Transcript Professional Growth Plans

Engagement
Respect
Participation
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SelfMotivating
SelfMonitoring
SelfModifying
Learning,
Leading, and
Teaching in
the Digital
Age
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“Problem of Practice”
•Problem based on data
•Success indicated from data
•Hypothesis for resolving the gap
Choose a goal or action from building ACSIP
“The Vision”
Personal Professional Goal(s)—What will I
achieve to ensure student growth?
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Do these goals reflect my own
professional learning needs?
After assessing my own professional
learning needs, what areas have I
chosen to focus on for this school year?
Do these goals reflect the Standards
(CCSS or ACF, ISSLC) and take into
consideration my school/system plans?
Are these goals based on student
achievement data, discipline data, CWT data, etc.?
Are these goals realistic?
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Growth is a result of working toward goals.
Specific goals help direct professional
development activities and changes in
practice.
A goal may be to “learn about cooperative
learning”.
A more specific goal would be “to utilize
cooperative learning as a teaching and
learning approach which impacts
achievement”.
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Meaningful goals:
 have substance and meaning
for the teacher/principal.
 are tied to effect size.
 stretch current thinking and practice.
 can be achieved and don’t lead to
frustration.
 have deadlines that help to ensure that the
goal is attained.
 lead to improved student performance.
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An ES of 0.4 is
one year’s growth
for one year’s
time.
An ES of 1.0 is equivalent
to two to three years of
growth in one year’s time.
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S
M
A
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T
specific and contextual
meaningful measures
achievable within resources
realistic
time targeted
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Apply
 Implement
 Investigate
 Maintain
 Organize
 Pilot
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Attend
 Conduct
 Join
 Participate
 Publish
 Read
 Share
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Contribute
 Discuss
 Enroll
 Integrate
 Mentor
 Serve
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State the Action you will take
Describe an Area of Focus for the Learning
Include the Rationale
Add the Activities (optional)
Based on the achievement gap between special needs
students and the total population, I will improve my
teaching skills to better assist special needs students’
achievement by learning educational practices through
professional development in-services, workshops and
training sessions which I can implement to improve
student performance.
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State the Action you will take
Describe an Area of Focus for the Learning
Include the Rationale
Add the Activities (optional)
I will investigate intervention strategies to
incorporate Response to Intervention (RTI)
processes into my classroom to better
differentiate student instruction due to delayed
learning by students not performing at grade
level by using information from district
workshops in my lesson plans.
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State the Action you will take
Describe an Area of Focus for the Learning
Include the Rationale
Add the Activities (optional)
Because I am a science teacher and need new
approaches to helping my non-readers, I will learn about
research-based strategies to improve student learning in
reading comprehension. I will incorporate new strategies
into my daily instructional practices. Student
achievement will increase in reading comprehension as a
result of focused instruction.
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Individually Guided
 Personal study
 Web-based learning
 Anecdotal records
 Reflective journals
 Individual action
research
 Log entries
Cooperatively Guided
 Project-based
 School visits
 Assessment
instruments (surveys,
questionnaires)
 Authentic teacher
made materials
(designing quality
work for students)
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Instruction/Workshops
Technology skill
training
 Workshops
 Conference
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Observation/Assessment
 Peer coaching (peer-topeer)
 Cognitive coaching
(peer-admin)
 Videotaped lessons
 Team teaching
Inquiry
 Group action research
 Data collection and
analysis
 Study group
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 What activities will I use to reach
my goal?
 How will I achieve my desired
outcomes?
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“The Plan”
Strategies—How will I
achieve my goal(s)?
“The Proof Indicators”
How will I know I have
achieved my goal(s)?
“The Proof Evidence”
What data or information
will help me to reflect on
the achievement of my
goal?
“The Proof Indicators”
How will I know I have
achieved my goal(s)?
“The Proof Evidence”
What data or information
will help me to reflect on
the achievement of my
goal?
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What will success look like when I
reach my goal?
 What do I want to achieve as a result
of this goal and what difference will it
make in student learning and
achievement results?
 How will I collect evidence of my
professional growth?
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“The Support Resources” What do I have and what do I need to achieve my goal(s)?
“The Support Timeline” What are my activities and when will they occur
as I achieve my goal(s)?
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•What assistance and supports are available
to me?
•What expertise is available from my colleagues?
• What co-op, district, or other resources are available
(specialist, teachers’ conferences, website and
professional library)?
•What resources will help me work toward my goals?
• How might I access assistance from district
resources, the co-op, universities and/
or community?
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•What are my time targets and how
do they fit the cycle of the school year?
•Are they scheduled on my school calendar?
•How will I work toward completing this
goal?
•Is this timeline appropriate for the
goal?
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1. Select one goal that you will focus on within your Community of
Learners Team.
2. The reason that I chose this goal is that it (state as many as
apply):
 Represents new challenges and learning.
 Is based on research and has a high effect size.
 Inspires me to reflect on the teaching and learning process.
 Is doable and useful.
 Aligns with a standard in CCSS or AR Frameworks or ISLLC.
3. Describe the outcome(s) you expect to achieve this year.
4. If the goal relates to action research, state the essential question
to be answered.
5. Explain how accomplishing this goal positively affects students.
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1. Identify three to five colleagues who share your
goal(s).
2. These colleagues will become part of your
Community of Learners focus group (PLC/Data
Teams).
3. Meet with your group to explain your goal(s) and
how you plan to accomplish it (them).
4. Brainstorm additional ways of accomplishing
your goal(s).
5. Your group may also help you refine your goal(s).
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Openness
Honesty
Benevolence
Reliability
TRUST
Competency
Remember these facets are integral to an
effective evaluation system.
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“The Review”
Evaluation—How am I doing? What have I learned?
What revisions and adjustments do I need to make?
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Identify documentation that is used to
demonstrate professional growth.
Develop reflections that give evidence.
Self-assess to provide insight into professional
growth.
Record sharing with
colleagues.
Compile artifacts reflecting
progress.
Other evidence collaboratively
identified.
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Empower educators in the review process.
Encourage professional reflection and collegial
dialogue.
Link professional development to improved practice.
Encourage data reflection.
Discuss the support required to facilitate future
professional growth.
Discuss the educator's role in achieving school and
district goals.
Promote a collegial model for
professional growth (data teams/
departmental/PLCs).
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Be prepared for the review.
Lead the discussion (after all, the
teacher/principal owns the growth plan).
Provide a rationale for the goals and
strategies identified in the plan.
Lead the evaluator through the critical parts
of the growth plan.
Identify resources that may help support the
growth plan.
(email these expectations to teachers/principals)
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Link information gained through supervision into the
reflective questions asked of the teacher/principal (for
example, “We discussed the work you were doing with
assessment for learning during our last conversation. How
is that coming along and could you see it becoming
something that you would include?”).
Coaching
 Tie conversation to observation data and student
performance changes.
 Ask reflective rather than evaluative questions.
 Ask questions of clarification.
 Help to identify the resources needed to complete the
growth plan.
 Act as a “reflective colleague”.
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Teachers/principals’ professional growth
and performance should have a positive
impact on student learning and
achievement.
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The process should define clear, consistent
expectations for all teachers/principals and
should support continuous learning.
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The process should foster collaboration
among the teacher/principal, evaluator,
and peers.
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The process should be a professional
growth experience based on trust and
mutual respect.
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The process should provide multiple
ways of developing and documenting
skills and knowledge.
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The process should provide for
differentiation based on teacher
support needs and experience.
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The process should engage teachers
in reflective practice and active
involvement in their own
professional growth.
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“The absence of administrator prescription will allow
moments of discovery, enthusiasm, dedication,
sharing of successes, and relentless persistence
despite extraordinary challenges.
The flip side of the prescription paradox is that with
less prescription, there is genuine accountability.
There is accountability for learning.”
Doug Reeves, Accountability for Learning
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Scripting
Checklist
Classroom Diagramming
Selected Verbatim Notes
Teacher-Designed Instrument
Audiotape
Videotape
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Qualitative data collection includes scripted
notes of the evaluator.
Patterns of activities, words, and other
events observed and then recorded offer
insights about the classroom environment.
Data may focus on a single aspect (or a few
aspects) of instruction.
Focus may be on wide range of
circumstances in the classroom.
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Selective verbatim—Record words of the
students and/or teacher
 Verbal flow—Detail the frequency of who spoke
 Interaction analysis—Record details about the
types of statements made by teacher and/or
students
 Anecdotal notes—Register what
is occurring in the classroom
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Caution: Keep bias in check!
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Record the words that are being said.
 Teacher to student
 Student to teacher
 Student to student
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Capture words that best convey the sense of
what is being said.
Record actions that take place.
Record interaction patterns.
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Use paper or electronic Evidence Scripting
Form from ADE Website.
Record time frequently.
Use the classroom seating chart.
Develop your own shorthand.
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S-Student
W-wrong
T-Teacher
Y-Yes
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RU-are you
?-Question
HW-homework
TU-thank you
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Data collection includes frequencies,
distributions, and other counts or tallies of
information.
Words are not used during quantitative data
collection.
Observation tools include checklists, tallies,
and/or classroom seating charts.
The following three slides are samples of
quantitative data collection.
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1:30
1:18
:45
:58
1:22
1:26
:48
1:12
Teacher
Time
O
O
O
O
O
Becky
Diann
O
O
O
Cruz
Mark
O
Christian
Amy
Mo
Barb
Sloan
Cleo
John
Billy
Teacher
Margaret
Cindy
Ivy
Mary
O
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-
+
Brandon
Corliss
+
+
+
Jane
-
-
+ +
Wendy
+
Emma
-
Hassan
+
+
Ava
-
+
John
Wilson
+
-
+
+
-
-
Gordon
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+
-
Clark
+
Edwin
+
Teacher
+
+
Courtney
+
+
-
Arielle
Sue
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Olivia
Quentin
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Shasha
-
-
Mario
-
+
-
Courtney
Margaux
+
-
+
+
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Many other suggestions for
scripting and working with staff
are included in Instructional
Supervision by Sally Zepeda
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Rubrics for the following specialty areas have
been provided for the pilot year
 School Counselor
 Library Media Specialist
 School Psychologist
 Gifted Coordinator
 Instructional Specialist
▪ Based on Danielson’s Framework for Teaching.
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Examine your specialty area rubric to
determine the following:
 What are the similarities and differences
between the teacher rubric and the specialty
rubric?
 What might the evaluator need to know prior to
conducting an evaluation in the specialty area?
 What key questions might the evaluator ask
prior to conducting an evaluation?
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1. What are the similarities and
differences between the teacher
rubric and the specialty rubric?
2. What might the evaluator need
to know prior to conducting an
evaluation in the specialty area?
3. What key questions might the
evaluator ask prior to
conducting an evaluation?
4. Record your findings on
the notes section of the
handout.
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Comparison of Rubrics
 Report findings to other groups
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Concerns
 Validity and Fairness
 Evaluator’s Knowledge of Specialty Area
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Considerations
 Frequent and ongoing conversations
 Realization of key differences in specialty area
roles
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[email protected]
[email protected]
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