Triton Regional School District strives to implement professional learning opportunities that are developed on the principles of choice, purpose, mastery, and self-direction. Therefore, educators may participate in various professional development opportunities that support and strengthen their professional knowledge.

The purpose of the document is to provide information about the development and implementation of professional development offerings and to differentiate between professional development offerings among various groups.

In the past, professional development was divided between school and district based activities. This practice has been eliminated. Currently, the identification and development of professional development has been shifted to schools. The new model provides more opportunities for schools to strategically review School Improvement Plans, District Strategy for Improvement, local and state data, and teachers’ goals to identify professional development needs. This practice creates an aligned schedule of professional development opportunities that yields a high degree of purpose and engagement for all those who participate. The district’s role in this process is to provide guidance and support when needed. There may be times when all schools agree upon a general professional development theme to be implemented. In this situation, the district will serve as a facilitator.

Part I: Establishing Structures 

Triton Regional School District supports a district wide professional development committee comprised of educators from all schools. The district committee supports the development and assessment of professional development opportunities with a goal of continuous improvement. This committee is also responsible for reviewing 12-1 credit requests, independent study proposals and presentations. The intent is to ensure that all Triton educators are provided with opportunities to engage in meaningful professional development.
Each school also maintains a professional development committee that supports the creation of meaningful school-based professional development that supports teaching and learning and aligns with state, district and individual goals.

Part II: Identifying Needs

Each school engages in a needs assessment process. The school-based professional development committee reviews data, school improvement plan, and the district plan to generate a list of possible professional development topics. Next, the school professional development committee considers the implementation of current and past practices or programs to determine the distribution of professional development time needed for each topic. Often, schools will utilize time outside of professional development days to address past topics to ensure deepening implementation and/or sustainability. Strong alignment of professional development to current school and district plans provides clarity and focus within a fluid educational environment. To help guide this process, each school is provided a template that helps determine school needs.

Part III: Differentiating Professional Development

Based on what we know about adult learning, we strive to provide professional learning opportunities that are developed on the principles of choice, purpose, mastery, and self-direction.
Educators may participate in various opportunities including participating in school-based PD planned by a representative committee, specialist group PD and independent studies
All professional development opportunities will:
● Clearly define the intended learning outcomes for participants
● Support district, school, or team goals
● Include an agenda or schedule
● Enhance teaching skills and student learning outcomes