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Temple University Center for Research
in Human Development and Education |
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Role of Administrators
Administrators have acquired a new role in shaping the professional development plans of teachers. School administrators now develop annual school improvement plans targeting specific schoolwide objectives, and many states, such as Maryland and New Jersey, now require individual teachers to develop personal improvement plans (PIPs) in conjunction with their supervisors. With this new emphasis in mind, administrators must then plan for professional development offerings to fit within the school calendar. Consequently, scarce inservice days are dedicated to schoolwide curriculum objectives, such as improved reading and math skills, or critical school priorities such as safe schools initiatives. Technology, viewed as important but still separate from other content areas, has an increasingly tough time getting onto this agenda.
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Table 1
Professional Development Requirements for Re-licensure
- Delaware: 90 clock hours over a 5-year period (Delaware Department of Education, 2002).
- District of Columbia: 90 seat hours or 6 semester hours every 5 years (District of Columbia Public Schools, 2003, p. 4).
- Maryland: 6 hours of course credits during each 5-year certification renewal cycle (Maryland State Department of Education, 1999).
- New Jersey: 100 hours every 5 years (New Jersey Department of Education, 2000).
- Pennsylvania: 180 hours every 5 years, 6 college credits, 6 continuing education credits, 180 clock hours, or any combination thereof (Teaching in PA, 2003).
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