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.
Teachers prepare a series of videos and action plans focused on instruction.
Third, a professional development library of mixed media is housed at the central office. The library contains an extensive collection of books, periodicals, tapes, video material, and CD-ROMs. Finally, central office staff is available for consultation with schools. The emphasis is on in-district capacity building through a trainer of trainers approach. Schools use a variety of methods to create time for professional development.