connections that must be made to realize fully the
potential of individuals, school communities, and institutions to
improve and excel.
The mission of professional development is to prepare and support
educators to help all students achieve high standards of learning and
development.
Professional Development--
Focuses on teachers as central to school reform, yet
includes all members of the school community;
Respects and nurtures the intellectual capacity of
teachers and others in the school community;
Reflects best available research and practice in teaching,
learning, and leadership;
Is planned principally by those who will participate in
that development;
Enables teachers to develop expertise in content,
pedagogy, and other essential elements in teaching to high standards;
Enhances leadership capacity among teachers, principals,
and others;
Requires ample time and other resources that enable
educators to develop their individual capacity, and to learn and work
together;
Promotes commitment to continuous inquiry and improvement
embedded in the daily life of schools;
Is driven by a coherent long-term plan that incorporates
professional development as essential among a broad set of strategies
to improve teaching and learning;
Is evaluated on the basis of its impact on teacher
effectiveness, student learning, leadership, and the school community,
and this evaluation guides subsequent professional development efforts.
[FR Doc. 94-30314 Filed 12-8-94; 8:45 am]
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