(a) The local board of education shall be responsible for the organization and implementation of the local professional development program.

(b) The professional development program shall focus on developing competencies in the core curriculum areas.

(c) Each adopted plan shall address:

• (1) A component in outreach to parents, guardians or custodians of students is defined as a program to promote the participation of parents in the education of their children. The component in outreach to parents, guardians or custodians of students includes:
• (A) Understanding the value of parental participation in the educational process.
• (B) Developing awareness of the needs and characteristics of their parent population in order to plan effective outreach activities.
• (C) Developing methods for communicating with parents, designing parental involvement activities, and determining the effectiveness of the outreach program.
• (D) Identifying appropriate resources to support and/or supplement the outreach program.

1. The teacher preparation system shall include, but not be limited to, the following competencies:
   • a. excellence in the arts and sciences,
   • b. an in-depth knowledge of the subject matter to be taught,
   • c. the ability to identify and cultivate talent and potential in students,
   • d. an understanding of child and human development,
   • e. teaching skills developed through a variety of learning experiences,
   • f. the ability to interact effectively with all students,
   • g. skills necessary for working with parents, guardians and custodians of students in the education process,
   • h. skills necessary to involve the community in education,
   • i. skills to foster teamwork within and among schools,
   • j. for administrators, skills necessary to be an effective leader of a school or school district, and
   • k. skills in effective classroom management and student discipline;

2. The preservice program shall include the following methods to achieve the competencies listed in paragraph 1 of this subsection:
   • a. require teacher candidates to study arts and sciences at the undergraduate level,
   • b. require secondary and elementary/secondary teacher candidates to have undergraduate majors, or their equivalents, in a subject area, and require teacher candidates in early childhood, elementary, and special education to have subject area concentrations which allow qualification as a generalist,
   • c. require teacher candidates to study the individuality of students, the capacity of students to learn and the process of learning,
   • d. integrate curriculum from other disciplines with the education curriculum,
   • e. require teacher candidates to have training experiences and personal contact with parents, guardians or custodians of school-age children,
   • f. require teacher candidates to have community involvement experience,
   • g. structure courses so as to require teamwork activities, and
   • h. require teacher candidates to study, in existing coursework, substance abuse symptoms identification and prevention, mental illness symptoms identification and mental health issues, classroom management skills, and classroom safety and discipline techniques;

Document provides resources for professional development on family engagement.

Site provides information about professional development opportunities and requirements, including PD on family and community engagement.

Rubric recommends providing all school staff with annual professional development on strategies for family engagement, ways to assist parents seeking mental health services for students, and issues related to student health.