TAS PD PHILOSOPHY

Professional development at Taipei American School aims to ensure the success of each and every student by developing and supporting a learning community focused on the continuous improvement of curriculum, assessments, instruction and the learning environment aligned with the Strategic Plan.

PROGRAM STANDARDS

 To improve the learning of each and every student, the professional development program at Taipei American School strives to achieve the following program standards (adapted from the National Staff Development Council’s Standards for Staff Development)

1.      Learning Communities – Educators are prepared to work in small learning teams, meeting regularly to achieve goals for student and adult learning through processes including:

a.       ongoing development of curriculum and assessments, including common assessments,

b.      instructional planning and lesson study,

c.       evaluating student work,

d.      educational research study and action-research,

e.       peer observation and coaching.

2.      Data-Driven– Educators are prepared to establish goals for student learning, adult learning and school improvement through gathering, disaggregating, and analyzing various forms of data, including data on:

a.       student achievement,

b.      student demographics,

c.       educational programs,

d.      perceptions from multiple-feedback sources.

3.      Resources – Educators are provided with appropriate resources to develop and support a collaborative learning community focused on student learning, including:

a.       regular time for learning teams as well as time for individual, divisional and school-wide learning,

b.      access to instructional and research materials,

c.       equitable access to financial support for extended learning opportunities.

4.      Collaboration – Educators are prepared to collaborate within teams and the school community, including to:

a.       understand group dynamics and the stages of team development,

b.      use group decision-making, effective meeting strategies, and other team processes,

c.       surface and productively resolve conflict,

d.      use technology for collaboration.

5.      Leadership – Educators are supported by and prepared to be skillful leaders in order to:

a.       articulate a vision and maintain a focus on student learning and school improvement,

b.      effectively use time to promote continuous improvement,

c.       guide and sustain a culture of continuous inquiry,

d.      commemorate and celebrate important events, successes, and risk-taking.

6.      High Quality Teaching – Educators are prepared to assist students in meeting academic standards through opportunities to:

a.       develop deep content knowledge,

b.      expand their repertoire of research-based instructional strategies,

c.       develop and use various assessments both for learning and of learning.

7.      Research – Educators are prepared to apply research of best practices in education toward decision-making, including to:

a.       access available text and electronic research sources,

b.      study and evaluate a variety of research sources,

c.       conduct action-research relevant to individual, team and school-wide goals.

8.      Learning Principles – Professional learning activities:

a.       provide opportunities for educators to practice new skills and receive feedback on their performance,

b.      respond to the feedback and concerns of educators,

c.       respect adult learning principles and learning styles.

9.      Design – Professional learning activities:

a.       provide a variety of active learning strategies for educators,

b.      include follow-up activities to support job-embedded learning,

c.       use technology when appropriate to support educator learning.

10.  Evaluation – Professional learning activities are evaluated on a number of levels in order to improve the quality of learning opportunities available to educators as well as to determine whether they have met intended outcomes, including:

a.       changes in student learning,

b.      educators’ acquisition and use of new knowledge and skills,

c.       effects on school culture and organizational structures.

11.  Community Involvement – Professional learning activities prepare educators:

a.       to build consensus within the school community regarding the overall vision for student learning, adult learning, and school improvement,

b.      to develop relationships with parents to support student learning,

c.       to use technology to communicate with parents and other members of the school community.

12.  Equity – Professional learning activities promote the learning of all students by:

a.       developing educators’ appreciation for student cultural and socio-economic diversity,

b.      deepening educators’ understanding of student social-emotional and learning needs,

c.       supporting and encouraging differentiated instruction and assessment methods while holding high expectations for all students.