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Guidelines
for Planning Approvable In-service Education Activities
These guidelines are provided to assist in planning approvable in-service
education activities. Details of your plan should be kept on file
in your central office. |
| Guidelines on this page must
be followed to complete the following forms: |
Form:
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Definition
In-Service education is defined as a program of planned
activities designed to increase the competencies needed by all licensed
personnel in the performance of their professional responsibilities.
In this context, "competencies"
are defined as the knowledge, skills, and attitudes which enable
personnel to carry out their tasks with maximum effectiveness.
Legal Basis
T.C.A., Section 49-6-3004. (a) Each public school system shall
maintain a term of not less than two hundred (200) days, divided
as follows:
- One hundred eighty (180) days for classroom instruction;
- Ten (10) days for vacation with pay;
- Five (5) days for in-service education;
- One (1) day for teacher-parent conferences; and
- Four (4) other days as designated by the local board of education
upon the recommendation of the superintendent of schools.
(b) Vacation days shall be in accordance with policies recommended
by the local superintendent of schools and adopted by the local board
of education.
(c)
- In-service days shall be used according to a plan recommended
by the local superintendent of schools in accordance with the provisions
of this section and other applicable statutes, and adopted by the
local board of education. A copy of this plan shall be filed with
the State Commissioner of Education on or before June 1 the preceding
school year and approved by him. The commissioner shall require
that in-service training include the teaching of the components
of the Juvenile Offender Act, compiled in title 55, chapter 10,
part 7 to all teachers and principals in grades seven (7) through
twelve (12). The commissioner shall also encourage the use of two
(2) of the in-service training days to provide training to teachers,
principals, and other school personnel, and, to the extent possible,
school board members, on issues of prevention and intervention
strategies for students in the area of behavioral/emotional disorders.
- The needs of probationary and apprentice teachers shall be given
priority in the planning of in-service activities. Apprentice teachers
shall be assisted by supervising teachers in the development of
competencies required by the State Certification Commission and
the local board of education.
- The plan shall also give priority to staff development activities.
Staff development activities shall include an assessment of teacher
and administrator evaluations made previously by the State Certification
Commission and the local school system. Career level III teachers
and supervisors shall be assigned to aid those teachers seeking
to improve teaching competencies.
Guidelines for Development of In-service Plans
In-service education shall be consistent with the Professional
Development Policy for Tennessee Schools.
The development of a comprehensive in-service plan is a significant
educational endeavor for each local school system. A minimum of five
(5) days of planned in-service education, each of which shall be
equivalent to not less than six hours of activities, shall
be developed. All five of these days shall be identified in the annual
school calendar. In-service credit shall not be allowed for participation
in activities which are scheduled during regular teaching days or
at any time for which participants are being paid for other than
in-service reasons.
A recommended sequence for developing system-wide in-service education
programs is to (1) assess needs, (2) establish priorities, (3) develop
objectives, (4) design in-service activities, and (5) evaluate. The
system-wide plan should reflect the assessed needs of all professional
staff.
Designing Approvable Activities
Resources and appropriate instructional strategies needed to achieve
specific objectives must be identified when designing approvable
in-service activities. A variety of possible strategies and activities
should be included.
Approvable Activities for In-service
- In-service activities designed to develop the competencies of
apprentice or probationary teachers. (Priority shall be given to
these activities. Supervising teachers shall be designated to work
with these teachers.)
- Instructional assessment and improvement studies.
- Workshops and/or other activities based on the assessed needs
of a school or school system.
- Development and coordination of system and school-wide curriculum.
- Conducting staff development programs/activities that are consistent
with needs identified at the building and/or system level.
- Studies of: teaching methods and strategies, classroom management,
child development, curriculum and instruction, motivation, community
involvement, planning and evaluation.
- Workshops, seminars, institutes, state sponsored activities,
teacher-center activities, professional organization sponsored
activities, and college or university sponsored activities which
are related to a teacher's assignment or to a school's or system's
objectives. (To validate these activities, a written record of
attendance/participation must be maintained.)
- Specific training for instructional assignments.
- Service as a free consultant to other schools and LEAs, excluding
travel time.
Non-approvable Activities for In-service
- Parent-teacher conferences.
- Teachers working in their rooms.
- Putting grades on permanent record forms.
- Business meetings for a professional association.
- Coaching clinics/cheerleading clinics.
- College courses for credit.
These are not meant to be comprehensive lists. Only those activities
which are most frequently asked about are addressed.
Accountability
Local school systems are responsible for the evaluation of in-service
programs and should keep on file brief evaluations of all approved
in-service programs.
Local In-service Committee
A committee composed of representatives from each of the following
categories shall comprise the system-wide in-service planning committee
membership: superintendent or designee; instructional supervisor;
principal; and teacher(s). Adequate representation of teaching staff
is critical to the successful development and implementation of the
plan. If possible, a college or university consultant, parent, or
other appropriate representatives should be involved.
Resources
To provide the resources needed for planned in-service activities,
the local board of education is encouraged to adopt an adequate budget
for this purpose. The coordination of all available funds for covering
costs that meet the local in-service needs should be pursued.
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