Professional Development at Pine City Schools

Professional Development Advisory Committee

Nichole Laven, Director of T&L
Annette Freiheit, Superintendent
Troy Anderson, Principal
Stephanie Lorsung, Principal
Kim Bever, Community Member
Donell Berube, Early Childhood
Joanne Blake, Elementary Staff
Carolyn Clark, Elementary Staff
Joanne Cahill, Elementary Staff
Kim Brubaken, Secondary Staff
Dihanna Fedder, Secondary Staff
Jeff Adams, Secondary Staff
Tom Kloeckl, ALC Staff
Jerry Lotz, Paraprofessional Staff
TBD, VISION Staff

Forms

Staff Development Request
Best Practice Application
Implementation Plan
Continuing Education Form
Prior Approval of Credits
Approval of Master's Program

School Policies

Policy 425
Policy 619

Links

Professional Development Statute
Leaning Forward-National
Leaning Forward-Minnesota
Association for Sup/Development
MN ASCD


License Renewal For 
Certified Staff

License Renewal In addition to the 125 total clock hours needed for license renewal. The Board of Teaching has six specific requirements that each certified administrator and teacher must meet.
  1. Positive Behavioral Intervention Strategies
  2. Differentiation:  Modification, Accommodations, Interventions
  3. Reading Preparation
  4. Mental Health of Students:  Onset Early Mental Illness
  5. Technology
  6. Reflective Statement
District trainings that satisfy these requirements are routinely available on staff workshop days.

For information, contact Continuing Education Chair Jared Dyrdahl: jdyrdahl@isd578.org

Professional Development Mission

The Professional Development program in Pine City Public Schools is committed to providing leadership and guidance for all administrators, teachers, and paraprofessionals provide, promote, and monitor high quality professional learning that supports improved rigor in all classrooms increasing student achievement through standards-based curricula and educational support.  Pine City Schools are in the process of implementing a job embedded, collaborative model of professional development.  Research supports this model as being the most effective and having the highest impact on student achievement.

Pine City Schools:  Professional Education Program

Based on current research and best practice in educational professional development, Pine City Schools' has developed its own local professional development program.  The foundation of this program is to create growth opportunities that promote and enhance the skills and knowledge of educators throughout their career.  Below is a short explanation of each of the programs.

New Teacher Mentoring 
  • With today's diverse student population and the recently heightened learning standards, it has become critical that new teachers become equipped with the knowledge and experience necessary to be both successful and happy in their profession.  The mentoring component will help support new teachers and provide satisfaction for them in their new profession.
  • Through the mentoring approach, Pine City Public Schools has embraced the need to support new teachers as they enter into the teaching profession.   PCPS recognizes that mentoring is an essential strategy in the teacher induction process, and have set up guidelines to guide and support mentors as they work with novice teachers.   

New Teacher Induction
  • Great teachers help create great students. Research shows that an inspired and informed teacher is the most important school-related factor influencing student achievement.  Pine City Schools believe that it is critical to pay close attention to how we train and support both new and experienced educators who have chosen to become part of the Pine City School system.  The best teacher induction program provides many opportunities for teachers to spend time in situations that promote and develop their skills, knowledge, and professionalism as an educator.  

Danielson Framework for Teaching Study
  • Pine City Schools use this Framework to enhance professional development and in the teacher evaluation processes. The program’s main goal is to help teachers become more thoughtful and growth minded  practitioners.  This program will help participants develop a common understanding that is critical to accuracy, teaching advancement, and the Framework's impact on students' core learning.   Below are the domains and components of the Framework.

Technology Integration
Effective technology integration is achieved when its use supports curricular goals. Pine City Schools target five key components of support for learning which are:
  • active engagement
  • participation in groups
  • frequent interaction and feedback
  • personalized learning opportunities
  • connection to real-world communities
Technology integration professional development across the District is accomplished in two specific ways:
  • Technology workshops and conferences are promoted for school leaders to become skilled in technology use and then in turn will provide leadership and training for staff across the District.
  • Technology integration is built off the coaching model with small group or one to one training.  The goal is to support teachers as close to the classroom as possible so technology may be implemented effectively and will enhance teacher instruction and will directly assist in raising student achievement.
Through the intelligent use of technology, combined with new approaches to education, a more personalized style of learning can be realized.

Peer Coaching
  • The purpose of peer coaching is to positively impact student achievement by creating a culture of continuous instructional improvement through structured and allocated time for professional conversations, observations, and reflection on the authentic application of best practices in every classroom.  Through a confidential, personal approach to professional development, each teacher has the opportunity to be reflective and responsive to their individual needs related to their growth as an educator.   


ImPACT Collaborative Teams 
The purpose of of the ImPACT Collaborative teams is to focus teacher work on four basic questions:
  • What do we expect students to learn?
  • How do we know if they have learned it?
  • What will we do if they didn't learn it?
  • What will we do if they already know it?
The overall purpose of these four questions is to develop a quality, focused curriculum, develop quality assessments for learning, and respond to the evidence that supports either learning or not learning.  Through collaboration with other teachers, our staff will focus on their instructional methods and strategies, learning from each other and implementing new and improved instruction across the district.  For more information, click below.