ASFG full-time teachers apply for partial financial support to earn a master’s degree. College or university course work that a teacher is part of should be shared directly with the Director of Instructional Programs. Participants must provide proof of obtaining at least a B- in each course regardless of the university they are attending.
Forms of Proof:
Grades or transcript
Clock Hour to Credit Hour:
ASFG uses the conversion of a 1-credit course equal to 20 clock hours. For example, many courses are 3 credit courses and receive 60 clock hours as credit.
Professional meetings or conventions that are sponsored by a collegiate institution, an educational system, or a professional association and cover topics of professional interest relevant to an individual’s responsibilities for the school. Certificates or agendas should be submitted as a form of proof of attendance. The equal number of hours attended will be applied for staff development credit.
Credit may be obtained by taking on-line courses associated with your professional development. Submit the final certificate generated at the conclusion of the course. If a certificate is not generated, submit the syllabus of the course with a signed estimate of the self-logged hours needed for completion.
Workshops, seminars, and meetings related to improving student learning that are sponsored by the school. Such activities must have a clearly defined purpose and are designed to improve the professional competency of the participants. Presenters are responsible for providing a sign-in sheet, return those signatures to the instructional programs office, and note themselves as the presenter so that they will receive double credit for presenting the workshop due to the preparation needed for presentations.
It is often questionable which meetings count as professional development. A general guideline is that a meeting should count as professional development if 1) teachers are discussing expectations for student learning, 2) gathering evidence of current levels of student learning, and/or 3) developing strategies and ideas to build on strengths and address weaknesses in learning.
Publications on educational topics and papers presented at educational meetings may be considered for credit. Please submit agendas, documents, handouts, and/or notes as evidence and hours logged by the writer.
Participation in a self-study or serving on a peer review team for purposes of re-accreditation may be considered for equivalent credit. Hours will be awarded based on meeting frequency. Committee chairpersons will receive double credit.
Staff members may participate in study groups for staff development credit. All study groups should be pre-approved by the Instructional Programs Director if staff development is expected. A plan must be presented for approval and must contain a list of the literature to be used in the group, a plan for the group, and a proposal for a final product. Attendance is very important, so credit will not be given to anyone who has less than ninety percent attendance.
Any teacher mentoring another may receive staff development credit. This also applies to mentoring relationships in leadership roles. The mentee may also receive staff development credit. This is a yearlong commitment and must be approved by the immediate supervisor before the process can begin. To receive credit the mentor and mentee will document the following activities:
1. Four different observations where the mentor observes the mentee for at least one hour. The mentor and mentee must write up the observation using the appropriate forms.
2. Four different observations where the mentee observes the mentor for at least one hour. The mentee and the mentor must write up the observation using the appropriate forms.
3. Four conferences between the mentor and mentee. Conferences must have an agenda and appropriate forms must be completed for documentation. A copy of the forms must be turned into the Instructional Programs Director for credit. Mentors receive double credit for hours.
Teachers who serve as cooperating teachers for visiting student teachers will receive staff development credit. The teacher must be a role model, mentor, supervisor, and coach for the prospective teacher. All forms required by the sending university must be completed and copies turned in to the program coordinator. Teachers wishing to be cooperating teachers should notify their principal who will take that into account when an opportunity arises. Copies of completed university forms and report of program coordinator should be submitted for credit. Credit is calculated by the number of weeks of the practicum.
Any staff member may create an independent project to study research, pedagogy or content as it relates to their current assignment. The independent assignment must be of university quality. The project must be pre-approved. A plan of the project, which includes a defined topic, a list of activities, and a proposed final project, must be given before work can begin.
Action research projects may also receive staff development credit. The research may address topics related to their current assignment or other school related topics. Pre-approval must be obtained following the normal procedure. A clear definition of the problem must be stated and well as a planned investigation. Related research should also be included in the project.
Staff development credit will be given for curriculum development. Guidelines set by the Instructional Programs Director must be followed. Credit will not be given until both the Instructional Programs Director and the section principal approve the final product.
Staff development can be given for team curriculum writing. The written curriculum must contain essential questions, content, skills, lesson plans that include objectives and teaching strategies, and assessments with rubrics, anchor papers and exemplars; this all must be aligned with the standards, benchmarks, and indicators. Through innovative strategies students will be able to achieve the specified level of mastery of the indicators that will, in turn, address the benchmarks and therefore, cover the standards.