Cattaraugus Allegany Teacher Center

The mission of the Cattaraugus-Allegany Teachers Resource Center is to serve as a local educational agency in the provision of staff development opportunities to teachers and to other interested persons in the community.

"Opportunities" are defined as workshops, mini-grants for curriculum/instruction/assessment development, travel grants to support local conference attendance, and institute grants to support attendance at several-day institutes that require travel to distant sites and overnight stays in a motel/hotel. The purpose of this mission is to broaden the knowledge base and to enhance the pedagogical skills of the teachers and of those other persons who take advantage of our offering of professional development "opportunities."

"Opportunities" are further defined as financial support for member school districts and teacher-related associations like the Southern Tier Association of School Psychologists in order to provide speakers to address their membership and enhance their knowledge and skills.

We also consider facilitation of the local implementation of the various new State Education Department initiatives including academic standards and the whole school-to-work effort to be aspects of our mission.

Finally, we consider it our mission to be on the cutting edge of educational innovation and to bring this information to the teachers and staff in our member schools.

New York State Teacher Center Standards:

Professional Development: The New York State Teacher Centers have developed criteria for professional development based upon research and our experience.

Professional development

	is driven by clear, coherent individual and organizational goals.
	focuses on individual and organizational growth.
	is designed and facilitated by those who participate.
	respects and nurtures the leadership and intellectual capacities of educators.
	facilitates continuous inquiry and reflection embedded in the daily life of schools.
	is supported by research and institutional resources such as time, staffing, and funding.
	addresses current issues in curriculum, instruction, and assessment.
	provides opportunities for the application of technology to instruction.
	supports and encourages greater teacher effectiveness that can lead to improved student learning.

Governance: New York State Teacher Centers are governed by Policy Boards composed of the multiple constituencies set forth in Education Law 316.

	Policy Board members and staff
	are elected and/or appointed by their respective constituencies.
	apply high standards for professional development in carrying out their roles.
	recruit, retain, and support personnel necessary to carry out the Center's mission.
	work collaboratively with school districts and other constituent organizations and agencies.
	ensure that the Center fulfills state and local requirements.

Management: Centers must comply with statute, regulation, and local policy.

Policy Board members and staff

	establish and maintain a professional working environment with appropriate resources.
	employ a variety of communication strategies to ensure the full participation of constituents.
	maintain electronic communication facilities linking individual Centers and the statewide network.
	establish and maintain sound fiscal policies and practices.
	seek resources in addition to New York State funding.
	comply with New York State records management regulations and guidelines.
	provide required documentation to the New York State Education Department.
	operate in accordance with Education Law 316.

Program: Teacher Center programs promote continuous inquiry and growth.

Policy Board members and staff

	apply knowledge of current research in professional development.
	use a variety of strategies and techniques for identifying the professional growth needs of constituents.
	design and implement a variety of activities and programs responsive to needs assessment and evaluation data.
	align local needs with state initiatives, standards, and assessments.
	enable teachers to participate in collaborative program design.
	address teachers' needs at different stages of their careers by providing opportunities for reflection and inquiry.
	collaborate with school districts and other organizations and agencies to enhance the range of program opportunities.

Evaluation: Teacher Centers use program evaluation data collected in a variety of ways.

Policy Board members and staff

	use individual program evaluation to assist in the development of new activities and refine continuing programs.
	employ a variety of evaluation strategies to assess the impact of the Center's activities and programs.
	include both quantitative and qualitative data in evaluation design.
	examine the impact of programs on teacher effectiveness and student learning.
	share evaluation findings broadly to guild awareness of Teacher Center work.

Conclusion: Political and educational leaders of New York State support Teacher Centers as an essential institution for the sustained professional growth of New York State's teachers and other educators. These leaders place their confidence in school practitioners, in partnership with others, to identify, plan, and implement comprehensive professional development to assure that the State's elementary and secondary school students have the benefit of the most current and effective instruction available.

The organizational structures, programs and services of the New York State Teacher Centers reflect the standards for professional development.

Teacher Centers

	recognize that professional growth is integral to teachers' work.
	embed professional growth in the daily lives of schools.
	model for teachers and students the importance of life-long learning.
	promote the growth of communities of learners.
	encourage teachers to assume leadership roles.