Falmouth LCC Plan

FALMOUTH PUBLIC SCHOOLS LOCAL CREDENTIALING COMMITTEE (LCC) PLAN

December 20, 2021

Contents

Section A SCOPE

Section B PURPOSE AND ROLE

Section C PROFESSIONAL RIGHTS

Section D COMPONENT 1 OF LCC -LCC COMMITTEE

Section E COMPONENT 2 OF LCC -LCC MENTORS

Section F LCC MENTORING PLANS

Section G PROFESSIONAL RENEWAL PLANS (PREPs)

Section H PROFESSIONAL CERTIFICATE HOLDERS NEW TO

FALMOUTH SCHOOLS

Section I LCC FILES

Section J EVALUATION

Section K TRAINING

Section L LCC PLAN ADOPTION

APPENDIX A: PROFESSIONAL DEVELOPMENT ACTIVITIES

Professional Development Activities

APPENDIX B: LCC FORMS AND PROCESS EXPLANATION

PROFESSIONAL RENEWAL PLAN (PREP) (purple form)

PROFESSIONAL DEVELOPMENT ACTIVITY REPORT (blue form)

SPECIAL PROJECT ACTIVITIES

SPECIAL PROJECT PRE-APPROVAL (pink form)

SPECIAL PROJECT PRE-APPROVAL (yellow form)

APPENDIX C: LCC MENTORING PLAN

APPENDIX D: CHAPTER 115 and Chapter 180 Maine Laws

APPENDIX E: FALMOUTH TEACHING STANDARDS AND RUBRIC-NBPTS

Falmouth Public Schools Local Credentialing Committee (LCC) Plan

Developed: FALL, 2021

Presented to Falmouth School Board December 2021

Section A SCOPE

This Falmouth Public Schools Local Credentialing Committee (LCC) Plan is designed to provide support for all teachers, school counselors, library/media specialists, special education consultants, speech and hearing clinicians, athletic directors, and literacy specialists, as well as educational technicians in the Falmouth School District. At its discretion, the LCC will seek collaboration and affiliation with other school units and institutes of higher learning.

Section B PURPOSE AND ROLE

The Falmouth LCC will provide the foundation for strong and appropriate support services in order to develop effective educational practice for all staff certified under this plan. It will provide the Commissioner of Education with recommendations for educational personnel seeking professional certification renewal, certification advancement (see Chapter 115 Part 1), or educational technician authorization renewal (see Chapter 115 Part 1).

The roles of the LCC will be to:

1. Conduct a yearly orientation meeting for new district staff supported by this plan

2. Inform all new staff supported by this plan of the certification process and responsibilities as well as provide each with a electronic access to this LCC plan and associated documents/forms

3. Supervise the development and submission of:

a. Falmouth LCC Mentoring Plans and supporting documentation for new educators

b. Renewal plans for teachers and educational specialists

c. Documentation of renewal contact hours of educational technicians

4. Assist the superintendent’s designee in assigning a mentor to new teachers and new educational specialists who require one:

1. Teachers in first three years of teaching in public school (2 year mentor plan)

2. Teachers with professional license from another state, but new to teaching in Maine (1 year mentor plan)

3. Other categories as needed

All decisions made by the LCC will be made in a professional, fair, and equitable manner. A staff member who feels that a LCC decision is not correct should first address this concern with one of his/her LCC building representatives, or the LCC administrative representative for the district.

The concern will then be presented to the LCC, as a whole, for reconsideration. If the staff member still does not deem the decision satisfactory, he/she may address the LCC in person at the next scheduled meeting. For each LCC decision, the committee will strive to achieve consensus and if unable to reach consensus, a majority vote of the committee will determine the decision.

SECTION C PROFESSIONAL RIGHTS

All materials gathered during the course of the certification/renewal process are to be considered legally confidential, including, but not limited to, self-assessments, observations, LCC Mentoring Plans, Professional Renewal Plans (PREPs), and recommendations (see Chapter 115, Part 1).

No materials, either written or verbal, may be divulged to any sources outside the LCC, including building principals, other administrators, other teachers, and any other staff, unless the individual expressly gives permission in writing.

It is the responsibility of each LCC member to respect the individual’s rights of confidentiality.

Each candidate’s file becomes his/her sole personal property upon receipt of the certification sought. Upon leaving the Falmouth School System, his/her certification file becomes his/her sole personal property. The LCC Chair will be responsible for maintaining the records. The records shall be kept in a locked file and will be kept in the building where the LCC Chair is assigned.

SECTION D COMPONENT 1 of LCC – LCC COMMITTEE

There will be two main components of the LCC. These will be the LCC Committee and the LCC Mentor Network.

Local Credentialing Committee Composition

The Falmouth LCC will be composed of the following: one district administrator representative and ten building representatives.

These 11 representatives will include:

4 elementary school, 3 middle school, 3 high school, one administrator

(The number of representatives for each building may be adjusted as necessary to reflect equitable representation based on the relative number of LCC staff in each building.)

LCC Governance

LCC members will be appointed in the following manner:

1. The LCC chairperson will inform the staff of positions available for the coming year in order to seek interested individuals. The chairperson will then compile a pool of volunteers by April 1. Qualified staff members interested in a position in their building will indicate interest via e-mail or writing to the LCC chairperson (or designee) by the deadline.

2. Qualifications for possible membership will be:

a. Professional certification with three years of teaching experience and effectiveness rating of effective or higher.

b. Three years of experience in education for educational specialists

c. Non-teaching staff must have three (3) years of experience in

education. [See Chapter 115, Section 9, #2, (a-d)].

3. Members of the LCC will be elected for a two-year term. There will be no limit to the number of terms a member may serve. Approximately half of the positions in any given building will be open for election each year. In the event that the ratio becomes uneven, a position up for election may be designated as a one-year term in order to restore balance.

4. The certified staff at each building will elect members to fill vacancies in their building for the next year by electronic vote on or before April 30^th.

In the event of a vacancy during the year a special election to fill that vacancy for the duration of the term will be held for that building.

5. Election results will be forwarded to the Superintendent who will nominate the list to the School Board for appointment.

Roles and Responsibilities

The responsibilities of the LCC members will be:

1. Participating in all LCC meetings and orientation

2. Responding to staff requests for information and/or clarification

3. Serving as a liaison between building staff and the LCC on issues related to certification

4. Maintaining the confidentiality of the staff

5. Reviewing and approving LCC Mentoring Plans and Professional Renewal Plans

6. Pre-approving requests for special projects and travel for educational purposes for certification/renewal

7. Voting on certification/renewal applications

The LCC chairperson will meet the requirements as defined in Chapter 115, and will be elected by the LCC Committee at the May meeting of each year to act as chairperson for the following year. The chairperson must be a member of the Falmouth teaching staff and will have been a member of the LCC for at least two years prior to his/her election. There will be no term limits.

The chairperson or his/her designee will be responsible for:

1. Scheduling and facilitating the monthly meetings for the year as well as calling extra meetings as needed

2. Preparing agendas and meeting packets

3. Filing pre-approval requests and collating documentation of completed activities as submitted

4. Notifying candidates for recertification and/or renewal of the LCC Committee’s decisions on LCC Mentoring Plans, PREPs and certification recommendations

5. Securing supplies

6. Ensuring an annual self-evaluation of the LCC is conducted and results discussed

7. Maintaining and updating individual records

8. Ensuring confidentiality of files

9. Reviewing files of staff leaving the district, documenting renewal work completed in-district and returning the staff member’s file

10. Reviewing files as requested by individual staff members

11. Notifying individuals in the fall that their authorization or certification is due to expire during or at the conclusion of the current school year

12. Conducting elections for building representatives

13. Compiling a list of LCC Mentors in August for the following school year

14. Meeting with the Superintendent’s designee to assign LCC Mentors for individuals requiring one

15. Consulting with LCC Mentors to monitor progress of mentees

16. Submitting names of LCC members and LCC Mentors for contracts to Superintendent’s office

17. Signing certification documentation via the Maine DOE MEIS system

18. Staying current with changes in state law/regulations

The LCC secretary will be elected at the May meeting for the following year. The secretary must be a member of the Falmouth teaching staff and will have been a member of the LCC for at least two years prior to his/her election. There will be no term limits. The primary duty of the secretary will be to take and distribute minutes of the meetings. The secretary maintains the database of activity form review used during our meetings. The secretary sends individuals an update of actions and a cumulative total of hours following each Falmouth LCC meeting. The chairperson may delegate additional responsibilities.

Meetings

The LCC meetings will be scheduled on a monthly basis. By May monthly meeting dates for the following year will be determined. Additional meetings will be scheduled during the school year as needed.

In the case of attendance concerns the chairperson will discuss possible options with the individual member. If the member decides to vacate the position, an election will be held from the building’s other qualified staff, and the annual stipend for both individuals will be adjusted accordingly.

Orientation for New Staff

The LCC will hold a formal orientation for all new staff covered under this plan by mid-October of each school year. The orientation will include:

- Introduction of LCC members

- Process/Procedures for achieving certification/renewal hours

- Overview of development and training opportunities

(See Appendix A in this LCC Plan for a complete listing.)

- Electronic access to Falmouth LCC Plan

A copy of this plan and associated documents/forms will be maintained/updated on the LCC website.

SECTION E COMPONENT 2 of LCC – LCC MENTOR NETWORK

Each professionally certified individual (with less than 3 years of public school experience, or new to teaching in Maine) will be assigned a LCC Mentor by the LCC Chair in consultation with the Falmouth Director of Learning. The mentor’s main task will be to coach his or her mentee. In doing so, mentors will provide guidance and support in creating and completing a Falmouth LCC Mentoring (recertification) plan. LCC Mentors will also assist their mentees in developing collegial professional partnerships as the primary means of professional development and achieving LCC Mentoring plan goals (see Chapter 180, Section 11).

Qualifications of LCC Mentors (see Chapter 180, Sec 11, #6) will be:

1. Having at least three years of experience as an educator

2. Working under a professional certificate

3. Completion of a Mentor training program approved by the State of Maine Department of Education

The responsibilities of each LCC Mentor are:

1. Being a resource for the mentee, including support services and technical assistance needed by candidates to maintain certificates

2. Collaborating with the mentee to design a LCC Mentoring plan that will help the educator provide documentation of meeting Maine’s Initial Teacher Certification Standards

3. Conducting at least three classroom observations of the mentee per year with pre- and post-observation conferences

4. Observing all aspects of mentee’s performance as related to the job

5. Meeting on regular basis, monthly or more often, with the mentee to collaborate and determine his/her progress toward completion of their LCC Mentoring plan (Monthly up-dates of the meetings must be submitted to the LCC chairperson in a timely manner)

6. Making a formal recommendation to the LCC indicating whether or not the mentee has met their LCC mentoring goals successfully.

Support mentors will be expected to work with the same mentee for the assigned mentoring period.

The LCC will make every effort to match qualified LCC mentors with new educators requiring a mentor using the following prioritizing guidelines:

1) Location – FES , FMS, FHS

2) Impact areas – Content area, grade level, specialization

In the event of a match that does not proceed successfully, a change can be made. The staff member seeking a change will submit a written request to the LCC Chair.

SECTION F LCC Mentoring Plans

A LCC Mentoring Plan will be prepared by each mentee, in cooperation with his/her LCC Mentor.

An observation sequence consisting of a pre-conference, observation and post-conference will be conducted by the LCC Mentor prior to the writing of the mentee’s plan. It is recommended that the observation be completed before October 15^th. The conferences and observation may provide direction for the LCC Mentoring Plan goals. Goals will be written to reflect Maine’s Initial Teacher Certification Standards. The goals for improving professional skills will be consistent with the certificate level or endorsement.

Each mentor will present a LCC Mentoring Plan for his/her mentee to the LCC by the November meeting of the first year. Any necessary revisions must be completed and the plan resubmitted by December meeting.

By the end of the LCC Mentoring Plan period, the mentor will present documentation of the evidence supporting completion of the plan to the LCC.

LCC mentors will recommend resources for services and technical assistance available to fulfill the goals and objectives of the mentee’s LCC Mentoring plan.

SECTION G PROFESSIONAL RENEWAL PLANS (PREPs)

A professional certificate holder seeking renewal of that professional certificate will develop a Professional Renewal Plan (PREP) linked to the Charlotte Danielson standards used by the Falmouth Public Schools.

The (PREP) may be submitted 5 years prior to certificate expiration on a form provided by the Falmouth LCC. The plan will list professional development goals which the teacher will select from as part of his/her plan to earn 6 credits or 90 contact hours or an equivalent combination of approved credits and contact hours. At its next regular meeting, the LCC will either approve the PREP as submitted or will return it to the teacher with recommended changes. The teacher can then resubmit their plan.

Renewal

In order for a professional certificate holder to renew a professional certificate they must complete the equivalent of six credits or 90 contact hours within the five-year renewal cycle. This may be a combination of credits, CEUs or contact hours granted for the completion and documentation of professional development activities in the field for which they hold an endorsement or are seeking a new endorsement.

Professional learning communities and/or professional development activities must be approved by the LCC Committee and be related to one or more goals from the individual’s PREP. A complete listing of approved activities (I and II) may be found in Appendix A.

For special projects (III), a pre-approval request must be made by submitting a completed Falmouth LCC Special Project Pre-Approval (pink) form to the LCC Committee prior to the start of the project. Special projects are limited to 15 hours per project and 60 hours in a renewal period.

After a request for a special project has been acted on by the LCC Committee the individual will be notified whether the activity has been approved.

Once an activity or special project is completed, a Falmouth LCC Professional Development Activity Report (blue) form along with documentation will be submitted to a LCC member or the LCC Chair. The LCC Committee will review the documentation and award contact hours toward renewal.

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Educational Technician:

In order for an educational technician to renew an authorization, he/she must complete the equivalent of 3 credits (45 contact hours) of work-related professional development within the five-year authorization period. The 3 credits may be composed of college credits, CEUs, or contact hours as found in Appendix A.

Documentation of completion of these activities will be submitted with the Professional Development Activity Reports (blue) to the LCC chairperson or LCC member.

*****

The LCC members will act as resources for staff members and will provide information about available materials, services, and ideas to help the individual meet the goals of their professional renewal plan as requested.

Upon completion of the required 6 credits (or 90 contact hours) or the equivalent, the final recommendation of the LCC regarding the candidate’s eligibility for certification shall be submitted to the Commissioner in the format required by the Commissioner.

It will be the responsibility of all certified and authorized staff supported by this plan to maintain a current certificate/authorization while employed by the Falmouth School Department.

Section H PROFESSIONAL CERTIFICATE HOLDERS NEW TO FALMOUTH SCHOOLS

All teachers and educational specialists new to the Falmouth Schools can receive support in writing the required PREP from LCC members.

Section I LCC FILES

A confidential file will be created for each staff member holding a certificate or authorization. This file will contain LCC documents such as LCC Mentoring plan, PREPs, and/or documents relevant to the individual’s current certification cycle. This file will be kept secured and separate from personnel files. The LCC Chair will maintain the security of these files by making a file accessible only to the staff member, their LCC Mentor or for use by the LCC as necessary.

Section J EVALUATION

The LCC will complete an annual evaluation looking at the quality, effectiveness and efficiency of the management of the LCC. The evaluation will be organized and carried out in May of each year by a team designated by the LCC Chair.

Information gathered will be reported to the LCC at the June meeting. At that time any changes deemed necessary will be discussed and implemented during the following year.

Section K TRAINING

Those individuals who have received training approved by the Maine Department of Education will provide training to all new mentors.

Training and orientation of new LCC members will be offered at the May meeting of the year in which he/she is elected, and then as needed.

LCC members will attend Maine Department of Education certification conferences, workshops, and trainings when available, appropriate, and funded.

Section L LCC PLAN ADOPTION

This plan was presented to the Falmouth School Board in December 2021.

APPENDIX A: PROFESSIONAL DEVELOPMENT ACTIVITIES

Professional Development Activities

APPENDIX B: LCC FORMS AND PROCESS EXPLANATION

OLD PLAN ORGANIZATION OF APPENDIX B.

Notes:

· Please fill out all PLCSS paper work in blue or black ink as this copies much more clearly.

· Keep a copy of all documents for your own records.

· Any documents submitted to the PLCSS Committee must be on the correct color paper.

PURPLE Professional Renewal Plan (PREP)

Before any credit is awarded, the purple Professional Renewal Plan MUST be completed, approved and on file with the PLCSS Committee.

The purple Professional Renewal Plan is a working document and may be updated at any time.

· Your goals should reflect areas for professional growth over a five-year renewal period from Maine’s Ten Teaching Standards as evidenced through the National Board of Professional Teaching Standards Rubric

· Number your goals to save time when completing the pink Special Project Pre-Approval form and the blue Professional Development Activity Report form.

· A goal may be added at any time by simply submitting another purple Professional Renewal Plan listing the added goal to the PLCSS Committee. Please put the notation “addition of a goal” at the top.

The courses/activities for which you submit a blue Professional Development Activity Report form must relate to one or more of your listed goals.

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All activities listed in Appendix A Parts I and II are approved.

Pre-approval for Appendix A Part III Special Projects must be requested prior to the start of the activities in order for credit to be granted upon completion.

Pre-approval for these activities may be granted in only one way.

· You must submit a pink Special Project Pre-Approval form.

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PINK Special Project Pre-Approval

This form must be submitted before the activity begins.

HINT : Fill out your pink Special Project Pre-Approval form and blue Professional Development Activity Report at the same time.

· The titles of your activity will be the same, making matching them for credit later much easier.

· It will remind you to submit your blue Professional Development Activity Report after completing the activity.

Special projects must directly relate to the field in which you hold an endorsement or are seeking a new endorsement.

Refer to your goals on the purple Professional Renewal Plan by number. This eliminates the need to rewrite the goals on this form.

YELLOW Professional Development Activity Approval

You will receive a yellow Special Project Approval to keep in your personal files. This will state whether the activity has been approved, tabled or denied. The reason for an activity being tabled or denied will be listed on the yellow form.

BLUE Professional Development Activity Report

Credit for an activity will only be granted after the blue Professional Development Activity Report sheet and documentation of completion have been received by the PLCSS. The summary should describe what you did and learned.

The PLCSS Committee will review these and determine the number of contact hours to be awarded.

The blue Professional Development Activity Report and documentation will be placed in your file. You will receive notification from the PLCSS Committee for the contact hours granted.

You may review the contents of your file by making an appointment with the PLCSS chairperson.

PROFESSIONAL RENEWAL PLAN (PREP) (purple form)

PROFESSIONAL DEVELOPMENT ACTIVITY REPORT (blue form)

SPECIAL PROJECT ACTIVITIES

According to Maine state law, the PLCSS Committee must approve professional development activities.

Contact hours will only be granted for professional development activities in the field for which you hold an endorsement or are seeking a new endorsement. 90 contact hours are required every 5 years for professional certificate renewal.

*1 CEU = 10 contact hours *1 credit=15 contact hours *3 college credits = 45 contact hours

All professional development activities must be approved. You must submit a Special Projects Pre-Approval form (pink) for special projects. Professional development activities must match at least one of the goals on the individual’s Professional Renewal Plan (purple sheet- PREP), and subsequently be documented after completion (blue sheet).

III Special Projects/Travel for Educational Purposes - require Special Project Pre-Approval form (pink)

A. Special project – for each new individual project up to 15 contact hours per project or individual research; up to 60 hours over a five-year renewal period.

Examples

· Community Involvement Related to Education – Example: Teaching a community class, serving on a community committee

· Grant Writing

· Publishing in a Field of Expertise

· Action Research

· Independent Research

· Independent Projects

B. Travel for educational purposes – up to 45 contact hours over a five-year renewal period.

SPECIAL PROJECT PRE-APPROVAL (pink form)

SPECIAL PROJECT PRE-APPROVAL (yellow form)

APPENDIX C LCC MENTORING PLAN

LCC MENTORING PLAN

Maine’s 10 Initial Teacher Certification Standards

The following standards for professional growth leading to competency shall be the basis upon which an LCC Mentoring Plan is drafted, observations and needs assessments made, and recommendations adopted for purposes of professional level certification. The indicators accompanying each standard are meant to be used holistically to inform the assessment of the standard, each indicator need not be met:

5.2.1 Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students. Mastery of this standard can be demonstrated by the ability to:

(a) Use multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students’ prior learning.

(b) Evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, usefulness and for representing particular ideas and concepts in clear and meaningful ways. (c) Engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.

(d) Model the use of the tools of the discipline through the inclusion of technology and create opportunities for students to practice the use of these tools.

(e) Incorporate knowledge of students’ experiences in the planning, execution, and evaluation of learning experiences.

(f) Explain important principles and concepts delineated within their discipline and link them with professional, state and unit standards.

5.2.2 Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. Mastery of this standard can be demonstrated by the ability to:

(a) Create learning experiences in which students are required to construct knowledge and test hypotheses using the methods of inquiry and standards of evidence of multiple disciplines.

(b) Encourage students to recognize and respect the interdependence of all knowledge and ideas by combining and integrating knowledge of different disciplines.

(c) Pursue and acquire material and human resources in various disciplines for classroom use.

5.2.3 Demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students’ intellectual, physical, emotional, and social development. Mastery of this standard can be demonstrated by the ability to:

(a) Discern individual, student and group differences (e.g., intellectual, cultural, social).

(b) Support individual student’s physical, social, emotional, cognitive, and moral development.

(c) Observe how students learn and thus ascertain different learning styles.

(d) Identify when and how to access appropriate services or resources to meet learner’s needs.

(e) Identify and design instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

(f) Make appropriate provisions and adaptations for individual students who have particular learning differences or needs.

(g) Understand and make connections to students’ experiences and backgrounds in planning and implementing curriculum.

(h) Demonstrate understanding of and sensitivity to issues of diversity and equity during the design and assessment of instruction.

5.2.4 Plans instruction based upon knowledge of subject matter, students, and curriculum goals. Mastery of this standard can be demonstrated by the ability to:

(a) Plan for learning opportunities that recognize and address variation in developmental level, learning styles, performance modes, and individual needs.

(b) Develop daily, weekly, and long-range lesson plans that are linked to student needs and performance, and adapt them to ensure that the plans capitalize on student progress and motivation.

(c) Demonstrate originality in lesson development within the parameters of the existing school curriculum.

(d) Articulate lesson goals and provide educationally and ethically defensible rationales for those goals.

(e) Plan collaboratively with colleagues on curriculum goals and frameworks both for the classroom and for schools.

5.2.5 Understands and uses a variety of instructional strategies and appropriate technologies. Mastery of this standard can be demonstrated by the ability to:

(a) Choose effective teaching strategies and materials to meet different learning goals and student needs.

(b) Use multiple teaching and learning strategies to engage students in active learning opportunities and to help students take responsibility for their own learning.

(c) Monitor and adjust strategies in response to learner feedback.

(d) Vary her or his role in the instructional process depending on the content, purposes, and student needs.

(e) Develop a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and providing diverse perspectives to encourage critical thinking.

(f) Employ a wide range of questioning and discussion techniques that elicit responses at a variety of affective and cognitive levels.

(g) Regularly and purposefully integrate technology into pedagogical practice in order to more effectively support teaching and learning for all students.

(h) Provide students with strategies for evaluating the content encountered via technology (e.g., Internet, listservs).

5.2.6 Creates and maintains a classroom environment which supports and encourages learning. Mastery of this standard can be demonstrated by the ability to:

(a) Create a comfortable, well-organized physical environment.

(b) Establish a classroom climate of openness, mutual respect, support, and inquiry.

(c) Work with students to manage their own behaviors and assume responsibility for their own learning.

(d) Use principles of effective classroom organization.

(e) Use a variety of strategies to address individual learners’ needs in order to increase student performance. 32

(f) Create an environment in which students work both cooperatively and independently.

5.2.7 Demonstrates the ability to support students’ learning and well being by engaging students, home, school, colleagues, and community. Mastery of this standard can be demonstrated by the ability to:

(a) Advocate for students while respecting their privacy and right to confidentiality.

(b) Identify strategies to link school, home, and community to enhance student performance and well-being.

(c) Describe ways to develop partnerships with parents and guardians in support of students’ learning and well being.

(d) Work with other school personnel, representatives of community agencies, and representatives of other professional and education organizations with the goal of supporting student learning and well-being.

5.2.8 Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Mastery of this standard can be demonstrated by the ability to:

(a) Describe the purposes of assessment.

(b) Use a variety of formal and informal strategies to assess student outcomes.

(c) Match assessment strategies and instruments to Maine’s Learning Results and program objectives.

(d) Use concepts of reliability, validity, and generalizability to design and improve high quality assessments.

(e) Employ a variety of assessment techniques to collect knowledge of learners, student learning progress, and program effectiveness.

(f) Use assessments and evaluation to modify teaching and learning strategies and for diagnostic purposes.

(g) Interpret, understand, and utilize education data.

(h) Communicate responsibly and knowledgeably to students, parents, communities, and agencies about student achievement and program outcomes.

(i) Involve learners in self-assessment and goal setting for learning.

(j) Document learning using a variety of methods such as portfolios, school records, and other long-term indices of the multiple abilities of students.

5.2.9 Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher. Mastery of this standard can be demonstrated by the ability to:

(a) Treat others with respect, and honor the dignity of all people.

(b) Maintain confidentiality, as legally and ethically appropriate concerning all dealings with students, parents, teachers, and school personnel.

(c) Adhere to a code of ethics that demonstrates an understanding of students’ rights and teacher rights and responsibilities.

(d) Demonstrate knowledge of legal responsibility.

(e) Comply with all school policies including health and safety issues, such as administration of medication and reporting concerns of physical and sexual abuse.

(f) Adhere to affirmative action policies pertaining to school and classroom settings, interact with all students in an equitable manner. He/she does not discriminate in employment, housing, or access to public accommodations on account of race, color, sex, physical or mental disability, religion, sexual orientation, ancestry or national origin; and, in employment, does not discriminate on account of age or because of the previous assertion of a claim or right under former Title 39 or Title 39-A; and, in education, does not discriminate on account of sex, or physical or mental disability.

(g) Understand how beliefs, values, traditions and requirements of various religious groups interact with school life (e.g., dietary restrictions, fasting, mandatory observance or nonobservance of holidays, activities which are forbidden, expectations regarding gender relations, issues of deference); take religious and cultural diversity into account when planning and implementing lessons and activities.

(h) Understand the meaning of sexual harassment and how it impacts students and staff, and assist students in understanding the meaning of sexual harassment, how to avoid harassing others, and what to do if they feel harassed.

(i) Document incidents which may have legal or ethical implications.

(j) Understand the processes to obtain and maintain professional certification/licensure.

(k) Recognize and demonstrate appropriate use of language in the classroom (i.e., avoid profanity, name-calling, racial slurs, etc).

5.2.10 Demonstrates a strong professional ethic and a desire to contribute to the education profession. Mastery of the standard can be demonstrated by the ability to:

(a) Be an active, contributing member of work teams and committees.

(b) Participate in staff development opportunities and training sessions and apply information and strategies gained as a result of those experiences to his/her own teaching.

(c) Utilize information gained from reading professional journals.

(d) Apply information gathered during attendance at professional conferences.

(e) Develop associations with organizations dedicated to learning.

(f) Reflect upon and strengthens his/her teaching by evaluating (alone and with colleagues) lessons taught and making appropriate improvements.

(g) Stay abreast of and employ new teaching strategies and technologies.

(h) Develop and implement a personal development plan to enhance his/her professional growth.

(i) Maintain a professional demeanor and recognize the teacher’s role as a model for students.

(j) Work with colleagues to achieve school and district goals and to address problems in the school.

APPENDIX D: CHAPTER 115 The Credentialing of Education Personnel and Chapter 180 Performance Evaluation and Professional Growth Systems (Section 11 on Mentoring)

Chapter 115

SECTION 9. Local Credentialing Committee (LCC)

1. Roles and Responsibilities

A. The purpose of the LCC is to determine whether the requirements for the renewal of a credential required by the state are met.

B. The LCC will inform all educators employed by an SAU of their credentialing responsibilities and provide each with a copy of the LCC procedures and forms.

C. The LCC will preapprove course work of professional development that will result in the accrual of credit or contact hours for the purposes of certification renewal to ensure that the planned study or professional development is in accordance

D. The LCC shall provide for maintenance of a cumulative confidential file containing documentation of the accrual of approved hours for certification or renewal and official documentation of progress toward meeting the requirements for a renewal

2. Composition

A. Each LCC shall include a majority of professionally certified educators with none holding conditional endorsements.

B. Each LCC shall include one administrator employed by the school unit. Administrators may not participate in discussions concerning candidates under their supervision.

C. Educator members of an LCC must have at least three years of experience as educators, and if they participate in a local performance evaluation system, their most recent overall performance rating must reflect effective or higher performance; a majority must have completed at least one five-year renewal cycle. Non-educator members must have professional expertise appropriate to the LCC’s responsibilities as determined by the SAU.

D. An LCC may not include school board members of that SAU.

3. Components of A Local Credentialing Committee Plan

A. The LCC plan shall be a comprehensive plan for the support of certified teachers and educational specialists who seek higher level certificates or renewal of certificates.

B. Each LCC plan must meet the following criteria:

(1) Describe the scope of the LCC (school unit, collaboration of school units, and affiliation with institutions of higher learning);

(2) Contain adequate provisions for efficient management of the LCC, including a management oversight structure, decision-making and conflict resolution procedures, and a process for adopting final certification recommendations pertaining to individual educators;

(3) Provide for a formal orientation for professionally and certified teachers, educational specialists, and educational technicians that describes responsibilities, roles, procedures, available services, and the process for achieving necessary certificates;

2. LCC Recommendation

A. The LCC shall make a recommendation to the Commissioner, in the manner determined by the Commissioner, regarding the eligibility of a teacher, educational specialist, or educational technician for renewal of a certificate.

B. Recommendation will be made within the online certification system once the LCC has verified completion of renewal requirements.

C. Recommendation that the certificate be renewed - a recommendation for renewal of the certificate shall be made to the Commissioner for the applicant has satisfied the requirements for renewal of the certificate.

D. Recommendation that the certificate not be renewed - LCC shall select “not recommended” for the educator if the candidate has not met renewal requirements.

Chapter 180

SECTION 11. PEER SUPPORT AND MENTORING

The PEPG system must include a peer support and mentoring component with opportunities for all educators to share, learn and continually improve their practice in collaboration with peers as described below. Peer support, mentoring, and coaching shall be formative in nature, for the sole purpose of ongoing professional growth for educators, and be tailored to the needs of educators with less than five years of teaching experience.

1. For all educators

For teachers and principals not included in Subsections 2, 3, 4 and 5 below, the SAU may determine the frequency and intensity of the peer support component, provided that at least one opportunity occurs annually. For teachers included in Subsections 2, 3, 4, or 5 below, the peer mentoring or coaching component satisfies the requirements of this subsection. For the purposes of this subsection, peer support includes, but is not limited to, observation of practice, goal setting, conferencing, and review of artifacts and other evidence reflecting an educator’s practice.

1. For teachers new to an SAU

The PEPG system must include a formative peer mentoring or coaching component of at least one year for all teachers new to the SAU regardless of their cumulative years of licensure. The formative mentoring or coaching component must include at least two observations with feedback by a qualified peer mentor, using an SAU-approved protocol that includes, but is not limited to, focused goals for the improvement of practice. The peer mentoring or coaching component must also include other opportunities for the new teacher to receive support and feedback from mentors or coaches on his or her performance to continually improve practice.

1. For teachers holding a Conditional Certificate for a Regular Education Endorsement

The PEPG system must include a formative peer mentoring or coaching component of at least one year for a teacher holding conditional certificate for a regular education endorsement who has been employed by the SAU for more than one year. The formative mentoring or coaching component must include at least two observations with feedback by a qualified peer mentor, using an SAU-approved protocol that includes, but is not limited to, focused goals for the improvement of practice. The peer mentoring or coaching component must also include other opportunities for the conditionally certified teacher defined in this subsection to receive support and feedback from mentors or coaches on his or her performance to continually improve practice.

1. For teachers in year two or three of a Conditional Certificate for a Special Education Endorsement on the effective date of this Rule

The PEPG system must include a formative peer mentoring or coaching component of at least one year for a teacher holding conditional certificate for a special education endorsement who has been employed by the SAU for more than one year. The formative mentoring or coaching component must include at least two observations with feedback by a qualified peer mentor, using an SAU-approved protocol that includes, but is not limited to, focused goals for the improvement of practice. The peer mentoring or coaching component must also include other opportunities for the conditionally certified teacher defined in this subsection to receive support and feedback from mentors or coaches on his or her performance to continually improve practice.

1. For teachers in the first year of a Conditional Certificate for a Special Education Endorsement on the effective date of this Rule and, subsequently, all conditionally certified special education teachers

The SAU must ensure that a conditionally certified special education teacher successfully completes an alternative certification and mentoring program designated by the Department specifically for conditionally certified special education teachers. For a newly hired teacher, for the purposes of this Rule, participation in an alternative certification and mentoring program supersedes and satisfies the requirements of Subsection 2.

1. Qualifications of Peer Mentors or Coaches

1. For the purposes of Subsection 3, a peer mentor or coach shall be a professionally certified teacher. If the peer mentor or coach participates in the SAU’s PEPG system and has received a summative performance rating, his or her current rating must reflect performance that is at least effective. For the purposes of Subsections 1, 2, and 3 of this Rule, the SAU may specify additional qualifications that will be required of peer mentors and coaches, based on the needs of its educators, such as years of experience, training, membership in professional learning communities, and credentials.

2. For the purposes of Subsection 4, the qualifications of the mentor or coach shall be determined by the Department and communicated to the field.

APPENDIX E: FALMOUTH TEACHING STANDARDS

The Falmouth Public Schools use The Framework for Teaching, by Charlotte Danielson.