Teacher Quality & Professional Development

Teacher Quality and Professional Development Monitoring Protocol
NCLB Title II Part A

In general

When we conduct the monitoring visit (on-site, videoconference or telephone), we will be asking a series of questions through a focused interview process using the current Title II A monitoring rubric Word Document (245KB) (note that the rubric has not yet been updated for 2008-09).  We will request some documentation in advance for the desk audit portion of the visit, and we will review documentation on-site, including a sample of teacher personnel files.  The specifics of the sample request will be provided in advance.  We may also request separate interview sessions with teachers. 

On-Site Visit Protocol

Title II A monitoring visits consist of two or three parts, and take 1 to 2 days, depending on district size and risk factors.

  1. Interview with key district staff – generally 3-4 hours - who can help SED monitors understand the district’s planning and implementation for teacher quality and professional development (see Monitoring Rubric Word Document (245KB) and/or Summary of Major Themes Word Document (25KB)).  We recommend that staff filling the following roles be included (we recognize that in smaller districts, one staff member will often be responsible for several of these roles):
    • staff familiar with and involved in the implementation of the district’s major professional development initiatives
    • staff involved in analysis of local data and needs assessment process
    • staff familiar with district efforts to ensure that all teachers are highly qualified by the end of the 2006‑07 school year
    • staff knowledgeable about the professional development that helps to meet the needs of special education students
    • at least one teacher who is an active member of the district’s Professional Development Planning team

    Since this is a focused interview process, LEAs will not need to prepare an agenda.  We also request that districts limit the number of individuals participating in the interview (not more than 8 individuals) so that we have sufficient opportunity for conversation that will enable us to fully understand district professional development efforts.

  2. File review – generally 2-3 hours – see Documentation Word Document (22KB)

  3. Teacher interviews - in some cases (generally larger districts or those with identified risk factors) we will also conduct interviews with teacher groups – one or two 40-minute sessions (correlated with the LEA’s schedule blocking time).  We will ask selected LEAs to arrange this opportunity for us to talk openly with teachers, using a group interview protocol Word Document (47KB) and on a schedule that is minimally disruptive of normal school activities.  If we request these interviews, it will be most useful if participating teachers represent different grade levels and/or buildings, different levels of experience, and different content area expertise. 
Last Updated: September 15, 2010