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Introduction
For ten years I had the privilege to coach several good athletes. Now as a principal learning the system I feel coaching a principal is also a very important task to help improvement effort of a school district. It defines opportunities, improves communication, prioritizes district goals and encourages the board to focus their attention on the important role in improving achievement for all students. Professional Development should reflect a systems approach. -
Such an approach should be guided by a set of ethics, values, and beliefs that undergird the work so both the principal and his/her supervisor can operate in positive direction so our students can experience success Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, conferences and informal learning opportunities situated in practice.
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For the next nine months the seconded Tuesday of every month we will meet at scheduled districted schools for two hours collaborating Professional Development sessions. Ideas and goals on the direction we want to follow will be divided up into 9 sessions each month. It will be as intensive and collaborative, ideally incorporating an evaluative stage. Great practice is for administrators who assume a new administrative position.
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Our Professional Development Plan process is an opportunity to consider one’s strengths and growth areas, to get targeted feedback, and to set goals for the remainder of the school year. We’ve learned that feedback drives performance more than any other learning and development tool. Therefore, by investing in the (PDP) process you are investing in our most important resource – our talented team members. Collaboration together to target areas to strengthen to better educate our students
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Supporting Structures
• School Improvement Plans (SIP)
• Differentiated Coaching & Support
• Evaluation Cycle
• Principal/Leadership Meetings and Opportunities -
• Knowing instruction well and supporting teachers in their
professional development
• Promoting a learning agenda and high expectations
• Implementing conditions for learning
• Implementing a system of knowing where students are in their
learning and responding in a timely manner
• Instilling a belief that each and every student is capable of high
levels of learning -
• Exhibiting the instructional skills and knowledge needed to meet
the needs of all students
• Convey high expectations for all students and afford them
access and opportunities to achieve at high levels
• Collaborate in meaningful ways with colleagues on curriculum,
instruction and assessment
• Assess and respond to the needs of each and every student
• Utilize equitable practices to create a culture of inclusivity and
accountability -
• Developing instructional leadership capacity
• Promoting a teaching and learning agenda
• Creating conditions for leading
• Developing data and evidence‐based practices
• Developing equitable practices -
• Develop habits of learning that can be applied to new situations
• Engage in rigorous and productive thinking and interaction
• Be clear about the standards they are expected to meet
• Be self aware, set goals, and monitor own learning
• Access opportunities and supports to achieve academic success
• Develop self efficacy as a life‐long learner
• Graduate high school college, career and life ready -
• Conducting informal and formal observations in a timely and
systematic manner based on individual teacher needs
• Ensuring continuous improvement of professional practice of
teachers
• Providing meaningful feedback on an ongoing basis
• Facilitating individual, small group, and staff professional
development based on identified needs
• Identifying and facilitating support to teachers based on
identified needs
• Possessing the courage to address instructional concerns -
Improving the quality of instruction Improving student learning Believing in each and every student
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Principal Meetings
Whole Group Professional Development for Principals Peer Group
Small group practice in the field Practice leadership skills
Feedback from peers Accountability Coaching
Individual Support
Differentiated training & support Feedback Accountability -
Teacher-Directed Professional Development
Inside Bellevue Technology Beyond Bellevue
Curriculum Developers,
Instructional Mentors,
TPEP Coordinators offer
course content related to
teacher needs.
Technology Department
and ITCLs offer tech
related professional
development designed to
meet teacher needs
8 hours of additional professional learning opportunities will
be offered at various times throughout the year, including but
not limited to the 4th Wednesday -
• Conducting informal and formal observations in a timely and
systematic manner based on individual teacher needs
• Ensuring continuous improvement of professional practice of
teachers
• Providing meaningful feedback on an ongoing basis
• Facilitating individual, small group, and staff professional
development based on identified needs
• Identifying and facilitating support to teachers based on
identified needs
• Possessing the courage to address instructional concerns -
• Embracing District instructional initiatives and goals
• Analyzing and interpreting data
• Implementing interventions and systems of support
• Monitoring progress and making adjustments, as necessary
• Ensuring school‐wide professional development is directly
related to improving student learning -
• Modeling, promoting, and ensuring high expectations for all
students
• Promoting and ensuring access to and success in rigorous
coursework for all students
• Owning and instilling clarity of district mission, goals, and
instructional initiatives
• Providing, promoting, and ensure equitable opportunities for all
students -
Focus areas
Improve the quality of instruction
Improve student learning
Believe in all students
School Improvement Plan (SIP) Goals
Professional Growth Goals -
Meeting Type Purpose
Principal Professional Improve professional practice Monthly
Development
Nuts and Bolts Improve operations and share/discuss information
District Leadership Team Share Superintendent communication
Peer Group (PLCs) Enhance instructional leadership skills by extending and applying practices -
Achieving Our Mission and
Instructional Initiatives
The Support:
Our Professional Development Plan:
Provide opportunities for staff to collaborate and learn
strategies to achieve our district instructional initiatives.
District Professional Development –
Elementary (8 hours) -
Part 1
Collaborating together building positive strives with building blocks of (PDP) strong results such as the above are linked to teachers and administrators working in professional learning communities, how might the occurrence of such communities in schools be increased? A model alteration is needed both by the public and by teachers themselves, about what the role of principal entails. -
Many in the public and in the profession believe that the only appropriate use of principal’s time is greeting at front door, departing conflicts with students, calling parents to discipline their children. Principals can play critical roles in the development of high-quality schools (see Darling-Hammond et al. 2007; EdSource 2008; Knapp et al. 2003; Wallace Foundation 2007). While only a small body of research links principals directly to student achievement
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(Branch et al. 2008; Hallinger 1996), a much larger research base documents principals’ effects on school operations, through motivating teachers and students, identifying and articulating vision and goals, developing high performance expectations, fostering communication, allocating resources, and developing organizational structures to support instruction and learning.Principals also affect the instructional quality of schools through the recruitment, development, and retention of teachers.
