Policy for Teacher Professional Development at City Montessori School

Purpose

This policy aims to enhance teacher effectiveness and student achievement by providing teachers with access to high-quality, high-stakes professional development opportunities. The policy will establish a framework for selecting training programs, managing costs, and ensuring a return on investment for the school.

Scope

This policy applies to all full-time teachers employed by City Montessori School, Cambridge Section.

Key Components

1. Training Selection:

• Criteria: Training programs must be offered by reputable institutions with a proven track record of success. Programs should align with the school's educational philosophy and goals.
• Prioritization: The school will prioritize training programs that have a direct impact on student learning outcomes.
• Cost-Benefit Analysis: A cost-benefit analysis will be conducted before selecting any training program to ensure that the benefits justify the investment.

2. Bond Agreement:

• Terms: Teachers who participate in high-stakes professional development programs will be required to enter into a bond agreement.
• Repayment: If a teacher leaves the school before fulfilling their bond obligation, they may be required to repay the bond amount agreed.
• Exceptions: The school may consider exceptions to the bond agreement in cases of unforeseen circumstances.

3. Performance Expectations:

• Goals: Teachers who participate in high-stakes professional development programs will be expected to set specific, measurable, achievable, relevant, and time-bound (SMART) goals for their professional growth after the training.
• PLC: Teachers who participate in high-stakes professional development programs will be expected to lead professional learning communities (PLCs) focused on sharing their expertise and implementing new teaching strategies learnt at the training.
• Teachers who participate in high-stakes professional development programs will be required to share a concise summary of key takeaways and relevant slides from the training with their PLC. This sharing should occur within the first week of returning to the school after the training
• Documentation and Storage: The shared presentations and summaries will be stored in a central repository for future reference and access by all teachers. This will create a valuable resource for professional development and ongoing learning.
• Evaluation: The school will evaluate the impact of the training on teacher performance and student achievement.

4. Support and Accountability:

• Mentorship: The school’s relevant MLL will provide mentorship and support to teachers after the training to help them apply their new knowledge and skills.
• Accountability: Teachers who meet the expectations outlined in the bond agreement and achieve their performance goals will continue to enjoy professional growth opportunities and positive recognition.