MiBLSi promotes the investment of time to identify, teach, monitor, acknowledge appropriate student behavior so that less time will be taken away form instruction to address discipline problems Strand III - Personnel and Professional Learning The school has highly qualified personnel who continually acquire and use skills, knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for all. Standard Benchmark Key Characteristic MiBLSi Project Component III.1.B.1 Content Knowledge: Staff members have extensive MiBLSI provides focus training on knowledge of their content area and/or grade level and maintain strategies to improve student this knowledge through accessing frequent professional behavior and reading Standard 1 - Personnel development opportunities. They seek frequent opportunities to Professional development involves Benchmark B: Skills, School/district share this knowledge through collaboration with other staff. more that single training session- Qualifications: Knowledge and Dispositions staff qualifications, knowledge provide ongoing development Staff has the professional skills to and skills support student through training, guidance, be effective in their positions. learning. feedback, resources/tools, etc. Coaches work with school teams School staff attend training as a team rather than individuals III.2.A.1 Staff Participates in Learning Teams: Professional MiBLSI provides training for development is seen as a collaborative staff activity. Teams of school with support from Benchmark A: Collaboration staff members are provided regularly scheduled time in order to coaches, rather than individuals Professional development is collaborate around common professional development Networking with MiBLSi conducted with colleagues across opportunities. participating schools regionally and the school/district on improving statewide during scheduled practices and student training/work sessions. Connection achievement. Standard 2 - Professional with national initiatives in area of Learning: Professional learning Reading and Behavior support is conducted with colleagues III.2.B.1 Uses Best Practices: Professional development MiBLSi stresses use of empirically across the school/district on initiatives lead teachers to reflect on their content and pedagogy. supported practices (e.g., National improving staff practices and These initiatives inform and strengthen the connection between Center on Positive Behavioral Benchmark B: Content and student achievement. classroom application and student achievement. Interventions and Supports, “Big Pedagogy Ideas in Reading based on National Professional development at Reading Panel, Consumer's Guide schools/districts emphasizes both to Evaluating Reading Programs content and pedagogy of teaching Grades K - 3: A Critical Elements and learning. Analysis- Oregon Reading First, and Florida Center for Reading Research)
MiBLSi promotes the investment of time to identify, teach, monitor, acknowledge appropriate student behavior so that less time will be taken away form instruction to address discipline problems Strand III - Personnel and Professional Learning The school has highly qualified personnel who continually acquire and use skills, knowledge, attitudes and beliefs necessary to create a culture with high levels of learning for all. Standard Benchmark Key Characteristic MiBLSi Project Component Standard 1 - Personnel Qualifications: School/district staff qualifications, knowledge and skills support student learning. Benchmark B: Skills, Knowledge and Dispositions Staff has the professional skills to be effective in their positions. III.1.B.1 Content Knowledge: Staff members have extensive knowledge of their content area and/or grade level and maintain this knowledge through accessing frequent professional development opportunities. They seek frequent opportunities to share this knowledge through collaboration with other staff. MiBLSI provides focus training on strategies to improve student behavior and reading Professional development involves more that single training session- provide ongoing development through training, guidance, feedback, resources/tools, etc. Coaches work with school teams School staff attend training as a team rather than individuals Standard 2 - Professional Learning: Professional learning is conducted with colleagues across the school/district on improving staff practices and student achievement. Benchmark A: Collaboration Professional development is conducted with colleagues across the school/district on improving practices and student achievement. III.2.A.1 Staff Participates in Learning Teams: Professional development is seen as a collaborative staff activity. Teams of staff members are provided regularly scheduled time in order to collaborate around common professional development opportunities. MiBLSI provides training for school with support from coaches, rather than individuals Networking with MiBLSi participating schools regionally and statewide during scheduled training/work sessions. Connection with national initiatives in area of Reading and Behavior support Benchmark B: Content and Pedagogy Professional development at schools/districts emphasizes both content and pedagogy of teaching and learning. III.2.B.1 Uses Best Practices: Professional development initiatives lead teachers to reflect on their content and pedagogy. These initiatives inform and strengthen the connection between classroom application and student achievement. MiBLSi stresses use of empirically supported practices (e.g., National Center on Positive Behavioral Interventions and Supports, “Big Ideas in Reading based on National Reading Panel, Consumer's Guide to Evaluating Reading Programs Grades K - 3: A Critical Elements Analysis- Oregon Reading First, and Florida Center for Reading Research)
MiBLSi%20District%20Leadership%20manual%202009.docx