System for Effective Educator Development
At the heart of an effective Human Capital Management System is a professional learning system to support teacher and principal needs identified through the evaluation process. The System for Effective Educator Development (SEED©) is the foundational component of the TEEM professional learning system. SEED provides targeted and personalized professional learning for ALL teachers, principals and district leaders regardless of “effectiveness”. The SEED structure aligns professional learning with district goals and campus objectives to significantly impact classroom teaching and student achievement. SEED is rooted in collaborative learning and focuses on the experience and creativity of professional educators working toward a common goal.
The goals of SEED are to (1) increase targeted, job-embedded professional development and collaborative learning opportunities for educators and (2) enhance support for educators via a multi-tiered career pathway structure. SEED is grounded in human capital, organizational design, educational leadership, teaching and learning research, and field based practices. SEED was developed based on research with input from various stakeholder groups.
Key Components of SEED (CLCs)
Provides the district a systemic structure for delivering quality professional development
- Aligns with a district’s chosen educator evaluation system
- Aligns with a district’s chosen curriculum and programs/initiatives
Provides opportunities for educators to improve effectiveness based on individualized need
- Supports teachers and principals with individualized needs identified through the evaluation process
- Uses multiple forms of data to drive professional development content
- Enhances educator support through a tiered system
Provides job-embedded opportunities to transform practice
This aligned approach focuses on systemic change and allows for ownership and learning at each CLC level: teacher, campus, principal and district. CLC goals, set at each level, reflect identified areas for student and standards-based focus and align to teacher or principal evaluation standards. New learning takes place in small, collaborative groups of teachers, campus leaders, principals, and district administrators who work to impact teaching in order to address a specific student need they have identified through focused data analysis. CLC meetings aren’t intended to focus solely on pedagogy, but rather to work on subject specific and student focused strategies. New learning is then tracked by monitoring the progress of students through their work.