Certification

Acceptable Professional Development for the Reissuance of an Initial Certificate

  1. Allowable Activities
  2. Guiding Principles
  3. Suggested Activities
  4. Allowable Providers
  5. Additional information

    1. Allowable Activities

      Any professional development (PD) activity you complete must be in the content or pedagogy relevant to your certificate title. If you are employed by a public school district, PD that is part of the districts PD plan is acceptable.
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    2. Guiding Principles
      • Subject matter content of professional development activities/experiences is clearly connected to student achievement of the NYS Learning Standards.
      • Professional development results in a demonstrated increase in knowledge and understanding, skillfulness, and professional values.
      • Professional development enables the teacher to deepen their knowledge base and remain current in their content area and instructional strategies.

        Content of courses, workshops, and other professional development experiences should be directly related to:
      • enhancing teacher subject matter knowledge;
      • teacher knowledge, use and application of appropriate teaching techniques;
      • broadening and enhancing teacher abilities to apply more accurate and appropriate assessment methodologies, and;
      • enhancing teacher skills in effectively managing individual students and classroom in both heterogeneous and homogeneous settings.
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    3. Suggested Activities

      The following categories of activities are suggestions for meeting the needs of school districts in building teacher capacity:
      • Analyzing student data and student work to determine needed changes in the delivery of instruction;
      • Participating in reviews of class performance data over time to make decisions about one's own professional development, based on student outcomes;
      • Collaborating with other teachers to examine case studies of student work and development;
      • Participating in courses and other learning opportunities delivered from many providers, such as institutions of higher education, teacher centers, BOCES, school districts and independent professional development service providers;
      • Coursework linked to improvement of instructional technique or content knowledge, which may or may not be in pursuit of a teaching or advanced teaching degree;
      • Completing coursework for more advanced certification or certificates in additional areas;
      • Participating in regional scoring of State assessments, assessing student portfolios.
      • Creating and assessing teacher portfolios;
      • Engaging in research projects (includes online research);
      • Curriculum planning and development;
      • Developing or collaborating on the development of new programs and instructional methods;
      • Service as a mentor, support teacher or peer coach;
      • Service as a cooperating teacher for a student teacher or field internships; including attendant meetings and processes;
      • Participation in study (collegial) circles such as "Critical Friends" activities, structured guided reflection activities focused on student learning;
      • Participating in formal programs of peer coaching or participation in peer review;
      • Participating in Professional Development School activities or other school-college teacher development partnerships;
      • Serving on CDEP (Comprehensive District Education Plan), or DCEP (District Comprehensive Education Plan), or CEP (Comprehensive Education Plan), or other school leadership activities or committees;
      • Delivering professional development (e.g. conducting workshops, job-embedded modeling and coaching, providing preservice teacher preparation courses);
      • Pursuing National Board certification or re-certification (either as candidate or provider of support);
      • Service/designation as Master Teacher;
      • Engaging in Sabbatical work related to content specialty or enhancement of teaching strategies;
      • NYSTCE "assessor" or test development committee member;
      • Development of Statewide curriculum;
      • Developing and presenting a major paper related to education;
      • Publishing in educational journals.
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    4. Allowable Providers

      If you are employed in a New York State public school…
      Any provider of professional development approved by your employing district is allowable. Verification should be in the form of a letter from the district, indicating ONLY the number of hours completed within 365 days prior to the date the application for Reissuance is submitted. PD completed after the application is submitted or more than one year prior to application  is unacceptable.
      If you are not employed in a New York State public school…
      The following providers are allowable:
      • Regionally accredited institutions of higher education or institutions authorized by the Board of Regents to confer degrees
      • School districts or boards of cooperative educational services (BOCES)
      • Teacher Resource and Computer Training Centers
      • Leadership academies
      • Special Education Teacher Resource Centers (SETRCs) and Bilingual Education Technical Assistance Centers (BETACs)
      • Collective bargaining organizations or regional or statewide professional organizations (Examples: NYSUT, SAANYS, NYS Theater Education Association, etc.)
      • Employing nonpublic schools
      • Comparable entities located outside New York State

      Acceptable verification is listed in the following table. ONLY the hours completed within 365 days prior to the date the application for Reissuance submitted are acceptable. PD completed after the application is submitted or more than one year prior to application is unacceptable.

      Provider

      Verification

      Regionally accredited institutions of higher education or institutions authorized by the Board of Regents to confer degrees

      Official Transcripts

      School districts or boards of cooperative educational services (BOCES)

      Certificates/Letter from Provider

      Teacher Resource and Computer Training Centers

      Certificates/Letter from Provider

      Leadership academies

      Certificates/Letter from Provider

      Special Education Teacher Resource Centers (SETRCs) and Bilingual Education Technical Assistance Centers (BETACs)

      Certificates/Letter from Center

       

      Certificates/Letter from Provider

      Collective bargaining organizations or regional or statewide professional organizations

      Certificates/Letter from Provider

      Employing nonpublic schools

      Certificates/Letter from Provider

      Comparable entities located outside New York State

      Certificates/Letter from Provider

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    5. Additional information
    1. Do courses delivered on-line through a web site accrue toward the professional development?

      Yes, if a public school district approves the course for the certificate holders in that district or if they are taken in accordance with the guidelines above.

    2. I am not employed by a public school district. Where can I obtain professional development?

      A certificate holder who is not employed by a public school may receive professional development from their employing non-public school, any public school district or BOCES, New York State Teacher Center, college or university, leadership academy, Special Education Teacher Resource Center (SETRC), collective bargaining organization or other regional or statewide professional organization, or a comparable entity outside of New York State.

    3. Will State funded Teacher Centers allow persons who are not employed by the center's member districts to participate in professional development activities at the center?

      That decision is up to the individual Teacher Center.

    4. If I volunteer in a public school, pre-school or day care center, can this service accrue towards my continuing professional development obligation?

      No, volunteer service does not count toward the PD requirement.

    5. If a public school district employs me, may I use college coursework to satisfy the professional development requirement, or am I restricted to district professional development offerings?

      If your district approves the college coursework for this purpose, the hours may accrue toward the professional development requirement. College coursework from a regionally-accredited college must be credited at 15 clock hours for each semester hour completed. If you are not employed by a public school district, the course work must be in accordance with the guidelines above.

    6. What counts as a professional development hour? Is an hour spent in a professional meeting comparable to an hour spent on research, or an hour in an in service workshop, etc.?

      Generally, professional development activity hours may be considered to accrue according to the number of clock hours spent in the activity, e.g., in service workshop, conference session, etc. However, the employing public school district has the discretion to set the number of hours awarded for other activities, such as research, attendance at professional meetings, mentoring, etc. In the case of credit-bearing college courses, Commissioner's Regulations stipulate that each semester hour of credit is equal to 15 hours of professional development, and each quarter hour of credit is equal to 10 hours of professional development. For individuals not employed by a public school district, the professional development hours should equal the clock hours spent in the workshop, course, etc.

    7. School Building Leader Professional Development
      How is continuing professional development for persons holding school building leader certification handled…who approves it?


      All professional development for individuals holding the SBL certificate,  employed by a public school district is developed and approved by the superintendent of schools or the BOCES district superintendent, derived from research-based best practice, and in consultation with school leader representatives on the district or BOCES professional development committee. As with all professional development for educators in public schools, it should also derive from needs as identified through professional performance reviews, taking into consideration such areas as the school leader’s identified performance goals and professional focus. Particular topics may include: organizing instruction to meet diverse needs of learners; provision of behavioral supports and interventions to assist students to meet state learning standards, application of research on effective leadership practices, understanding of comprehensive school improvement planning models; and ethics and ethical conduct of school employees and school leaders.  Individuals holding the SBL certificate who are not employed by a school district may complete similar professional development which is not necessarily approved by a school district superintendent.
Last Updated: July 23, 2014