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Maine's Training and Development Quality Standards

Quality Standard #1- A Cycle of Continuous Improvement

The system of training and development is a cycle of continuous improvement.

Planning Indicators Implementation Indicators Evaluation Indicators
There is evidence of multi-year planning.

Data have been used to inform the continuous improvement cycle.

The plan builds local capacity.
A commitment to training and development is evident in the actions of all stakeholders. The evaluation utilizes data to change planning and implementation strategies.

Change in practice and behavior is evident among participants.

Improved student performance and development is realized.

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Quality Standard #2-Focus on Results

The system of training and development focuses on professional practices that improve the learning and growth of all students.

Planning Indicators Implementation Indicators Evaluation Indicators
Goals are measurable and include adult learning principles, student performance and development, and improvement of the training and development system Activities are based on theory, demonstration, guided practice and continuous improvement.

A variety of formats  such as course work, workshops, action research, individual study, team projects, and learning networks are incorporated into program.

Activities recognize different learning styles and include a variety of instructional approaches appropriate to the content and participants, such as small group learning, individual learning, reading, listening, problem-solving, hands-on learning, and demonstrations.
Each goal and step of the process is evaluated. Evaluation assesses short  and long-term impacts.

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Quality Standard #3- Organizational Alignment

The system of training and development aligns  with the other systems in the school administrative unit and integrates individual development with building goals and unit goals.

Planning Indicators Implementation Indicators Evaluation Indicators
Training and development plans are referenced and coordinated with other school system planning.

Time for training and development is identified in the plan
The personnel system for supervision and evaluation supports participation in training and development activities.

The budget process supports the training and development plan.

Resource allocation of staff time, money, and school priorities supports training and development.
Evaluation data is used in determining adequacy of support for training and development.

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Quality Standard #4- Use of Research Data

Decision-making in the system of training and development is driven by information from local, state, and national sources.

Planning Indicators Implementation Indicators Evaluation Indicators
Planners review a variety of data (including organizational data, student performance and development data) and research on effective practice, and skill and knowledge levels of the staff.

All stakeholders have ready access to data.
Training and development programs, content, and activities are based on published research and local data linked to student performance and development. The evaluation includes data on student performance and development and other indicators such as graduation and drop out rates and student aspirations.

The evaluation includes data on change in professional practice.

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Quality Standard #5- Participation

The system of training and development defines relevant roles for all stakeholders.

Planning Indicators Implementation Indicators Evaluation Indicators
The planning process demonstrates the belief that all students can achieve the high standards of the Learning Results including the qualities described in the Guiding Principles.

The planning process is collaborative and respectful.

The planning process is widely known, owned and trusted throughout the system.
Activities are developed with and for all appropriate stakeholder groups. Stakeholders use self-assessment and other evaluation data for reflection and change.