Training and Professional Development


Campus Behavior Module and Student Behavior Handbook: Rights and Responsibilities Training Courses
All administrators new to SPPS are required to take both Moodle training courses prior to gaining access to CAMPUS. Individuals returning to Campus will be expected to take the refresher course. Individuals new to Campus/SPPS are expected to take the full course.

All staff responsible for Campus discipline entry are required to complete the following Moodle courses. 

  • The 2013 Rights and Responsibilities Handbook course outlines the Student Behavior Handbook: Rights and Responsibilities information and takes approximately 30 minutes to complete. 
  • The Behavior course outlines the revised policies and practices regarding discipline data entry into Campus and takes approximately an hour and a half to complete.

For questions on the handbook and training, please contact Emily at, or 651-744-1294 Patricia at or 651-767-3420.

For questions or problems with the Campus Behavior Module, please submit an IT service ticket.

For questions on the policy, please contact Cindy Porter at or 651-767-8371.

Pre-Service Training at SPPS 
Available at 42 schools
Saint Paul Public Schools partners with 18 Institutions of Higher Education (IHEs) to provide pre-service training to teacher candidates from the IHEs. Forty-two SPPS schools were selected to provide this training. Each IHE is partnered with schools to foster a partnership to mutually benefit SPPS and the IHE. The principal (or a designee) will coordinate communications between his or her school and the assigned IHE for all pre-service training requests.

If your school is contacted by an IHE that is not assigned to you, direct the individual to contact the Office of Leadership Development.

Co-teaching Required
Cooperating teachers and teacher candidates are required to use a co-teaching model during their pre-service training placement. Co-teaching is defined as two teachers (cooperating teacher and teacher candidate) working together with groups of students and sharing the planning, organization, delivery and assessment of instruction. Research indicates that co-teaching partnerships increase academic achievement for all students.

As a part of the co-teaching model, cooperating teachers and teacher candidates are required to complete two courses on co-teaching prior to placement.

  1. Foundations Training (2 hours) – provides the philosophy and strategies for co-teaching.
  2. Pairs Training (2 hours) – provides the cooperating teacher and teacher candidate with tools for how they will successfully work together to support the learning of all students.

 Three options are currently available for cooperating teachers and student teacher candidates for the required co-teaching professional development. Each cooperating teacher and teacher candidate will also receive a packet from the Office of Leadership Development that outlines the requirements.

 If you have any questions, please feel free to contact the Office of Leadership Development at 651-744-1295.

Mentor/Mentee Program for New SPPS Hires
All first-year, new hires (full-time and part-time) that fall under the SPFT contract (teachers, counselors, nurses, etc.) will have the benefit of being assigned a mentor to help them “learn the ropes.” 

Principals or supervisors are responsible for establishing mentor partnerships. Principals or supervisors: Please assign the tenure mentor as soon as possible, preferably within the first week of school. Mentors should be tenured teachers who are working in a similar grade level, subject area or program as the mentee. Mentors can choose to receive in-service credits or a stipend for their support. Please send mentor/mentee assignments to Laurie Brazemen at

Please assign no more than two mentees to each mentor. Mentors are expected to meet with their mentee within the first two weeks of school. In addition, mentors will meet with their mentee consistently throughout the school year to:

  • Share information, problem solve, receive updates about teaching, the school and district, etc.
  • Set professional goals
  • Reflect on classroom practices; discuss best practices
  • Discuss content, pedagogy, data collection, data analysis
  • Participate in informal classroom observations in which the mentor observes the mentee or vice versa. To facilitate these activities, release time is provided and observation tools are available.

The Mentor/Mentee program is under further development and additional information will soon be available. Information will then also be posted on the Center website. Questions about the mentor program should be directed to Marsha Baisch at