professional development

(40) Professional development The term “professional development” means activities that— (A) are an integral part of eligible agency, eligible recipient, institution, or school strategies for providing educators (including teachers, principals, other school leaders, administrators, specialized instructional support personnel, career guidance and academic counselors, and paraprofessionals) with the knowledge and skills necessary to enable students to succeed in career and technical education, to meet challenging State academic standards under section 6311(b)(1) of this title , or to achieve academic skills at the postsecondary level; and (B) are sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, to the extent practicable evidence-based, and may include activities that— (i) improve and increase educators’— (I) knowledge of the academic and technical subjects; (II) understanding of how students learn; and (III) ability to analyze student work and achievement from multiple sources, including how to adjust instructional strategies, assessments, and materials based on such analysis; (ii) are an integral part of eligible recipients’ improvement plans; (iii) allow personalized plans for each educator to address the educator’s specific needs identified in observation or other feedback; (iv) support the recruitment, hiring, and training of effective educators, including educators who became certified through State and local alternative routes to certification; (v) advance educator understanding of— (I) effective instructional strategies that are evidence-based; and (II) strategies for improving student academic and technical achievement or substantially increasing the knowledge and teaching skills of educators; (vi) are developed with extensive participation of educators, parents, students, and representatives of Indian Tribes (as applicable), of schools and institutions served under this chapter; (vii) are designed to give educators of students who are English learners in career and technical education programs or programs of study the knowledge and skills to provide instruction and appropriate language and academic support services to those students, including the appropriate use of curricula and assessments; (viii) as a whole, are regularly evaluated for their impact on increased educator effectiveness and improved student academic and technical achievement, with the findings of the evaluations used to improve the quality of professional development; (ix) are designed to give educators of individuals with disabilities in career and technical education programs or programs of study the knowledge and skills to provide instruction and academic support services to those individuals, including positive behavioral interventions and supports, multi-tier system of supports, and use of accommodations; (x) include instruction in the use of data and assessments to inform and instruct classroom practice; (xi) include instruction in ways that educators may work more effectively with parents and families; (xii) provide follow-up training to educators who have participated in activities described in this paragraph that are designed to ensure that the knowledge and skills learned by the educators are implemented in the classroom; (xiii) promote the integration of academic knowledge and skills and relevant technical knowledge and skills, including programming jointly delivered to academic and career and technical education teachers; or (xiv) increase the ability of educators providing career and technical education instruction to stay current with industry standards.


20 USC § 2302(40)

Scoping language

in this paragraph
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