PTC assists and facilitates school administrators, teachers and other education personnel in designing professional development programs responding to teachers' expressed needs and the needs of constituent schools working to meet the challenges of higher state standards and evolving assessments.
PTC promotes leadership development and offers a variety of workshops that appeal to administrators and teachers as change agents. PTC believes that member participation in all phases of its operation produces motivated learners. These motivated learners bring new program ideas and skills back to their classrooms, enriching their own professional lives and the learning experiences of the children with whom they work. It is this practical result that is the true measure of the Center's effectiveness.
Information from PTC's formal needs assessment, continual evaluations, and self-study updates initiate change in courses, activities, seminars, and workshops to further enhance the professional developmental needs of PTC members. Working closely with PTC's Policy Board, the staff develops, schedules, and informs members of all new activities.
Tailored to the needs of participants, programs can be scheduled during or after school hours or during school holidays or summer vacations, and offered in the form of workshops, seminars, institutes, and Superintendents' conference days for inservice and/or graduate credit. To ensure a high quality of professional development, the New York State Teacher Center Evaluation and Strategy Committee developed standards and rubrics around which teacher centers operate. Click on the links below to view the standards and the rubrics.
PTC promotes leadership development and offers a variety of workshops that appeal to administrators and teachers as change agents. PTC believes that member participation in all phases of its operation produces motivated learners. These motivated learners bring new program ideas and skills back to their classrooms, enriching their own professional lives and the learning experiences of the children with whom they work. It is this practical result that is the true measure of the Center's effectiveness.
Information from PTC's formal needs assessment, continual evaluations, and self-study updates initiate change in courses, activities, seminars, and workshops to further enhance the professional developmental needs of PTC members. Working closely with PTC's Policy Board, the staff develops, schedules, and informs members of all new activities.
Tailored to the needs of participants, programs can be scheduled during or after school hours or during school holidays or summer vacations, and offered in the form of workshops, seminars, institutes, and Superintendents' conference days for inservice and/or graduate credit. To ensure a high quality of professional development, the New York State Teacher Center Evaluation and Strategy Committee developed standards and rubrics around which teacher centers operate. Click on the links below to view the standards and the rubrics.