Staff and Teachers
- PROFESSIONAL LEARNING PRINCIPLES
- Professional Learning Opportunities
- ATPPS/TDE
- CEU Relicensure Requirements
PROFESSIONAL LEARNING PRINCIPLES
At South St Paul Public Schools, we recognize these Adult Learning Principles identified by York-Barr (2006):
- Educators respected as self-directed learners and in charge of their own learning
- Grounded in context of practice, providing meaning that motivates and influences knowledge and skill acquisition
- Opportunities to examine underlying beliefs, values, and assumptions
- Opportunities to compare/contrast, link, and integrate old/new perspectives when information is new
York-Barr, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, Calif: Corwin Press
From the Every Child Succeeds ACT, Professional development means activities that “(A) are an integral part of school and local education agency strategies for providing educators (including teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, and, as applicable, early childhood educators) with the knowledge and skills necessary to enable students to succeed in the core academic subjects and to meet challenging State academic standards; and (B) are sustained (not stand-alone, 1-day, and short-term workshops), intensive, collaborative, job-embedded, data-driven, classroom-focused….” (ESSA and Learning Forward Executive Director, Stephanie Hirsch)
We are commited to delivering professional learning that increases educator effectiveness and results for all students:
- occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment
- requires skillful leaders who develop capacity, advocate, and create support systems for professional learning
- requires prioritizing, monitoring, and coordinating resources for educator learning
- uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning
- integrates theories, research and models of human learning (i.e., learning designs) to achieve intended outcomes
- applies research on change and sustains support for implementation of professional learning for long-term change
- aligns its outcomes with educator performance and student curriculum standards
LEARNING PRINCIPLES
In order for an increase in educator effectiveness to occur, we consider:
- 1. Educators’ commitment to students, all students, is the foundation of effective professional learning.
- 2. Each educator involved in professional learning comes to the experience ready to learn.
- 3. Because there are disparate experience levels and use of practice among educators, professional learning can foster collaborative inquiry and learning that enhances individual and collective performance.
- 4. Like all learners, educators learn in different ways and at different rates.
1. Educators’ commitment to students, all students, is the foundation of effective professional learning.
Committed educators understand that they must engage in continuous improvement to know enough and be skilled enough to meet the learning needs of all students. As professionals, they seek to deepen their knowledge and expand their portfolio of skills and practices, always striving to increase each student’s performance. If adults responsible for student learning do not continuously seek new learning, it is not only their knowledge, skills, and practices that erode over time. They also become less able to adapt to change, less self-confident, and less able to make a positive difference in the lives of their colleagues and students.
2. Each educator involved in professional learning comes to the experience ready to learn.
Professional learning is a partnership among professionals who engage with one another to access or construct knowledge, skills, practices, and dispositions. However, it cannot be effective if educators resist learning. Educators want and deserve high-quality professional learning that is relevant and useful. They are more likely to fully engage in learning with receptive hearts and minds when their school systems, schools, and colleagues align professional learning with the standards.
3. Because there are disparate experience levels and use of practice among educators, professional learning can foster collaborative inquiry and learning that enhances individual and collective performance.
This cannot happen unless educators listen to one another, respect one another’s experiences and perspectives, hold students’ best interests at the forefront, trust that their colleagues share a common vision and goals, and are honest about their abilities, practices, challenges, and results. Professional accountability for individual and peer results strengthens the profession and results for students.
4. Like all learners, educators learn in different ways and at different rates.
Because some educators have different learning needs than others, professional learning must engage each educator in timely, high-quality learning that meets his or her particular learning needs. Some may benefit from more time than others, different types of learning experiences, or more support as they seek to translate new learning into more productive practices. For some educators, this requires courage to acknowledge their learning needs, and determination and patience to continue learning until the practices are effective and comfortable.
rELATIONSHIP BETWEEN PROFESSIONAL LEARNING AND STUDENT RESULTS
- When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe.
- When educators' knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs.
- When educator practice improves, students have a greater likelihood of achieving results.
- When student results improve, the cycle repeats for continuous improvement.
This cycle works two ways: If educators are not achieving the results they want they determine what changes in practice are needed and then what knowledge, skills, and dispositions are needed to make the desired changes. They then consider how to apply the standards so that they can engage in the learning needed to strengthen their practice.
Professional Learning Opportunities
Data and Assessment Literacy (MnDAL) Online Learning Modules for Teachers
MDE is excited to announce the launch of the first strand of the Minnesota Data and Assessment Literacy (MnDAL) modules. The MnDAL series of online learning modules is aimed at supporting educators and leaders to use assessment and data as tools to transform teaching and learning. Each module includes slides, articles, videos, activities, and tools that can be applied within classroom instruction.
The learning series is differentiated through two paths: one for teachers and one for leaders. Each module requires about 60-90 minutes to complete and Continuing Education Units (CEUs) are awarded for module completion. Educators and leaders are encouraged to use the downloadable reflection questions, facilitation guides, and activities with a group of teachers or as a curriculum for professional learning.
Individuals can currently access the content of Modules 1–4 for teachers on the On-Demand Learning page of the Testing 1, 2, 3 website through the MDE Canvas learning management system; the leader set will be released in October:
· Module 1: The Role of Assessment in a Balanced, Comprehensive and Equitable Learning System
· Module 2: Balanced, Comprehensive and Equitable Assessment Systems
· Module 3: The Role of State Summative Assessments in a Balanced, Comprehensive and Equitable Assessment System
· Module 4: Balanced Classroom Assessment Systems
Additional modules and facilitator guides will be posted on the On-Demand Learning page of the Testing 1, 2, 3 website. For more information or questions, please contact Kendra Olsen.
Accessing MnDAL Modules
Links to each module's content and a facilitator’s guide are posted on the On-Demand Learning page of the Testing 1, 2, 3 website. The module links will direct you to MDE’s Canvas page. You will then need to click the “Join this course” button in the upper right corner.
If you do not have an MDE Canvas account, select the “I am a new user” radio button, enter your email in the Username field, enter your first and last name in the Full Name field, and agree to the Acceptable use policy. Select “Enroll in Course” and then select “Go to the Course” to access the modules in Canvas. Note: You will receive an email asking you to finish setting up your account by creating your password for future logins.
ATPPS/TDE
2023-2026 alternative TEACHER PROFESSIONAL PAY SYSTEM (ATPPS) PLAN
Alternative Teacher Professional Pay System (ATPPS) Contact:
Tiffany Brian - Coordinator
South St Paul Secondary
651-306-3629
2020 SSPPS Teacher Growth Development and Evaluation Plan
Teacher Development and Evaluation Contacts:
Tiffany Brian - Co-Coordinator
South St Paul Secondary
651-306-3629
Amy Winter - Co-Coordinator
SSPPS District Office
651-457-9416
CEU Relicensure Requirements
CEU Guidance
Required Clock Hours & Mandates
Teachers need a minimum of 125 clock hours every five years for a tier 4 license. The license is valid for five yeas. A minimum of 90 clock hours is needed in the categories A-D. A maximum of 35 hours is allowed in categories E-G. Each license holder must obtain all required mandates for renewal.
Teachers need a minimum of 125 clock hours every five years for a tier 3 license. The license is valid for three yeas. A minimum of 75 clock hours is needed in the categories A-D. A maximum of 35 hours is allowed in categories E-G. Each license holder must obtain all required mandates for renewal.
Tracking Relicensure Clock Hours & Mandates
It is the teacher's professional responsibility to track and fulfill all relicensure clock hours and mandates. Teachers are highly encouraged to keep their returned relicensure forms in a safe and secure place.
Teachers can also track their hours online on the PELSB website. Teachers will need to register and sign-in with a username/password in order to see the number of clock hours and mandates that have been entered on their behalf by the relicensure committee members.
Required CEU Relicensure Requirements
- Cover Sheet- Clock Hours for Relicensure
- Cultural Competency Checklist
- Training Resources for Relicensure
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Mandatory Categories (1 CEU in each)
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Cultural Competency (6-10 CEUs)
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Categories of Clock: Must have CEUs in more than 1 category
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| Tier 3 |
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| Tier 4 |
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| “Clock hour" means an hour of actual instruction, or planned group or individual professional development activity as approved by the local continuing education/relicensure committee. | |
2024-25
- Cultural Competency (CC): Racial, cultural, and socioeconomic groups (2Y)
- CC: Systemic racism (2Y)
- CC: Gender identity, including transgender students; sexual orientation (2Y)
- Reading Preparation (3Y)
- Best Practices for Teaching ELLs (3Y)
2025-26
- Suicide Prevention (2Y)
- CC: American Indian & Alaskan Native Students (2Y)
- CC: Language Diversity (2Y)
- CC: Individuals with disabilities and mental health concerns (2Y)
- Mental Illness (3Y)
- CC: Religion (3Y)
2026-27
- Accommodations/ Modification (3Y)
- Positive behavioral Interventions (3Y)
- CC: Racial, cultural, and socioeconomic groups (2Y)
- CC: Systemic racism (2Y)
- CC: Gender identity, including transgender students; sexual orientation (2Y)
2027-28
- Suicide Prevention (2Y)
- CC: American Indian & Alaskan Native Students (2Y)
- CC: Language Diversity (2Y)
- CC: Individuals with disabilities and mental health concerns (2Y)
- Mental Illness (3y)
- Best Practices for Teaching ELLs (3Y)
- Reading Preparation (3Y)
| Mandatory Training | Required CEU | Training Requirements |
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| ALL |
Show evidence of self-reflection and discussion in a way that deepens teacher’s understanding of their own frames of reference, potential bias in these frames, and the impact of bias on expectations for and relationships with students, students’ families, and school communities. *Alignments described in categories below |
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| American Indian History and Culture |
Must cover cultural heritage and contemporary contributions of American Indians, with particular emphasis on Minnesota Tribal Nations.
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| Positive Behavioral Intervention Strategies (PBIS) |
Includes the renewal requirement of evidencing accommodating, modifying, and adapting curricula, materials, and strategies to appropriately meet the needs of individual students and ensure adequate progress toward the state's graduation rule.
Alignment to MN Standards of Effective Practice:
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| Reading Preparation |
Must have in-service preparation in scientifically-based reading instruction, which the law identifies as: “instruction and practice in phonemic awareness, phonics and other word-recognition skills, and guided oral reading for beginning readers, as well as extensive silent reading, vocabulary instruction, instruction in comprehension, and instruction that fosters understanding and higher-order thinking for readers of all ages and proficiency levels. School counselors, school psychologists, school nurses, school social workers, audiovisual directors and coordinators, recreation personnel are exempt from evidencing the reading preparation renewal requirement.
Alignment to MN Standards of Effective Practice:
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| Accommodations, Modifications, and Adaptation of Curriculum |
Strategies to meet diverse needs of students and ensure access to the curriculum Accommodations: changing how students learn Modification: changing what a student learns Adaptations: adjusting instruction or materials to meet individual needs
Alignment to MN Standards of Effective Practice:
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| Key Warning Signs of Mental Illness |
Activities which provide an understanding of key warning signs for early-onset mental illness in children and adolescents.
Alignment to MN Standards of Effective Practice:
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| Suicide Prevention |
May be a separate part of the renewal for Early Onset Mental Illness in Children and Adolescents.
Alignment to MN Standards of Effective Practice:
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| English Language Learners (ELL) |
Evidence of growth in best teaching practices through district-approved training for meeting the varied needs of English learners from children to adults. Requirements may be evidenced in the summative evaluation. Minnesota statute requires this training to align with Interstate Teacher Assessment and Support Consortium (InTASC) standards for English learners.
Alignment to MN Standards of Effective Practice:
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Cultural Competency: Must be designed to deepen teachers' understanding of their own frames of reference, the potential bias in these frames, and their impact on expectations for and relationships with students, students' families, and the school communities. |
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| Racial, Cultural, and Socioeconomic Groups | Provides strategies for creating an inclusive and affirming learning space
Alignment to MN Standards of Effective Practice:
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| American Indian and Alaskan Native Students | Accurate, tribally-endorsed content on Indigenous history and present-day realities
Alignment to MN Standards of Effective Practice:
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| Religious Diversity | Provides strategies for understanding and supporting religious diversity
Alignment to MN Standards of Effective Practice:
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| Gender Identity, Including Transgender Students | Provides strategies for supporting students of all gender identities
Alignment to MN Standards of Effective Practice:
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| Sexual Orientation | Addresses strategies for supporting LGBTQ+ students
Alignment to MN Standards of Effective Practice:
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| Language Diversity |
Alignment to MN Standards of Effective Practice:
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| Individuals with Disabilities and Mental Health Concerns | Provides strategies for supporting students with disabilities and mental health concerns
Alignment to MN Standards of Effective Practice:
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| Systemic Racism | Identifies historical and structural systems that create disparities in education
Alignment to MN Standards of Effective Practice:
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