The state also requires that professional development initiatives connect activities with impact on instructional strategies and student achievement. Lawrence volunteered to pilot this accreditation model and has added more schools each year. Several methods have been developed to support teachers and other district personnel as they engage in reflection and planning for change. The emphasis is on sustaining a program that is ongoing, comprehensive, and job-embedded. The district has been able to protect the funding for professional development activities even during those times when bond issues have been difficult to pass.
Professional development has a high priority in the district.
Building on their experience with the pilot for the QPA, all schools are now required to craft a school improvement plan each year that details the connection between professional development and student achievement. It is here that an assessment is made concerning the inclusion of state and district goals, as well as approvals secured concerning travel, and so on. In addition to school plans, teachers should submit individual professional development plans that require support beyond that provided in the school plan. Four components are key to the success of the model. First, all teachers new to the district must complete a New Staff Instructional Skills Program within their first two years.