DMA(LEGAL) - PROFESSIONAL DEVELOPMENT: REQUIRED STAFF DEVELOPMENT

Staff Development

Educator

Principal

Training Specifics—Educators

  1. Training in technology, conflict resolution, and discipline strategies, including classroom management, district discipline policies, and the Student Code of Conduct;
  2. Training in preventing, identifying, responding to, and reporting incidents of bullying;
  3. Digital learning; and
  4. Instruction as to what is permissible under law, including opinions of the United States Supreme Court, regarding prayer in public school.

Students with Disabilities

Suicide Prevention

  1. All districts shall provide the training to all new educators as a part of new employee orientation during the 2016–17 school year.
  2. Each subsequent school year, districts shall provide the training to all new educators as a part of new employee orientation.
  3. Districts shall provide the training to all currently employed educators on or by September 30, 2016.

Mental Health Support Programs

  1. Early mental health intervention;
  2. Mental health promotion;
  3. Building skills related to managing emotions, establishing and maintaining positive relationships, and responsible decision-making;
  4. Substance abuse prevention and intervention;
  5. Suicide prevention;
  6. Grief-informed and trauma-informed practices;
  7. Positive behavior interventions and supports and positive youth development; and
  8. Safe, supportive, and positive school climate.
  1. Recognize students at risk of committing suicide, including students who are or may be the victims of or who engage in bullying;
  2. Recognize students displaying early warning signs and a possible need for early mental health or substance abuse intervention, which warning signs may include declining academic performance, depression, anxiety, isolation, unexplained changes in sleep or eating habits, and destructive behavior toward self and others; and
  3. Intervene effectively with students described above by providing notice and referral to a parent or guardian so appropriate action, such as seeking mental health or substance abuse services, may be taken by a parent or guardian.

Required Training

Child Abuse and Maltreatment

  1. Factors indicating a child is at risk for sexual abuse or other maltreatment;
  2. Likely warning signs indicating a child may be a victim of sexual abuse or other maltreatment;
  3. Internal procedures for seeking assistance for a child who is at risk for sexual abuse or other maltreatment, including referral to a school counselor, a social worker, or another mental health professional;
  4. Techniques for reducing a child's risk of sexual abuse or other maltreatment; and
  5. Community organizations that have relevant existing research-based programs and that are able to provide training or other education for employees, students, and parents.

Student Discipline

Special Programs Training

Texas Adolescent Literacy Academies

  1. The teacher teaches at a campus that receives a rating that reflects unacceptable performance and that fails to meet the state system safeguard performance target in reading for one or more student groups; and
  2. The teacher teaches in general education, special education, or English as a second language for students in grade 6, 7, or 8, and:
    1. The teacher is a certified, full-time English language arts and reading teacher who instructs English language arts and/or reading for at least 50 percent of the teacher's instructional duties; or
    2. The teacher is a certified, full-time content area teacher who instructs mathematics, science, and/or social studies for at least 50 percent of the teacher's instructional duties.

Gifted and Talented Education

  1. Before assignment to the program for gifted students, teachers who provide instruction and services that are part of the program have a minimum of 30 hours of staff development that includes nature and needs of gifted/talented students, assessment of student needs, and curriculum and instruction for gifted students.
  2. Teachers without the required training who provide instruction and services that are part of the gifted/talented program complete the 30-hour training requirement within one semester.
  3. Teachers who provide instruction and services that are part of a program for gifted students receive a minimum of six hours annually of professional development in gifted education.
  4. Administrators and counselors who have authority for program decisions have a minimum of six hours of professional development that includes nature and needs of gifted/talented students and program options.

Elective Bible Course

Automated External Defibrillators

  1. Participate in the instruction; and
  2. Receive and maintain certification in the use of an AED from the American Heart Association, the American Red Cross, or a similar nationally recognized association.

Extracurricular Activity Safety Training

  1. A coach or sponsor for an extracurricular athletic activity;
  2. A trainer, unless the trainer has completed the educational requirements for licensure as a licensed athletic trainer set forth at 22 Administrative Code 871.7 and the continuing education requirements at 22 Administrative Code 871.12;
  3. A physician who is employed by a district or who volunteers to assist with an extracurricular athletic activity, unless the physician attends a continuing medical education course that specifically addresses emergency medicine; and
  4. A director responsible for a school marching band.

Records

Steroids

  1. The educational program developed by the UIL regarding the health effects of steroids; or
  2. A comparable program developed by the district or a private entity with relevant expertise.

Concussions

  1. A coach of an interscholastic athletic activity shall take a course approved by the UIL.
  2. An athletic trainer who serves as a member of a district's concussion oversight team shall take a course approved by the Texas Department of Licensing and Regulation (TDLR) or a course approved for continuing education credit by the licensing authority for athletic trainers.
  3. A licensed health-care professional, other than an athletic trainer, who serves as a member of a district's concussion oversight team shall take a course approved by the UIL, TDLR, or the appropriate licensing authority for the profession.

Resources for Staff Development

Laredo ISD

DMA(LEGAL)-P

UPDATE 109

DATE ISSUED: 10/24/2017