[Federal Register Volume 59, Number 236 (Friday, December 9, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-30314]


[[Page Unknown]]

[Federal Register: December 9, 1994]


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DEPARTMENT OF EDUCATION
 

Draft Mission Statement and Principles of Professional 
Development

AGENCY: Department of Education.

ACTION: Notice of Request for Public Comment.

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SUMMARY: Secretary Riley and Deputy Secretary Kunin request comment on 
the draft mission statement and principles of professional development 
produced by the Department's recently created Professional Development 
Team.

DATES: Comments must be received on or before February 1, 1995.

ADDRESSES: All comments concerning this notice should be addressed to 
Valerie Rockefeller, Office of the Deputy Secretary, U.S. Department of 
Education, 600 Independence Avenue, S.W., Room 6236, Washington, D.C. 
20202-0500. Comments also may be sent through the internet to 
``[email protected]''.

FOR FURTHER INFORMATION CONTACT: Valerie Rockefeller. Telephone: (202) 
401-1078. Individuals who use a telecommunications device for the deaf 
(TDD) may call the Federal Information Relay Service (FIRS) at 1-800-
877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through 
Friday.

SUPPLEMENTARY INFORMATION: As local, State, and Federal partnerships 
strive to accomplish our National Education Goals and ensure that all 
students achieve high standards of learning and development, it has 
become increasingly clear that high-quality professional development 
strategies for teachers and other educators are imperative. 
Professional development is essential to developing the talents of 
educators and supporting them in acquiring and using the additional 
knowledge and skills necessary to educate an increasingly diverse 
student population.
    After reviewing the best available research and exemplary practice 
related to professional development and consulting with a wide range of 
education constituents, the Department has compiled a set of principles 
intended to be useful in designing, implementing, and evaluating 
professional development efforts. The Department would appreciate 
public comments on the principles in terms of their value, 
appropriateness, comprehensiveness, and clarity. Based on those 
suggestions received by February 1, the principles will be revised and 
disseminated as an aid to education practitioners and policymakers 
nationally. The Department intends to examine and, as needed, revise 
its legislative initiatives and programmatic emphases related to 
professional development to reflect the principles.
    We also invite submission of information about exemplary 
professional development initiatives that incorporate the principles. 
Please send no more than two-page descriptions of each effort, 
describing the purposes, participants, processes, results, and the 
address and telephone number of a contact.
    The draft mission statement and principles of professional 
development follow.

    Dated: December 6, 1994.
Madeleine M. Kunin,
Deputy Secretary of Education.
Richard W. Riley,
Secretary of Education.

Draft Mission Statement and Principles of Professional Development, 
U.S. Department of Education--Professional Development Team, October 
31, 1994

    There is an emerging consensus across the Nation that high-quality 
professional development of teachers and other educators is essential 
to successful education reform. Professional development is the bridge 
between where educators are now and where they will need to be to meet 
the new challenges of guiding all students in achieving higher 
standards of learning.
    ``High-quality professional development'' as envisioned here refers 
to rigorous and relevant strategies and organizational supports that 
ensure the career-long development of teachers and other educators 
whose competence, expectations and actions influence the teaching and 
learning environment. These strategies should be collaboratively 
designed, implemented, coordinated, and evaluated by schools, higher 
education institutions, and other appropriate entities and should focus 
on improving teaching and learning. The strategies should include 
concern for improving and integrating the recruitment, selection, 
preparation, initial licensing, induction, ongoing development and 
support, and advanced certification of educators.
    High-quality professional development also promotes ``learning 
communities'' inclusive of everyone who has an impact on students and 
their learning. Those within and outside schools need to work together 
to bring to bear the ideas, commitment, and other resources that are 
necessary to address important and complex educational issues in a 
variety of settings. High-quality professional development takes a 
growth rather than a deficit approach and regards educators and other 
members of the school community as resources rather than problems. 
Equitable access for all educators to those professional development 
opportunities is imperative.
    It is our firm belief that high quality professional development 
strategies must incorporate ALL of the principles stated in this 
document. Inadequately addressing any of the principles creates a weak 
link in the chain of connections that must be made to realize fully the 
potential of individuals, school communities, and institutions to 
improve and excel.
    The mission of professional development is to prepare and support 
educators to help all students achieve high standards of learning and 
development.
    Professional Development--
     Focuses on teachers as central to school reform, yet 
includes all members of the school community;
     Respects and nurtures the intellectual capacity of 
teachers and others in the school community;
     Reflects best available research and practice in teaching, 
learning, and leadership;
     Is planned principally by those who will participate in 
that development;
     Enables teachers to develop expertise in content, 
pedagogy, and other essential elements in teaching to high standards;
     Enhances leadership capacity among teachers, principals, 
and others;
     Requires ample time and other resources that enable 
educators to develop their individual capacity, and to learn and work 
together;
     Promotes commitment to continuous inquiry and improvement 
embedded in the daily life of schools;
     Is driven by a coherent long-term plan that incorporates 
professional development as essential among a broad set of strategies 
to improve teaching and learning;
     Is evaluated on the basis of its impact on teacher 
effectiveness, student learning, leadership, and the school community, 
and this evaluation guides subsequent professional development efforts.

[FR Doc. 94-30314 Filed 12-8-94; 8:45 am]
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