Building Meaningful Professional Development

Week 4: Building Meaningful Professional Development

 

NELP Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.

• NELP Component 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. (EDLD 5352 Week 2)
• NELP Component 4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic (EDLD 5352 Week 4)
• NELP Component 4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that

support data-informed instructional improvement and student learning and well-being.(EDLD 5352 Week 3)

• NELP Component 4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. (EDLD 5352 Week 1)

 

PSEL 4: Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

 

Texas Principal Standards Pillar: Professional Development

Principal Domain and Competency

Domain II: Leading Learning

Competency 2

                Domain II/Competency 4 A

Domain III: Human Capital

        Competency 5

                        Domain III/Competency 5 C& D

        Competency 6

                        Domain III/Competency 6 B

Domain V: Strategic Operations

        Competency 9

                        Domain V/Competency 9 B

 

Course-level Objectives (CLOs):

1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1)
2. Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge & Analyzing) (CLO2)
3. Analyze and evaluate data to drive instruction. (Analyzing) (CLO3)
4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5)

 

 

 

Week 4 Learning Objectives (W1LO):

 

1. W4LO1: (CLO1 & 4) Cultivate the importance of improving instruction in classrooms through professional development that promotes student achievement on a campus.

2. W4LO2: (CLO2, 3, & 4) Formulate a 3-Day professional development plan to include the instructional core elements of the student, content, and teacher using a fundamental understanding of an instructional leader.

1. W4LO3: (CLO5) Develop a 3-Day professional development plan as an instructional leader to address priorities of need on a campus based on data-driven instruction and curriculum alignment.
2. W4LO4: (CLO5) Program Requirements: Complete Digital Abstract and Data Response
3. W4LO5: (CLO5) Program Requirements: Complete Field Experience Observation Video Submission

 

 

Overview:

In Week 1 of Instructional Leadership, you examined the framework of the Instructional Core. Aligning in Week 2, you focused on the curriculum by examining both external and internal accountability when aligning curriculum. Driving the data in Week 3, you focused on growing your understanding of the importance of making data driven decisions about the instructional practices on your campus. Now in Week 4, your focus is to provide students with academically challenging instruction in the classroom by developing teachers’ instructional practices. Providing teachers with need specific professional development will improve instruction in the classroom and lead to improved student achievement. You will grow your knowledge, skills, and mindset on providing professional development on areas of need from data to assist you in pinpointing the skills needed to improve effective instruction in the classroom. Increasing teachers’ capacity to teach strong lessons that are student-centered is a focus of continuous school improvement for Instructional Leaders of the 21st century.

 

 

Resources:

 

Week 4 Readings: Be sure you are logged into Blackboard in order to access all of the readings from these links.

 

1. Killian, S., Killian, A., Shaun, Killian, S., Cristina, Killian, S., . . . Facebook. (2017, July 11). Top 10 Evidence Based Teaching Strategies. Retrieved from http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/
2. EL Education Core Practices. (2017) (n.d.). Retrieved from https://eleducation.org/resources/core-practices-beta-version-201781-82
3. Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. 87-96
4. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools. John Wiley & Sons. 181-217, 263-288

 

 

 

 

Week 4 Assignment Rubric:

NELP 4.1, 4.2, 4.3, 4.4

PSEL 4 Curriculum, Instruction, and Assessment

Principal Standards Pillar

Professional Development:

Data/Assessment

Curriculum Alignment

Data Driven Instructional Practices

Principal Domain and Competency

Domain II: Leading Learning

Competencies 4

Domain III: Human Capital

        Competency 5 & 6

Domain V: Strategic Operations

        Competency 9

 

Use the Rubric to guide your writing.

 

Tasks		Level 1: Does not meet the minimum criteria 0 points	Level 2: Approaches minimum criteria 3 points	Level 3: Meets minimum criteria 6 points	Level 4: Meets target criteria 8 points
Part 1: PD Initial Information Candidate evaluates data sets with a collaborative team to identify trends, patterns, and themes from student work, TAPR, and teachers’ professional development needs survey to develop the Initial Information to implement a 3-Day Professional Development. NELP Component 4.4   PSEL 4   W4LO2: (CLO2, 3, & 4) W4LO3: (CLO5)	1A:	Candidate demonstratesno capacity to collaborate, evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner. (S)	Candidate demonstratesa vague capacity to collaborate, evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner. (S)	Candidate demonstratesan emerging capacity to collaborate, evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner, but may be missing specificity and clarity. (S)	Candidate demonstratesand articulates with a great depth of capacity to collaborate, evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner with specificity and clarity. (S)
Part 2: Data-Drive Instruction:Student Achievement Element for Professional Development   Candidates use informal and formal culturally responsive data exploration to identify school-level needs, to provide effective professional development that is culturally responsive, and will lead to data-informed instructional improvements for students to experience deeper learning.   NELP Component 4.3   PSEL 4   W4LO3: (CLO5)	2A:	Candidate offers no evidence of resources or instruction that ensures the use of informal and formal culturally responsive data exploration to identify school-level need. (S)	Candidate offers little evidence of resources or instruction that ensures the use of informal and formal culturally responsive data exploration to identify school-level need. (S)	Candidate provides evidence of resources or instruction that ensures use of informal and formal culturally responsive data exploration to identify school-level need. (S)	Candidate provides comprehensive evidence of resources or data (such as: “best practices” or evidence-based strategies) that ensures the use of informal and formal culturally responsive data exploration to identify school-level need. (S)
	2B:	Candidate cannot describe examples, develop a schedule, or plan activities for teachers’ professional development that are focused on identifying needs and improving the learning process through data exploration. (S)	Candidate provides few descriptiveexamples, partial schedule, or irrelevant activities for teachers’ professional development that are focused on identifying needs and improving the learning process through data exploration. (S)	Candidate provides descriptive examples and develops a schedule, or activities for teachers’ professional development that are focused on identifying needs and improving the learning process through data exploration. (S)	Candidate articulates a depth of knowledge and prepares a comprehensive schedule and activities for teachers’ professional development that is focused on identifying needs and improving the learning process through data exploration. (S)
	2C:	Candidate provides no focused objective about the data process that improves assessments and student learning. (S)	Candidate provides an idea of the focused objective about the data process that improves assessments and student learning. (S)	Candidate provides a developed focused objective about the data process that improves assessments and student learning. (S)	Candidate articulates a depth of knowledge and prepares a comprehensive focused objective about the data process that improves assessments and student learning. (S)
	2D:	Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)	Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)	Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)	Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the data, or assessments to check for deeper learning or student achievement. (S)
Part 3: Curriculum Alignment: Content Element for Professional Development   Candidate prepares a comprehensive synthesis of evidence for resources or curriculum materials to implement high-quality content and assessment professional development plan focused on academically challenging content to ensure the campus level curricula programs engage students in a rigorous process of deep learning outcomes and assessment.     NELP Component 4.1   PSEL 4   W4LO3: (CLO5)	3A:	Candidate offers no synthesis of evidence for resources or curriculum materials to implement high-quality content and assessment. (S)	Candidate offers little synthesis of evidence for resources or curriculum materials to implement high-quality content and assessment. (S)	Candidate provides synthesis of evidence for resources or curriculum materials to implement high-quality content and assessment and require students to apply knowledge. (S)	Candidate provides a comprehensive synthesis of evidence for resources evidence of resources or curriculum materials to implement curriculum activities and materials which include high-quality content and require students to apply their knowledge. (S)
	3B:	Candidate cannot point out examples of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)	Candidate points outfew examples of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)	Candidate points out examples of a schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)	Candidate articulates a depth of knowledge and prepares a comprehensive schedule and technology-rich activities for teachers’ professional development that are academically challenging, and content focused to improve student rigor. (S)
	3C:	Candidate provides no capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)	Candidate provides some capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)	Candidate provides a developed capacity to evaluate objectives about curriculum alignment for the professional development plan. (S)	Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of objectives about curriculum alignment for the professional development plan. (S)
	3D:	Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)	Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)	Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)	Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review of the curriculum, assessments to check if students engage in higher levels of learning, and evaluation of rigorous instruction. (S)
Part 4: Instructional Practices: Teacher Element for Professional Development   Candidates prepares a professional development plan to implement high-quality instructional practices with technology-rich activities, focused task to improve instructional practices, and provide for ongoing follow-up to measure progress to improve teaching and learning.   NELP Component 4.2   PSEL 4   W4LO1: (CLO1 & 4)	4A:	Candidate offers no evidence of resources or instructional materials to implement high-quality instructional practices. (S)	Candidate offers little evidence of resources or instructional materials to implement high-quality instructional practices. (S)	Candidate provides evidence of resources or instructional materials to implement high-quality instructional practices but may not require teachers to apply knowledge. (S)	Candidate provides comprehensive evidence of resources or instructional materials to implement high-quality instructional practices and require teachers to apply their knowledge. (S)
	4B:	Candidate cannot provide examples or develop a schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)	Candidate provides few examples and the development of a schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)	Candidate provides examples and develops a schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)	Candidate articulates a depth of knowledge and prepares a comprehensive schedule for teachers’ professional development that guide instructional practices and improve student learning. (S)
	4C:	Candidate provides no capacity to evaluate tasks that address improving instructional practices for the professional development plan. (S)	Candidate provides some capacity to evaluate tasks that address improving instructional practices for the professional development plan. (S)	Candidate provides a developed capacity to evaluate tasks that address improving instructional practices for the professional development plan. (S)	Candidate articulates a depth of knowledge and prepares a comprehensive evaluation of tasks that address improving instructional practices for the professional development plan. (S)
	4D:	Candidate has no capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)	Candidate has little capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)	Candidate has some capacity to develop resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)	Candidate has capacity to develop comprehensive resources for ongoing follow-up to measure progress from the professional development through benchmark review to check if students are engaged in higher levels of learning. (S)
Part 5: Reflection:Evidence on the Impact of K-12 Student Learning   Candidate articulates evidence on the impact of K-12 student learning in regard to providing effective professional development. NELP Component 4.4   PSEL 4   W4LO1: (CLO1 & 4) W4LO3: (CLO5)	5A:	Candidate articulates no supporting evidence from the data, findings, research, readings, or previous campus practices in the reflectionon the impact of K-12 student learning in regard to providing effective professional development. (S)	Candidate articulates little supporting evidence from the data, findings, research, readings, or previous campus practices in the reflectionon the impact of K-12 student learning in regard to providing effective professional development. (S)	Candidate articulates general supporting evidence from the data, findings, research, readings, or previous campus practices in the reflectionon the impact of K-12 student learning in regard to providing effective professional development. (S)	Candidate articulates comprehensive evidence from the data, findings, research, readings, or previous campus practices in the reflectionon the impact of K-12 student learning in regard to providing effective professional development. (S)
Writing Elements: W4LO2: (CLO2, 3, & 4)	W:	Candidate had numerous spelling, grammar, or technical writing errors or was not formatted for professional publication. 0-points	Candidate had few spelling, grammar, or technical writing errors or was somewhat formatted for professional publication.   6-points	Candidate had no spelling, grammar, or technical writing errors as well as some formatting for professional publication with errors. 8-points	Candidate had no spelling, grammar, or technical writing errors as well as all formatting was professionally developed for publication 13-points

 

 

Comprehensive School-Level 3-Day Professional Development Plan

Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan.  This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.

 

Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.

 

1. Four elements of the comprehensive professional development plan, include:

 

1. Initial Information: Professional Development
   • Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,

 

2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
   • Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content:Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
   • Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher:Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
   • Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.

 

 

Part 1, 2, 3, 4: 3-Day Professional Development Plan:

Directions:

 

1. Complete the table. Use 12 pt. black font: Times New Roman. The table cells will expand to fit your text.

 

School-Level 3-Day Professional Development Plan
Professional Development Initial Information Focus of Topic: Objective:
School Name:
Instructional Leader
Professional Development Committee Members:
Date plan was created:
Dates plan will be conducted:
Dates plan will be in effect:
Date by which time plan will be updated and revised for upcoming school year:
Resources to purchase:
Cost
Student Achievement: Exploring the Data to Improve the Student Learning Process
Professional Development: Day 1: Data to Drive Instruction Goal:
Resources:			Data Sets (Collected Data Points): o
Schedule & Activities:			Schedule & Activities to be conducted: (Describe in depth the activities)
Student Achievement:			Professional Development Goal:
Evaluation/Follow-up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:
Content: Providing Academically Challenging Content
Professional Development: Day 2: Curriculum Alignment (Objective)
Resources:		State, District, and Campus Standards:
Schedule & Activities:		Schedule & Activities to be conducted: (Describe in depth the activities)
Content:		Professional Development Objective:
Evaluation/Follow-up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:
Teacher: Improving Teachers’ Instructional Practices
Professional Development: Day 3: Instructional Practices (Focus or Task)
Resources:	Instructional Support: o  Collaboration o  Peer to Peer Instructional Observations o  Best Practices o  Strategies o  Evidence Based Approaches o  Research
Schedule & Activities:	Schedule & Activities to be conducted: (Describe in depth the activities) o “Prepare”, “See it”, “Name it”, “Do it”, Reteaching: Guided and Modeling. (Leverage Leadership 2.0) o   9:00am-10:00am- Prepare Lesson Plans o   10:00am-12:00pm-See it & Name it o   12:00pm-1:00pm- Lunch o   1:00pm-2:00pm-Do it o    2:00pm-3:00pm-Reteaching: Guided and Modeling
Teacher:	Professional Development Focus or Task: Targeted linear equation scaffolding to improve instructional impact on student learning.
Evaluation/Follow-up Methods: Choose a “best practices” or evidence-based strategies to be used to measure progress:	· Applications · Strategies · Implementation Tools · T-TESS Evaluations · Walk Throughs · 6- or 9-Week Check-ups-for progress monitor · Year-long calendar to document improvement from previous year

 

 

Part 5: Reflection: Evidence on the Impact of K-12 Student Learning

Directions:

1. Reflections W4LO1:(CLO1& 4), W4LO3: (CLO5):Complete the following reflection to articulate and provide evidence on the impact of effective professional development on K-12 student learning. Identify an area to focus on by choosing one of the following: Data to Drive Instruction or Curriculum Alignment or Instructional Practice. Use the Reflective Model of What? So What? Now What? found in the Resource section of your course.

 

1. Cite any sources and/or readings used as evidence to support your statements in APA format.

 

Evidence on K-12 Student Learning:

Directions:Compose a 1-2 paragraph (200-word) reflection using the What? So What? Now What? Reflective Model to articulate and provide evidence you have revealed or expect to findfor K-12 student learning using effective Professional Development practices. Choose one of the three areas to focus on:Data to Drive Instruction, Curriculum Alignment, or Instructional Practice.

The Instructional Leader moves the campus forward by professionally developing the faculty to improve student learning on K-12 campuses. As an administrator you must provide evidence on the impact of student learning. Identify the strengths and opportunities for development as you cover What was previously done, So What did you learn needs to be done, and Now What will you do moving forward to provide evidence on the impact of K-12 student learning in regards to providing effective professional development.

The research and planning of this 3-Day Professional Development Plan revealed one area of impact on K-12 student learning that needed to be addressed and improved. What was previously practiced created a negative impact on student Math scores due to weak Curriculum Alignment. So, what needs to be done to improve this……. Now what will be proposed to be conducted in the future is….

 

Reference

Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools (p.365-366). John Wiley & Sons.