These types of programs need to be the rule, rather than the exception. The teacher evaluation component of our Accountability Policy is also compatible with this proposed legislation. These are fundamental accountability measures that should be in place throughout the Nation. This act requires that local districts use a portion of their funds to provide teachers with high quality professional development. We believe that professional development must be a dynamic, ongoing, and sustained comprehensive process with a focus not just on individual and organizational growth, but also on increased student achievement.
Systemic partnerships are also one of the answers to the professional development challenge.
Used creatively, school partnerships with local institutions of higher learning can be a catalyst for providing high quality professional development. Cherokee's new model of systemic partnerships calls for a written agreement between the parties outlining existing relationships and detailing further avenues for reciprocal activities. All professional development initiatives must be assessed for effectiveness in achieving district priorities and assisting teachers to acquire the knowledge and skill they need to assist students in mastering objectives identified as critical course content in every elementary, middle and high school. Clearly, there must be alignment and a cyclical connection between high student performance standards, curriculum frameworks, essential teacher knowledge and research-based staff development, which must be understood by educational policymakers at the local, state and federal levels. Diagnosing student needs and warehousing of data in ways that makes it accessible and timely are paramount in order to support this cycle.