Professional Development
For Teachers, Principals and Counselors


College- and Career-Readiness Networking Conference

Conference to share effective instructional strategies of the Literacy and Mathematics Design Collaborative frameworks. 

West Virginia attendees at the July 2017 conference: 58 >

High Schools That Work Staff Development Conference

Annual conference for thousands of school leaders, teachers and counselors from middle grades, high schools and technology centers across the country.

West Virginia attendees at the July 2017 conference: 263 >

Learning-Centered Leadership Program

Works with district, state and university partners to prepare aspiring principals and school leadership teams to lead school reform to ensure that students are ready for college and careers. This program offers training, guidance and technical assistance.

The staff of the West Virginia Center for Professional Development were trained on SREB leadership modules and redelivered training across the state through an agreement with SREB.

West Virginia attendees to the 2018 Forum: 2 >

National Technology Centers That Work Leaders Forum

Annual Forum for state department of education leaders, directors, principals, teacher-leaders and counselors representing high schools and technology centers across the country.

West Virginia attendees in 2018: 14

Literacy and Math Professional Development

SREB is partnering with states on a large-scale effort to help districts and schools adopt, spread and sustain effective literacy and math teaching strategies to meet their state’s college- and career-readiness standards.

The Literacy Design Collaborative framework empowers language arts, science and social studies teachers to build meaningful assignments aligned to their state’s college- and career-readiness standards. Teachers take ownership of their professional growth, and students take ownership of their learning.  

The Mathematics Design Collaborative teaching framework uses formative assessment lessons — part assessment, part instruction — to help teachers know whether their students understand material they have been taught. Teachers learn to adapt assignments and engage students so they understand the hows and whys of math.

During the 2016-17 school year, this SREB professional development reached West Virginia​ educators in 46 schools.

West Virginia​ teachers, principals and trainers who participated in training and coaching: 349

“Students who had not seen success in a ‘normal’ math class were seeing success with the MDC lessons. Students who were never interested in math were excited and totally engaged.”  — Brittany Dameron,  math teacher, Riverside High School in Belle, Kanawha County School District >

Project-Based Learning in Career Pathway Courses

Training model for teachers in high-skill career and technical education programs, and career pathway academic courses. Academic and career and technical education teachers improve assignments and assessments by working with business and industry partners to develop projects that require students to apply college- and career-readiness and technical-academic standards.

Number of West Virginia teachers and administrators in training or coaching in 2017-18: 78

Number of participating schools in West Virginia during 2017-18: 22

Teaching to Lead

Helps states redesign programs that prepare business professionals to become career and technical education teachers through an alternative certification route. New CTE teachers gain knowledge and skills to manage a classroom of diverse students; plan challenging, work-related assignments; motivate students to complete assignments; and assess student progress.

The West Virginia Division of Technical, Adult and Institutional Education supports four teacher-educators at West Virginia University Institute of Technology to lead the year-long professional development. West Virginia participation:

  • 30 new CTE teachers during the 2014-15 school year
  • 52 teachers during the 2015-16 school year
  • 56 new CTE teachers in the 2016-17 school year

“I count on these new teachers to speak on behalf of my school. They really have a grasp of advocacy.” —  West Virginia administrator

“I have been asked to share my new teaching strategies with experienced teachers at my school because they see how engaged my students are.” —  West Virginia teacher >