PROFESSIONAL DEVELOPMENT PLAN
- Professional Development Committee
- Professional Development Program
- Professional Development Program Components
- Professional Development Planning
- Professional Development Requirements
- Professional Development Opportunities
- Appendix
Professional Development Committee
The mission of the FPS Professional Development Committee is to coordinate professional development activities for district staff for the purpose of improving student learning. These activities will align with the District Strategic Plan, the Professional Learning Standards from Learning Forward, and the Missouri Professional Learning Guidelines.
Norms
PDC members are committed to providing high-quality professional development for all staff and conduct meetings exhibiting these qualities:
- Presume positive intentions
- Active participation
- Inclusive discussion
- Focused discussion
- Solution oriented
We support the following beliefs:
- Professional learning that improves educator effectiveness is fundamental to student learning.
- All educators have an obligation to improve their practice.
- More students achieve when educators assume collective responsibility for student learning.
- Successful leaders create and sustain a culture of learning.
- Effective school systems commit to continuous improvement for all adults and students.
Based on these beliefs, the PDC will annually develop a plan for professional growth and development for the certified staff members of FPS, which addresses the needs as identified through a survey of staff, analysis of student performance data, the Missouri School Improvement Program, and the district’s Strategic Plan. School reform and restructuring efforts should also be considered in this professional development plan. The Missouri Professional Learning Guidelines and the Standards for Professional Learning from Learning Forward (2022) will serve as a reference for the plan.
PDC Members shall:
- Create a professional development plan that is tied to the District Strategic Plan and MSIP 6 Standards, based on identified needs, created in consultation with the administration, and submitted to the Board for approval.
- Promote the district’s professional development program.
- Evaluate the Professional Development Plan annually and make appropriate recommendations for change.
- Work with beginning teachers to coordinate and facilitate the mentoring program.
- Coordinate and facilitate assistance from the teacher education program where the teacher graduated, if such assistance is provided.
- Assist beginning teachers in developing and completing an individual Teacher Professional Development Plan (TPDP) required of all teachers with an Initial Professional Certificate (IPC). The mentor will initiate preparation of the plan and will assist the teacher in tailoring the plan to his or her needs. Goals identified in the plan will relate to the evaluation criteria used in the district, and copies of the initial plan and all subsequent revisions will be readily available to the teacher and mentor for review and revision.
- Work with all teachers to identify instructional concerns and remedies, serve as a confidential consultant upon a teacher's request, as allowed by law, arrange training programs for mentors, assess needs, develop in-service opportunities, and present the superintendent or designee staff suggestions, ideas, and recommendations pertaining to classroom instruction.
- Work with support staff to identify needs and develop in-service opportunities.
- Consult with district administration on all facets of the Professional Development Plan.
- Select programs that reflect the results of any needs assessment survey, coordinate with the District Strategic Plan and MSIP 6 standards, and are based on recognized standards for staff development, such as the Professional Learning Standards from Learning Forward.
Committee members shall be certified staff members with at least five years of experience and at least three years in the Fulton 58 Public Schools. Members must be knowledgeable of all school improvement efforts and be able to effectively communicate those efforts to all stakeholders. Members should show exceptional interest in staff development and professional growth issues and be well-respected by staff and administration.
Structure
The PDC shall have no more than eight members, with membership spread across disciplines and attendance centers. PDC will include one administrator as an ex-officio member, to be appointed by the Superintendent. Their major purpose is to promote communication and facilitate the work of the committee. PDC reserves the right to elect other ex-officio members. Teaching faculty members on PDC will be paid an annual stipend of $750.
Election & Terms
Each school will elect one certified representative. Only teachers (classroom teachers, librarians, counselors) will be allowed to select committee members. PDC members will be elected to a three-year term. Terms shall be staggered so that approximately one-third of the committee will be selected each year. New members shall be selected by the district teachers no later than March 31 annually.
Member Training
Training for PDC members may be provided in-district, or the district may choose to send Committee members to programs offered by colleges, universities, associations, and organizations such as the Learning Forward Missouri Conference or the Heart of Missouri RPDC. Any training programs for PDC members may address such topics as the following:
- Identify instructional concerns and remedies for beginning and experienced teachers.
- Serve as a confidential consultant upon a teacher’s request.
- Assess faculty needs and develop in-service opportunities for certified school staff.
- Present to the proper authority, faculty suggestions, ideas, and recommendations pertaining to classroom instruction within the school district.
Training will be accomplished by March 31, and PDC service will begin on April 13.
| Chair | Melissa Speer | McIntire | 2025-2028 |
| Members | Serina Anthony | Bartley | 2024-2026 |
| Kristin Clark | FMS | 2023-2026 | |
| Shannon Fisher | FECC | 2025-2027 | |
| Jim Hall | FHS | 2024-2027 | |
| Elizabeth Kasubke | Bush | 2025-2028 | |
| Ex-officio Members | Dr. Chris Hubbuch | District | |
| Dr. Cristina Heet | District |
Meetings will be held in the Central Office conference room on the dates below:
| August 12, 2025 | 1:30-2:30 pm |
| September 15, 2025 | 4:00-5:00 pm |
| October 20, 2025 | 4:00-5:00 pm |
| November 17, 2025 | 4:00-5:00 pm |
| December 15, 2025 | 4:00-5:00 pm |
| February 9, 2026 | 4:00-5:00 pm |
| March 16, 2026 | 4:00-5:00 pm |
| April 13, 2026 | 4:00-5:00 pm |
| May 18, 2026 | 4:00-5:00 pm |
| September 12, 2025 | Individual PD Plans due in the NEE platform |
| March 1-3, 2026 | Learning Forward MO Conference in Springfield |
| March 2, 2026 | Distribute the annual PD survey to staff |
| March 20, 2026 | Deadline for PDC election (Bartley & FMS) |
| March 30, 2026 | PD logs assigned through TalentEd Records |
| April 2, 2026 | Annual PD survey due |
| April 13, 2026 | PDC service begins for newly elected members |
| May 1, 2026 | PD logs due in TalentEd Records |
| June 10, 2026 | Updated PD Plan presented to the School Board |
Professional Development Program
One provision of the Excellence in Education Act of 1985 was the “Beginning and Practicing Teacher Assistance Program.” This provision of the law, which became effective in September 1988, requires Missouri school districts to provide professional development programs for both beginning and practicing teachers. These programs must also include the establishment of a district “Professional Development Committee” (PDC) to assist in the professional growth and development of beginning and experienced teachers. Additionally, in 1993, the passing of SB380 placed increased emphasis on the importance of professional development. This law requires districts to spend 75% of 1% of the state minimum guarantee monies on professional development activities.
In defining professional development programs in the broad sense, they refer to any activity that is intended to advance a faculty member’s professional status and performance on the job. Other terms often used interchangeably with professional development are staff development, in-service education, continuing education, training on the job, and professional growth.
For the purposes of this program, terms are defined as follows:
Beginning Teacher - An individual employed full or part-time by a school district who is certificated under the rules governing teacher certification to serve as a classroom teacher, librarian or guidance counselor and who, as verified by a school district, is in the first two (2) years of teaching with no prior teaching experience.
Practicing Teacher - An individual employed full or part-time by a school district who is certificated under the rules governing teacher certification to serve as a classroom teacher, librarian, or guidance counselor and who, as verified by a school district, has more than two (2) full years of teaching experience.
Professional Development Plan - A systematic plan of professional growth activities that includes clearly stated goals for improvement and enrichment.
Professional Development Committee - As specified in Section 168.400.4 and 168.400.5, RSMO, a committee selected by the teachers of a school district to work with beginning and experienced teachers to identify instructional concerns and remedies, serve as a confidential consultant upon request, assess faculty needs and develop learning opportunities for staff, and present to the proper authority faculty suggestions, ideas, and recommendations pertaining to classroom instruction.
The major purpose of the Professional Development Program is to encourage and provide ongoing, job-embedded professional development opportunities and activities for faculty members to maintain and improve their professional skills with the ultimate goal of enhancing the learning process for all district students. It is part of the school district’s mission to provide ongoing opportunities for professional growth and to encourage a school climate that promotes an attitude of wanting to improve. To accomplish this mission, the district will follow the regulations and guidelines set forth by the State Legislature and DESE regarding the establishment of a PDC, and in the design and implementation of the district’s Professional Development Program.
In developing and providing an effective Professional Development Program, FPS recognizes the following factors as important considerations:
- The program must be comprehensive and, at the same time, specific, as the individual needs of faculty members vary widely.
- All personnel, to stay current and effective, should be involved in in-service activities throughout their careers.
- Significant improvement in instructional procedures takes considerable time and is the result of a planned, long-range effort.
- New research findings and new technologies place continual demands on teachers to keep current.
- Professional growth requires both personal and group commitment to new performance norms.
- Constant changes in home, family, and society require educators to learn new approaches toward human relations as well as new methodologies.
- Effective change is the result of the cooperation and coordination of the individual and the district.
- Staff development activities should be directly linked to district and/or building goals, as well as to individual needs.
- No longer can school districts rely on colleges to provide teachers with the upgraded skills needed in today’s schools; hence, the greater need that exists for local districts to continue the training and development of teachers.
Learning Forward presents Standards for Professional Learning to describe the conditions, content, and processes for professional learning that lead to high-quality leading, teaching, and learning for students and educators.
- Standards within the Rigorous Content for Each Learner frame describe the essential content of adult learning that leads to improved student outcomes.
- Learning Practices - Educators understand their students’ historical, cultural, and societal contexts, embrace student assets through instruction, and foster relationships with students, families, and communities.
- Curriculum, Assessment, and Instruction - Educators prioritize high-quality curriculum and instructional materials for students, assess student learning, and understand curriculum and implement through instruction.
- Professional Expertise - Educators apply standards and research to their work, develop the expertise essential to their roles, and prioritize coherence and alignment in their learning.
- Standards within the Transformational Processes frame describe process elements of professional learning, explaining how educators learn in ways that sustain significant changes in their knowledge, skills, practices, and mindsets.
- Learning Drivers - Educators prioritize equity in professional learning practices, identify and address their own biases and beliefs, and collaborate with diverse colleagues.
- Evidence - Educators create expectations and build capacity for the use of evidence, leverage evidence, data, and research from multiple sources to plan educator learning, and measure and report the impact of professional learning.
- Implementation - Educators set relevant and contextualized learning goals, ground their work in research and theories about learning, and implement evidence-based learning designs.
- Learning Designs - Educators understand and apply research on change management, engage in feedback processes, and implement and sustain professional learning.
- Standards within the Conditions for Success frame describe aspects of the professional learning context, structures, and cultures that undergird high-quality professional learning.
- Learning Foundations - Educators establish expectations for equity, create structures to ensure equitable access to learning, and sustain a culture of support for all staff.
- Culture of Collaborative Inquiry - Educators engage in continuous improvement, build collaboration skills and capacity, and share responsibility for improving learning for all students.
- Leadership - Educators establish a compelling and inclusive vision for professional learning, sustain coherent support to build educator capacity, and advocate for professional learning by sharing the importance and evidence of impact of professional learning.
- Resources - Educators allocate resources for professional learning, prioritize equity in their resource decisions, and monitor the use and impact of resource investments.
PROFESSIONAL DEVELOPMENT PROGRAM GOALS
In an effort to improve student achievement and teacher effectiveness, professional development will:
- Improve the quality of classroom instruction through a variety of effective teaching and learning strategies.
- Gather, process, and act upon current educational research and appropriate data in ways best suited to improve classroom instruction.
- Generate and support continuous efforts to improve and align the written and taught curriculum.
- Provide a structure for giving all teachers, particularly new teachers, professional assistance when needed.
- Provide continuous and collaborative learning.
- Provide organized methods for assessing individual, building, and district needs.
- Enhance leadership capacity and encourage staff participation in leadership opportunities.
PROFESSIONAL DEVELOPMENT PROGRAM EVALUATION
The Professional Development Committee will evaluate the effectiveness of the Professional Development Program using criteria such as the following:
- Staff needs assessment surveys are conducted at least every two years.
- Professional development activity evaluations, completed by teachers after attending every activity in or out of the district.
- District Strategic Plan
- Building Improvement Plans
- Minutes/reports of study groups and grade-level/department meetings
- FPS Student Performance Reports (e.g., local or state assessments)
- Grant provisions
- Reports from student forums, staff meetings, and other sources of information
- Evidence of instructional practices reflecting professional development
Professional Development Program Components
BTAP is designed for teachers in their first two years of teaching with no prior teaching experience. Support can be extended beyond this period at the teacher’s request. A Designated Resource Teacher (Mentor) will be assigned to the Beginning Teacher at the start of the school year by the building principal. Please note, this person is a helper, not an evaluator.
With the assistance of the mentor, the new teacher’s Professional Development Plan (PDP) will be completed in stages (assisted by mentor and principal) by February 15. Most of the initial plan will be generic to all new teachers, since most have comparable training and similar needs at this point, and there would have been limited opportunity to assess individual needs. During the first semester, individual needs will be assessed, and the initial plan will be redesigned to meet the individual teacher’s needs (plan to be completed no later than the end of the first semester). A schedule of BTAP meeting dates for Year 1 and Year 2 teachers is available below under the Professional Development Planning section.
Practicing Teacher Assistance Program
The PDC will assess annually the in-service needs of the district’s teachers. A needs assessment instrument will be developed and distributed by the PDC. The PDC will compile the results of this survey.
The PDC will review the priorities of the district as outlined in the District’s Strategic Plan. After consultation with proper school authorities, the PDC should plan and organize the in-service activities for the following year, as well as revise and update any ongoing or long-range professional development plans for the district.
Ongoing and possible professional development activities include the following: (a) new teacher orientation, (b) professional training or workshops, (c) vertical subject area committees, (d) departmental committees—when learning is involved, (e) grade level meetings—when learning is involved, (f) curriculum committees—when learning is involved, (g) study groups or book study, (h) inter- and intra-district visitations, (i) peer observations or learning rounds, (j) professional association meetings, (k) DESE/ RPDC workshops/meetings, (l) college courses—evening, summer, online, (m) meeting with consultants—scheduled in district, and (n) online professional development such as webinars, chats, etc.
The Excellence in Education Act suggests that the new teacher certification standards require that “beginning teacher” support systems include a mentor program. A designated resource teacher or mentor has been described as a “coach, trainer, positive role model, developer of talent, and opener of doors.” As previously stated in the Beginning Teacher Assistance Program description, the role of the mentor teacher is “helper,” not “evaluator.”
- Qualification Goals
- Four years of teaching experience
- Bachelor’s degree
- Mentor teacher should be teaching the same or similar grade level (e.g., primary or intermediate) and/or the same subject area (e.g., social studies) as the beginning teacher he/she is assigned to help.
- Such other qualifications as deemed appropriate by the building administrator.
- An administrator certified at the same level and subject area as the beginning teacher could serve as a mentor. However, if this is the case, another administrator must do the beginning teacher’s evaluation.
- Selection Procedure
- The principal may make mentor appointments.
- Teachers who are interested in mentoring and who meet the qualifications should communicate with the principal.
- Duties
- To work with beginning teachers during the orientation workshops and throughout their first two years in the district to help them adjust to the building, district, and community.
- To initiate the preparation of the beginning teacher’s professional development plan (PDP) with help from the principal. The first section is to be ready by September 12.
- To help the beginning teacher redesign the initial PDP to better fit individual needs. This is to be completed by the end of the first semester. The principal will assist with this task.
- To work with the beginning teachers to help accomplish the goals identified in the PDP and acquire needed professional skills during the first two years.
- To observe and confer with beginning teachers a minimum of two times per year. Information collected during these observations is not to be used for the purpose of evaluation.
- To continue to provide assistance in the essential elements of classroom instruction.
- To continue to provide assistance with classroom/building procedures. Topics include, but are not limited to, grading, attendance, budget, and beginning and end-of-year procedures.
- To be available for training and classroom visitation.
- To make recommendations for workshops that could be beneficial to staff.
- To keep confidential the information gathered. Teacher performance from the mentor program will be kept separate from the teacher evaluation process.
- To work with the building to coordinate observations of model teachers for two half-day sessions that focus on classroom management and areas of concern/interest.
- To utilize the mentor/mentee checklists designed by FPS.
- Mentor Resources
- Teachers
- Higher education institutions
- Central Office personnel
- Building administrators
- State Department of Education
- Others as needed
- Mentor Training
- All mentors must complete a Mentor Training Program provided by the district beginning in early August.
- Release Time/Compensation
- Mentor teachers will receive a stipend annually per mentee to be paid throughout the year. Mentors of a first-year teacher will be compensated $750, and mentors to a second-year teacher will receive $500 in compensation. Increased expectations will exist for mentors of 1st and 2nd year teachers. The responsibilities and expectations are available from the BTAP Coordinators.
- Mentors and beginning teachers will be granted two half-day sessions for classroom observations of other teachers and peer coaching. Observations and peer coaching will be provided through flexibility that includes, but is not limited to, providing a substitute teacher.
- Length of Service
- A mentor will most often be assigned to a beginning teacher for a two-year period. However, in some cases, it may be advisable to reassign mentor teachers (e.g., the new teacher wants to strengthen his/her skills in a second area of certification; the PDC and/or principal believe a reassignment would be in the best interest of the beginning teacher and mentor).
A resource person will be designated for all experienced teachers joining FPS. Details about this resource and the special assignment are provided below.
- Qualifications
- Any teacher who has two years of experience and is willing to serve may serve as a buddy with a $100 stipend.
- Selection Procedure
- The principal may make buddy appointments.
- Duties
- To work with new teachers in the orientation workshops and throughout their first year in FPS to help them adjust to the district and community.
- To utilize the mentor/mentee checklists designed by FPS.
- Buddy Resources
- Teachers
- Higher education institutions
- Central Office personnel
- Building administrators
- State Department of Education
- Others as needed
- Length of Service
- A buddy will be assigned for one school year to an experienced teacher new to the building/district.
Professional Development Planning
All professional development will support the District Mission, Vision, Strategic Plan, and MSIP 6 standards. The FPS Professional Development Goals are designed to support the goals, strategies, and action steps outlined in the Strategic Plan and the MSIP 6 comprehensive guide.
Goal 1: Establish a collaborative process to study and train educators on the MTSS framework with the goal of systematic and full implementation to determine how to phase in the practices of MTSS (universal screening, data teams, high-quality Tier 1 instruction, interventions, including behavior, etc.). (MSIP, TL7, DB4)
Goal 2: Establish a process that reviews the behavior and socio-emotional support systems that have been and are being implemented, and research various systems to determine an evidence-based approach to supporting the behavior of students, beginning with early education through high school. This process will be utilized on a District-wide basis. (MSIP, CC2)
Goal 3: The school system ensures all instructional staff participate in scheduled, ongoing, job-embedded, and content-appropriate professional learning focused on evidence-based instructional practices, staff growth goals, and student performance goals outlined in the CSIP. (MSIP, TL8)
Goal 4: Evidence-based instructional practices are implemented to ensure the success of each student. A model of instruction will be developed to maintain clarity about foundational elements of teaching and learning and to support the onboarding of new instructional staff. (MSIP, TL6)
PROFESSIONAL DEVELOPMENT FOCUS AREAS
| District | |
| Professional Learning Communities (PLC) | Multi-Tiered Systems of Support (MTSS) |
| Beginning Teacher Assistance Program | Social-Emotional Learning (SEL) |
| Model of Instruction | Positive Behavior Support |
| Curriculum Vertical Teaming | Crisis Prevention & Intervention (CPI) |
| Learning Rounds | Mental Health & Trauma-Informed Practices |
| Artificial Intelligence (AI) | Equity of Educational Experiences |
| Early Childhood | Elementary | Middle School | High School | Special Education | ||
|---|---|---|---|---|---|---|
| CharacterStrong | CharacterStrong |
|
|
Disability-specific training
(as needed)
|
||
| Conscious Discipline | LETRS | Aspire | Data Teaming | |||
| Fundations | Fundations | Data Teaming | Common Formative Assessments | |||
| UFLI | UFLI | Common Formative Assessments | Effective Grading Practices | |||
| Heggerty | Heggerty | Effective Grading Practices | Interventions | |||
| High Scope | i-Ready | IXL | Mastery Connect | |||
| i-Ready | Ready Math | Mastery Connect | Postsecondary Transitions | |||
| Ready Math | Science of Reading | Maneuving the Middle (Math) | ||||
| Science of Reading | Standards-Based Grading | Science of Reading | ||||
| Standards-Based Grading | Wonders | Study Sync | ||||
| Wonders |
PROFESSIONAL DEVELOPMENT BUDGET (1% PD Funds)
The allocations for the 1 percent professional development expenditures are provided below.
| Budget FY26 | |
| Salaries | $45,750 |
| BTAP Facilitators (1st & 2nd Year) |
$6,000 |
| Instructional Mentor | $15,000 |
| Grow Your Own Coordinator | $1,000 |
| MPER Mentor (1st or 2nd) | $750 |
| PDC Representatives | $4,500 |
| Onboarding stipends | $18,500 |
| Benefits | $7,297 |
| *Travel & OPS | $30,000 |
| FHS | $6,500 |
| FMS | $6,000 |
| Bartley | $4,000 |
| Bush | $4,500 |
| FECC | $4,500 |
| McIntire | $4,500 |
| Supplies | $2,600 |
| FHS | $550 |
| FMS | $550 |
| Bartley | $350 |
| Bush | $400 |
| McIntire | $400 |
| FECC | $400 |
| Other Purchased Services | $26,525 |
| MPER Partnership - University of Missouri | $3,325 |
| Conferences (PLC, PDC, PBIS) | $23,200 |
| Grand Total 1% Required PD | $112,172 |
PROFESSIONAL DEVELOPMENT BUDGET (Title II Funds)
The allocations for "2213 Title II Supporting Effective Instructions" are provided below.
| Budget FY26 | |
| Stipends | $61,500 |
| Mentors (1st, 2nd, Buddy) |
$32,000 |
| PBIS and Classroom Management PD | $10,000 |
| PBIS District Team | $4,500 |
| Building Leadership Team | $15,000 |
| Benefits | $9,810 |
| Other Purchased Services | $34,500 |
| *Tuition Reimbursement | $30,000 |
| Nonpublic | $4,500 |
| Grand Total Title II PD | $105,810 |
*Title II allocations are distributed in early fall each year. If the actual Title II expenditures exceed our annual allocation, they will be reassigned to local funds.
PROFESSIONAL DEVELOPMENT BUDGET (Other Funds)
| Budget FY26 | |
| Miscellaneous | $108,000 |
| Network for Educator Effectiveness |
$10,500 |
| BTAP Supplies | $1,500 |
| Summer Math Workshop | $1,200 |
| i-Ready Classroom Math Training | $27,600 |
| Champion Teaching Training | $1,200 |
| Mastery Connect Training | $4,500 |
| CPI Training | $2,500 |
| Advanced Placement Course Instructor Training | $2,000 |
| Stipends for LETRS & Aspire Training | $57,000 |
| Grand Total Local Funds PD | $108,000 |
| Budget FY26 | |
| 1% PD Funds |
$112,172 |
| Title II Funds | $105,810 |
| Other Funds | $108,000 |
| Grand Total PD Budget | $325,982 |
PROFESSIONAL DEVELOPMENT CALENDAR
| Dates | Times | Activity |
|---|---|---|
| June - July | NA | Onboarding Modules for New Staff |
| June 10 | 9:00-12:00 | Summer Onboarding (one session required) |
| July 9 | 9:00-12:00 | Summer Onboarding (one session required) |
| August 1 | 9:00-12:00 | Summer Onboarding (one session required) |
| August 5-7 | 8:00-3:00 | New Teacher Orientation |
| August 13 | 8:00-3:00 | Back to School PD |
| August 14 | 8:00-3:00 | Back to School PD |
| August 15 | 8:00-3:00 | Back to School PD / LETRS Training (K-5) |
| August 18 | 8:00-3:00 | Back to School PD |
| August 19 | 8:00-3:00 | Back to School PD |
| September 8 | 8:00-3:00 | Monthly PD |
| October 6 | 8:00-3:00 | Monthly PD / LETRS Training (K-5) |
| November 3 | 8:00-3:00 | Monthly PD |
| December 5 | 8:00-3:00 | Monthly PD / LETRS Training (K-5) |
| January 5 | 8:00-3:00 | Monthly PD |
| February 13 | 8:00-3:00 | Monthly PD / LETRS Training (K-5) |
| March 12 | 4:00-5:00 | Grade Level / Department Meetings |
| April 9 | 4:00-5:00 | Grade Level / Department Meetings |
FOCUS AREA PROFESSIONAL DEVELOPMENT
| Dates | Times | Activity |
|---|---|---|
| June - July | TBA | AP Training (Summer 2024) |
| June - July | TBA | NEE Recertification (school administrators) |
| August 4 | 1:00-3:00 | CPI certification (half day) |
| August 11 | 8:00-3:00 | CPI recertification (full day) |
| August 12 | 8:00-3:00 | Back to School PD (SPED Teachers) |
| August 13 | 9:30-11:30 | Back to School PD (Paraprofessionals |
| February 2-3 | - | ^ Powerful Learning Conference |
| March 1-3 | - | * Show Me Professional Learning Conference |
| June 2-3 | - | ^ SW-PBS Summer Training Institute |
| Date | Time | Location |
|---|---|---|
| August 5 | 1:30-2:45 | FHS Library |
| September 16 | 8:00-11:00 | PreK/Elementary at Bush Elementary |
| September 18 | 8:00-11:00 | Secondary at FMS Library |
| November 11 | 12:00-3:00 | PreK/Elementary at Bush Elementary |
| November 13 | 12:00-3:00 | Secondary at FMS Library |
| February 3 | 8:00-11:00 | PreK/Elementary at Bush Elementary |
| February 5 | 8:00-11:00 | Secondary at FMS Library |
| March 31 | 12:00-3:00 | PreK/Elementary at Bush Elementary |
| April 2 | 12:00-3:00 | Secondary at FMS Library |
| Date | Time | Location |
|---|---|---|
| September 16 | 12:00-3:00 | PreK/Elementary at Bush Elementary |
| September 18 | 12:00-3:00 | Secondary at FMS Library |
| November 11 | 8:00-11:00 | PreK/Elementary at Bush Elementary |
| November 13 | 8:00-11:00 | Secondary at FMS Library |
| February 3 | 12:00-3:00 | PreK/Elementary at Bush Elementary |
| February 5 | 12:00-3:00 | Secondary at FMS Library |
| March 31 | 8:00-11:00 | PreK/Elementary at Bush Elementary |
| April 2 | 8:00-11:00 | Secondary at FMS Library |
Professional Development Requirements
Missouri law requires individuals with Initial Professional Certificates (IPC) to complete 30-contact hours of professional development during the first four years of teaching. Individuals with Career Continuous Professional Certificates (CCPC) must complete 15-contact hours each year. The professional development may include hours spent in class in an appropriate college curriculum (one college credit = 15 contact hours) or district-approved professional improvement activities.
Inactive Certificates
If a certified staff member fails to meet the professional development requirement in a given year, his/her certificate may become inactive. Fulton Public Schools has the option to terminate employment if staff members fail to meet Missouri Professional Development requirements and possess an inactive certificate.
Resources
Several links from DESE regarding certification are provided below.
Per the Missouri Office of Special Education Compliance Standards & Indicators (100.280), “paraprofessionals who do not hold teaching certificates are required to have received fifteen (15) clock hours of training within six (6) months of hire, including orientation and initial training prior to working with the student. A minimum of ten (10) clock hours each school year thereafter is also required.”
1 college credit hour = 15 PD contact hours
|
Classification
|
Initial Certification
Years 1-4s
|
Reactivation
|
Career Certification
Years 5-99
|
PD Exempt Status
|
|---|---|---|---|---|
|
Professional Certification
(most core areas and librarians)
|
30 hours total over 4 years
|
24 hours plus annual
|
15 annually until exempt
|
Two of three: 10 years, next higher degree, or national certification
|
|
Career Education
(formally vocational)
|
90 hours total over 4 years
|
24 hours plus annual
|
30 annually until exempt
|
Two of three: 10 years, next higher degree, or national certification
|
|
Student Services
|
40 hours total over 4 years
|
24 hours plus annual
|
20 annually until exempt
|
Two of three: 10 years, next higher degree, or national certification
|
|
Administration
(Superintendent)
|
120 hours total over 4 years
|
24 hours plus annual
|
30 annually until exempt
|
Two of three: 10 years, next higher degree, or national certification
|
|
Administration
(principals, special ed. directors, and career ed. directors)
|
120 hours total over 4 years
|
24 hours plus annual
|
Years 5-10 must complete EdS degree in educational administration, C&I, or reading/literacy, or 30 hours annually
|
Years 11-99 exempt with EdS degree or national certification
|
|
Provisional Certificate
(2 years)
|
Must complete credit/requirements to move to Initial certification within 2 years
|
n/a
|
n/a
|
n/a
|
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Temporary Certificate
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Must complete 9 college credit hours annually
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n/a
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n/a
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n/a
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annually, before April 1st, with your Professional Development Log assigned. Once you login to TalentEd, you will find the following instructions:
- State Professional Development Forms are found below.
- These forms are due by May 1st.
- You must track the number of hours of Professional Development you have each year. These hours may be contracted or non-contracted time.
- There are separate sets of forms for Teachers and Student Services (counselors, social workers/family-school liaisons, psychologists, speech/language pathologists, etc).
- Please choose the form that matches your certification.
- For example: If you are a teacher in your first 4 years and have a Bachelor's degree, please make certain you use the form labeled Bachelor's 1-4 Teacher.
- Please note that this PDF will need to be downloaded to your computer BEFORE completing.
- After completing the fillable PDF, save the file as the school year, your name, PD (i.e., 2025-26 Jane Doe PD).
- You will then upload your file to submit.
- If you have any questions, please contact Lindsey Hux (lhux@fulton58.org or 573-590-8000).
Professional Development Opportunities
The Board of Education of the Fulton School District No. 58 recognizes the relationship between high-quality professional development and student achievement and therefore commits to a high-quality professional staff development program. The program will be aligned with the current District Strategic Plan and based on available student achievement data and the results of needs assessment at the school and district levels.
In support of this commitment, the Board will:
- Establish a Professional Development Committee (PDC) that will create and implement a Professional Development Plan (PDP) based on the District Strategic Plan. The PDP must be approved by the Board prior to implementation.
- Allocate adequate funding for high-quality professional development activities as defined by law.
- Provide leave and dismissal time for approved professional growth activities and reimbursement for expenses related to conferences and visitations.
- Provide opportunities for increased compensation or advancement on the salary schedule with additional education or training in accordance with Board policies and procedures.
- Provide opportunities for collective participation by staff members in the same school community, subject area, grade level, or department.
The professional development program for teachers will:
- Be sustained over time.
- Focus on specific content areas or instructional practices.
- Support the collective learning of teachers.
- Align with district, school, and teacher goals.
- Be infused with active learning and provide teachers the opportunity to practice and apply new knowledge.
Professional development activities will be provided for superintendents, principals, and other district personnel charged with administrative functions. As with professional development for teachers, professional development for administrators will be available on an individual basis and as part of a collective group.
Professional development for administrators will align with the Missouri Leader standards and focus on the support of classroom instruction.
Administrators will participate in the Missouri Leadership Development System (MLDS) supported by the Missouri Department of Elementary and Secondary Education.
The PDC will conduct an annual evaluation of the professional development program to determine whether professional development is aligned with the District Strategic Plan and identified instructional priorities. To the extent possible, the evaluation will determine the effect of the professional development program on student achievement as measured by assessments of student mastery of grade-level expectations.
Professional Development for Certification
Many certificated employees are required by state law to continue their professional development to maintain their certificates. The state-required professional development may include completion of additional college credit hours, district-provided or district-recognized professional development, and other training acceptable to DESE. In addition, the following activities will qualify for professional development hours for the purposes of maintaining a certificate in accordance with law:
- 1. The district may supervise a teacher in a local business externship for professional development hours. The externship must provide the teacher practical experience at a business in the local community in which the teacher is employed through observation and interaction with employers and employees who are working on issues related to subjects taught by the teacher (§ 168.024, RSMo.).
- 2. District-offered training on dyslexia and related disorders will count for up to two hours of professional development (§ 167.950, RSMo.).
Revised: 10/09/2019
Beginning teachers (Years 1-3) have a unique graduate learning opportunity at the University of Missouri as part of our district membership in the Missouri Partnership for Educational Renewal (MPER). The MPER Early Career Scholars Program is a two-year, online master’s program designed to support early career educators during the beginning phase of their careers. This program is open to new teachers as well as rising 2nd and 3rd year teachers who are graduates from any institution. MPER Scholars are full-time teachers in MPER districts and are eligible to receive a 50% tuition sponsorship for all program courses.
Program Design
Not all programs that support new teachers are created equal. The training and experiences teachers receive greatly influence their ability to work well with students and effectively teach in the early years of their careers. The MPER Early Career Scholars Program is designed to support educators in the early stages of their careers through a classroom-focused approach, bridging research and practice with relevant coursework and mentorship.
Each year, a select group of early career educators is chosen to become MPER Scholars. MPER Scholars have two roles: classroom teacher and graduate student. MPER Scholars are full-time teachers hired by partner districts who work with local mentors, learning the nuances of teaching while completing graduate courses.
Degrees
Two graduate degrees can be earned through this program, including a MEd in Learning, Teaching, and Curriculum (Emphasis in Elementary, English, Math, & Social Studies) and a MEd in Special Education. Please note, the degree program needs to correspond to your contracted teaching position in FPS.
The MPER Early Career Scholars Program enhances full-time teaching with mentoring and a master’s level degree program. The program represents a hybrid model of academic knowledge and clinical experience. It weaves education research and classroom practice tightly together in a two-year model of highly relevant teacher education. MPER Scholars receive coaching and support from a district-assigned mentor who has multiple years of experience, has demonstrated effectiveness in teaching, and is able to provide feedback and lead professional conversations.
Application
The application window for the next cohort of MPER Scholars is currently open. Applications are due February 15, 2026, for the early admittance process and no later than June 1, 2026, for the regular admittance process.
Fulton Public Schools believes in supporting the professional development of its employees. Professional staff, as defined by Board Policy GCA, who seek reimbursement for earned college credit, professional licensure (e.g., supervision, licensure examination), additional DESE certifications, and/or continuing education units that are either related to the field of education or are related to assigned job duties may be eligible for reimbursement.
- The maximum annual reimbursement allowance for a full-time professional staff member is $3,000. Part-time professional staff members will have a maximum annual allowance prorated based on FTE (e.g., 0.5 FTE staff members would have a maximum annual allowance of $1,500 - 0.5 x $3,000).
- Approval for college coursework, professional licensure, certifications, or continuing education units is required from the Assistant Superintendent before completion of the course or licensure/certification examination.
- Required documentation:
- College credit - unofficial transcript showing an earned grade of no less than a "B-".
- Additional DESE certification - copy of updated DESE certificate.
- Professional licensure:
- Supervision - documentation of hours supervised and signature of an appropriate credentialed supervision provider.
- Licensure Examination - copy of official licensure.
- Continuing education units - documentation of CEUs earned.
- Other - other documentation might be required as part of a plan approved by the Assistant Superintendent.
- Staff must sign a contract for the next school year by June 1 to be eligible for tuition reimbursement.
- Reimbursement will be issued on the regularly scheduled June payroll.
The Board of Education determines the reimbursement allocation annually through the adoption of the annual budget. Should reimbursement requests exceed budget allocations, the annual maximums may be prorated.
CONTINUING EDUCATION REIMBURSEMENT PROCESS
Reimbursement requests must be submitted before beginning the continuing education process. Professional staff can apply for reimbursement through TalentEd Records using the following steps:
Step 1: Visit TalentEd Records
Step 2: Click on ‘Available Forms’
Step 3: Click on ‘Continuing Education Reimbursement Request’
Documentation
To receive final approval for reimbursement, the following must occur by June 1:
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Receipt of your documentation. Submit via email to Virginia Steffens at the district office (vsteffens@fulton58.org).
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Receipt of an itemized bill showing the cost of tuition, certification exam, professional licensure exam, supervision hours, and/or continuing education units.
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Receipt of a signed employment contract for the 2026-27 school year by June 1, 2026.
Expenses eligible for reimbursement by June 30, 2026, will occur between June 1, 2025, and May 31, 2026.
Skyward
First, staff should enter their leave into Skyward. If staff require a substitute, Skyward will have a link with a prompt to Red Rover.
TalentEd Records
Once leave has been requested through Skyward/Red Rover, staff need to submit a request for professional leave in TalentEd. Please note that each school has a building-specific request for professional leave (e.g., Bartley Request for Professional Leave). Certified staff can submit a request for professional leave through TalentEd Records using the following steps:
Step 1: Visit TalentEd Records
Step 2: Click on ‘Available Forms’
Step 3: Click on ‘Request for Professional Leave’
Leave requests in TalentEd will be reviewed in the following order: Building PDC Representative, Building Principal, and Assistant Superintendent.
Both steps in Skyward/Red Rover and TalentEd must be completed for final approval.
PROFESSIONAL DEVELOPMENT ACTIVITY EVALUATION
Evaluation surveys will be emailed directly to certified staff from PDC members on each
district PD day. Feedback will be reviewed at the building and district PDC levels to support
teacher development and continuous improvement.
Out-of-District PD Evaluation
Please complete an evaluation survey for any external professional development that is
supported with district funds (registration fees, travel, lodging, meals, substitutes, etc.).
Click on the link below to complete the evaluation. This information will be reviewed by the
PDC every month.
Appendix
Fulton Public Schools has engaged in strategic planning for many years, involving community leaders, parents, staff, and students in the school improvement process. The current strategic plan was adopted on December 8, 2021. The Fulton Board of Education reviews and approves the plan annually.
The latest iteration of the Missouri School Improvement Program (MSIP 6) is focused on continuous improvement for all schools, the preparation of each student for life beyond high school, and promoting practices that lead to healthy school systems. MSIP 6 will take a closer look at what districts are doing to implement effective practices and sustain improvements while increasing the focus on individual student growth.
The links below were provided by DESE to support professional development planning. Missouri Professional Learning Guidelines
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Section One - The Mission, Mandates, and Regulations for Professional Learning
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Section Two - Professional Learning Roles, Responsibilities, and Standards
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Section Three - Professional Development Committee Budget
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Section Four - The Planning, Implementation, and Evaluation of Professional Learning
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Section Five - Resources
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Standards for High-Quality Professional Learning
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Mentoring Program Standards
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Mentoring Program Standards (Appendix A)
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Beginning Teacher Assistance Guidelines
