I agree, Lori.  It's probably just a little "dipstick" to see about the health 
of the school as a growing and learning entity.  I've taught in the same school 
nearly my entire career, and I'll have to say I've been fortunate.  There are 
probably less than 2-4 teachers in any given summer who've taken the summer off 
and not done something professionally.  But that's the culture of the school 
and since staff changes gradually, it's been sustained.  Bev
Sent from my BlackBerry Smartphone provided by Alltel

-----Original Message-----
From: Ljackson <[email protected]>

Date: Fri, 19 Jun 2009 4:25:34 
To: Mosaic: A Reading Comprehension Strategies Email 
Group<[email protected]>
Subject: Re: [MOSAIC] Professionalism


There have been a couple of responses like this, explaining a system which 
requires teachers to pursue further training (above and beyond that required 
for re-certification), but I think that Stephanie is asking a fundamentally 
different question.  I believe her question is related to how many teachers 
choose to extend their professional studies, be it self-study, group study, 
etc., beyond the school year.  I think this is a very different question 
because it asking about an attitude towards personal, professional growth that 
goes beyond the school year and beyond an district requirements.



Lori Jackson
 District Literacy Coach and Mentor
 Todd County School District
 Box 87
 Mission SD 5755

----- Original message -----
From: djchan <[email protected]>
To: Mosaic: A Reading Comprehension Strategies Email Group 
<[email protected]>
Date: Thursday, June 18, 2009  9:26 PM
Subject: Re: [MOSAIC] Professionalism

> In the school district from which I'm retired we were required to have so 
> many hours of training each year. We had professional growth contracts we 
> kept and our school system provided staff development which they required us 
> to attend during the school year. In the summer months they also offer more 
> staff development for teachers  and that goes toward the professional growth 
> contract for that year. At the end of the year we had to provide 
> documentation of professional training and evidence of implementation. It 
> was signed by the principal and filed in our personnel file at the county 
> office. Everyone had to participate. Many times we had so many new concepts 
> or programs or techniques to try it was hard to tell which was effective. We 
> were exposed to alot but used very little.
> 
> Deidra Chandler
> MA Early Childhood Ed.
> MA Reading
> Retired
> 
> 
> ----- Original Message ----- 
> From: "Stephanie Perry" <[email protected]>
> To: "Mosaic: A Reading Comprehension Strategies Email Group" 
> <[email protected]>
> Sent: Thursday, June 18, 2009 9:00 PM
> Subject: [MOSAIC] Professionalism
> 
> 
> > Hello everyone,
> > I have a side question for everyone. I know that at every school you can
> > find at least one more more teachers that say come the end of the year 
> > that
> > they are not going to have anything to do with teaching all summer. I am
> > really curious as to how many teachers in your school, to your knowledge,
> > actually take it upon themselves to do their own professional development.
> > This can be in the form of reading, classes, or workshops.
> >
> > What percentage of teachers at your school actually do this?
> >
> > Thanks,
> > Stephanie
> >
> > 3rd/CA
> > _______________________________________________
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> > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
> >
> > Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> > 
> 
> 
> _______________________________________________
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> To unsubscribe or modify your membership please go to
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> 
> Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
> 
> 


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