Purpose
The New Hampshire Department of Education’s Bureau of Special Education presents the State Personnel Development Plan (SPDP), titled "Bridging the Gap in the 603," designed to create a scalable, sustainable model of professional learning for educators, instructional leaders, and families, particularly those supporting students with disabilities. Expected outcomes include meeting the evolving needs of the education workforce, enhancing LEA systems, cultivating instructional leadership, building school and family capacity, and improving outcomes for students with disabilities. The project is grounded in data-driven, evidence-based strategies and seeks to influence state education policies to better support these efforts.
The SPDG is designed to: (1) develop a statewide, technology-based professional development suite for both pre-service and in-service training; (2) deliver evidence-based professional learning to scale structured literacy and inclusive practices initiatives in up to 50 LEAs; and (3) strengthen instructional leadership to support data-driven decisions and family engagement. The project is managed by Department personnel and a multi-team structure that includes partners (IHE, PIC, LEAs) and stakeholders to promote bi-directional feedback loops for ongoing continuous improvement. An external evaluation will formatively and summatively evaluate key outcomes using Context, Input, Process, Product and Utilization-focused program evaluation methods.
Explore Cohort Projects
2024 Wyoming
The purpose of the Wyoming SPDG is to reform the personnel development system to increase alignment among state initiatives and increase 1) the number of teachers on emergency certification who become full certified, 2) the number of person-centered IEPs that a
2024 North Dakota
The NDDPI's Grad 701 initiative focuses on ensuring all students, especially those with disabilities, emotional disturbances, and Native American backgrounds, graduate Choice Ready.
2024 Wisconsin
Educators Forward aims to improve outcomes for students with disabilities by increasing the number of well-qualified, fully certified special educators and expand the ability of administrators to serve as instructional leaders who create an equity-based, cooper