Professional Development hours may be used by returning applicants at Steps 7 or 8 instead of the one-unit requirement to remain at the same step as the previous year. In addition, all returning participants who received a stipend at Step 7 or 8 during a previous year must participate in 2 hours of a Leadership Activity. Be sure to check the CARES Round 7 Handbook to determine which activities will qualify for the Leadership Activity requirement. You may download a copy at www.e3institute.

MBA is a business degree focusing on traditional functional areas of management such as planning, organizing, and controlling, usually with an emphasis on quantitative skills and analytical tools. The Professional Leadership master’s degree emphasizes the development of leadership skills that empower people and organizations to accomplish their missions. These skills include managing change, systems thinking, teamwork, and persuasive oral and written communication.

The yearlong program, which follows the completion of the classes and intensives, is an internship. We will meet at the beginning and near the end of the program. At the beginning, you will pick a project that you will work on, and at the end will give a presentation of it. The project could be in whatever field interests you, whether health, business, the arts, technology, politics, etc. The goal of the project is to apply what you have learned in the classes and intensives to real life.

Only those returning recipients who wish to remain at Steps 7 & 8 may use professional development hours. The CARES program defines professional development as: Participation in activities that contribute to an individual's competence, performance, or effectiveness in the early childhood profession.

It is the orchestrated process of developing the individual strengths, talents and competencies of people in supervisory, management or leadership roles so they can be even more effective. The vision of the Leadership Development Coaching Experience© is to grow "excellent people" into "effective leaders."

Level I, Orientation. Level I training provides the new senior member with information required for active membership in CAP. This level consists of the Orientation Course and Cadet Protection Program Training (CPPT). Shortly after joining CAP, the member receives a collection of pamphlets and manuals from the CAP Bookstore that make up the senior member handbook. Members should study these materials prior to attending a Level I Orientation Course.

Everyone's personal goals will be different. You will need to do a little research on your own, but we can point you in the right direction. The first source of information is CAPR 50-17 (CAP Senior Member Professional Development Program). This describes training, references, steps of progression through the levels, awards, etc. Attachment 1 (page 25) is a great summary table identifying the progression and awards associated with the levels of achievement.

Educators may earn Professional Development Points (PDPs) by participating in the professional development programs and activities outlined in their Individual Professional Development Plan. All eligible professional development options are described in the Recertification Guidelines. Yes, some self-directed activities that result in a professional product are eligible for PDPs.

You may use staff development activities towards CARES professional development requirements only if your participation in the activities was not mandatory, but rather reflected your choice of topics based on your own professional development goals.

Yes, as long as the training includes CPR for infants and children. (This is the standard used by the CA Commission on Teacher Credentialing.)

No. You may be paid during the time you spend accruing the professional development hours. For example, you may choose to go to a conference or workshop, during regular work hours. Yes. Professional Growth Advising may be counted towards CARES professional development hours. You must submit, along with your CARES application, a log of dates and times spent in this capacity, and the names of those whom you were advising.

The hours must be earned between June 1 and May 31, as stated in the district professional development policy # 4131, (b).

No. A teacher’s accrued professional development hours will carry over from one district to another. The teacher's PIP specifies the content of a teacher’s professional development as determined by the teacher and the supervisor. The local district plan specifies the professional development activities based on the needs of the district. In many cases, the local inservice programs may fulfill the teacher's individual needs as identified in the PIP.

No. The applicant may be paid during the time spent accruing professional development hours. However, the activity may not be required by the employer. Yes. There are differences in the two separate systems. For information on the Professional Growth Hours requirement for the California Child Development Permit, refer to the Child Development Training Consortium (CDTC) website www.childdevelopment.org or call 209-572-6080.

The educator's direct supervisor or designee approves the Individual Professional Development Plan. In most instances this will mean that the principal will approve the plans of teachers and other educators who report to the principal. In some cases a principal may delegate this role to a department head. The superintendent will approve a principal's plan, and the chairperson of the school committee will approve a superintendent's plan.

Professional development is the term that educators use to describe the continuing education of teachers, administrators, and other school employees. Teachers need a wide variety of professional development. For example, an English teacher might need to attend classes to learn more about the content she's teaching. In addition, she might need other types of staff development to learn better ways or alternative methods for teaching that new material.

Further study undertaken during employment by a person trained and educated in a profession, sometimes at the initiative of the employer, but also through voluntary attendance at conferences, workshops, seminars, or enrollment in post-graduate courses, particularly important in professions that have a rapidly changing knowledge base. (Reitz, 2002). Professional development has also been defined as a process that increases the life-long learning capacity of community members.

Learning about leadership development opportunities is as easy as 1,2,3! First you can visit the Leadership@UMBC webpage and learn about the mission of UMBC's program and upcoming workshops and retreats. Second, you can contact Erin Hundley, the Coordinator for Leadership and Involvement. Erin's office is located in the Student Involvement Center, 2nd Floor of The Commons or email hundley@umbc.edu. She will be more than happy to tell you about leadership development at UMBC.

It is a well planned "growth opportunity" that will provide specific insight into individual strengths, as well as develop concrete behavioral and skill enhancement strategies for individual success. Most often, organizational development should start with leadership development.

You may apply anytime. To be considered for the January LDP, we must receive your cover letter, resume, and college transcripts by September 15. If you are interested in the July LDP, the deadline is January 15.