Documentation & Credit
Course Documentation

MTA is a registered staff development provider with the Massachusetts Department of Elementary and Secondary Education (DESE) and the International Association of Continuing Education and Training (IACET).
 
If district staff completes attendance sheets, they must be provided to the MTA trainer for MTA to issue transcripts to participants.

Graduate Credit/Super PDP Requirements

The following requirements apply to all graduate level courses and to those participants taking the course for super PDPs.

  1. Face-to-Face Courses: A learning log with one entry for each session using the KWL model: what did you know about the session topic in advance (K), what did you want to know (W), and what did you learn (L).
    Online Courses: Full participation in each session's discussion forum that includes one original posting to the forum prompt and at least responses to two other participants' postings (10% of grade).
    Hybrid:  Expectations for sessions that are face-to-face or online, as appropriate.

  2. A reflective analysis of the primary text for the course answering the question, "What did I learn from this reading that I can apply to my practice or to the implementation at the school/district level of specific learning outlined in the text?" Reflective paper guidelines along with the text will be provided to participants at the first session (30% of grade).

  3. Performance assessment task (30% of grade): Course descriptions include task outlines.

    4. Action Research Project: Action research protocol, which is provided to participants, along with the text, which will be provided to participants at the first session (30% of grade).

PTP Requirements

The following requirements apply to those participants taking the course for PTPs. These courses are NOT for teachers. For Title I paraprofessionals who have not yet been identified as "highly qualified," completion of this three-course sequence will result in 180 PTPs to be used toward the total of 360 PTPs needed for the highly qualified requirement.

1.    A learning log with one entry for each session using the KWL model: what did you know about the session topic in advance (K), what did you want to know (W), and what did you learn (L).
2.    Completion of all in class activities assigned by the instructor.
3.    Performance assessment tasks listed in each course description below.

Webinar Requirements

School districts should provide webinar participants with documentation using the following guidelines:

1.    Complete the assigned reading in advance of the webinar and write a reflective essay answering the question, "What did I learn from this reading that I can apply to my practice or to the implementation at the school/district level?"
2.    Active participation in the webinar.
3.    Completion of an extending activity from a list provided during the webinar.



PDP, Super PDP and PTP by Program

Contact Hours
PDPs
Super PDPs
PTPs
3-credit graduate course
37.5
45
67.5

2-credit graduate course
24
30
45
Praprofessional courses
24


60
Professional Learning Workshops
6
6

Informational Workshops
3
3
Webinars
3
3
Regulatory Briefings
2-3

All paraprofessional courses require 8-12 hours of work outside of class time.

Professional Learning Workshops, Informational Workshops, Webinars: Schools/districts can extend this learning by asking participants to develop implementation and/or lesson plans that incorporate the workshop information. PDPs/CEUs are dependent on the length of the program.