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Offers school leaders guidance for designing and implementing a sustainable professional growth process, demonstrates how participants can develop individual action plans, and helps redefine school improvement efforts.
Formerly a SkyLight publication. Author Jodi Peine offers practical, step-by-step guidance to administrators and staff developers for designing, implementing, and sustaining a professional growth plan. In The Professional Growth Plan: A School Leader's Guide to the Process, she defines and explains the roles and responsibilities of administrators and teaching staff, demonstrating how participants in the process can set their own goals and develop their own action plans. This resource breaks the professional growth plan process into manageable sections with reproducibles for the school leader and participant to use at every step.
More than just a plan book, this fresh new resource brim with tips, activities, and 40 weeks of planning pages to guide you through a positive, productive year. This new addition to the PLC family is more than a plan book with space for EIGHT class periods. It also helps educators implement critical PLC issues as they collaborate with other school staff members to improve student learning.
The Grey County Professional Growth Plan is a framework within which teachers address their professional goals and their questions about classroom practice. It provides the opportunity for teachers at different stages of their careers, and with different goals or preferences for professional interaction, to engage in activities that have the greatest potential to enhance their professionalism. The model is based on the belief that professionalism has both personal and collective dimensions. Teachers on permanent contract with the Grey County Board of Education have the following options for professional growth: peer coaching, clinical supervision, and individual goal setting. This report discusses those options, includes sections on appraisal of teacher performance, and suggests goals for professional teachers.
Teacher-Centered Professional Development is a hands-on guide to collaborative skill building for educators. It introduces the Teacher's Choice Framework, a model that empowers teachers by helping them choose and initiate professional growth activities according to their schedules, strengths, and needs. The book describes a wide variety of professional development strategies, including mentoring, journal writing, peer-to-peer coaching, and seminars. For each strategy, the author provides: * A brief history of the research base * A step-by-step guide to implementing the strategy * Sample handouts and assessment forms * Examples from the field of the strategy in practice With this book, teachers at all levels can quickly learn how to set up development teams, conduct action research, and engage in other activities to further their skills. In addition, the Teacher's Choice Framework helps educators prioritize their needs and choose the strategies that best suit those needs. Teacher-Centered Professional Development offers both a perfect introduction to staff development options and a commonsense method for choosing among them. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Recently there has been renewed interest in the field for developing school leaders with the knowledge, skills and abilities for the supervision of instruction and teacher evaluation. Supervision and evaluation are two distinct aspects of educational administration, requiring different skills, knowledge, and actions from school leaders as well as the development of different relationships between administrators and teachers. The focus of this research is teacher professional growth plans, a non-evaluative program involving administrators and teachers. The question that is posed in the research asks educators to give their perceptions on the leadership factors that promote the development of teacher growth plans. This was a qualitative study, using a case-study approach. The case involved teachers and administrators in one school district who were involved in the development of teacher professional growth plans between 2002 and 2004. All teachers who had developed a growth plan during that time period and all administrators were surveyed. Interviews were conducted involving twenty educators. The teacher professional growth plan guide was reviewed and individual teacher growth plan documents were analysed for coherence. Hodgkinson's dimensions of leadership were used to construct the statements for the survey and to formulate the questions for the interviews. The dimensions of leadership included: consideration, situation, production and value. The study found that teachers and administrators perceive leadership consideration for supporting the development of teacher growth plans as an important leadership factor, along with situational factors such as school culture. The study also found that educators reported dissatisfaction with the outcomes of growth plans, or production, and with the value ascribed to both the outcomes of individual growth plans and the growth plan process. The study concludes with recommendations for review and deliberation on the current teacher growth plan program, both at the school district and provincial level, as well as suggestions for policy development and further qualitative, comparative research.
Empower your teachers as partners in professional learning—and see student achievement soar! Are you ready for a professional learning program that makes a lasting difference in the quality of teaching within your school or district? Janice Bradley, a highly-respected educator shows how to promote your faculty’s professional growth and accountability through job-embedded learning. This breakthrough book enables education leaders to Work collaboratively with faculty to develop and implement a five-part plan for professional learning designed to meet your school’s unique needs Connect professional learning with practices that have the greatest positive effect in the classroom Link professional development to teacher evaluation in a manner that builds trust Learn best practices from schools that implemented Bradley’s methodology, and benefit from user-friendly strategies and tools Say goodbye to top-down programming that’s quickly forgotten, and discover an approach that empowers and inspires your faculty at all levels of experience. "It′s hard to imagine a simple, five-step process that could integrate all of Learning Forward′s seven professional learning standards, yet that is exactly what Janice Bradley has done in the book, Designing Schools for Meaningful Professional Learning." —Patricia Roy, Senior Consultant Learning Forward Center for Results "I’ve never experienced professional learning such as this! Taking part in collaborative learning with my team gave me the opportunity to explore questions and curiosities about my students that have been buried in years of district-driven professional development. Now my colleagues and I research together in order to create a learning environment every child deserves." —Kathryn Million, First-Grade Dual Language Teacher Las Cruces, NM
For sustained success, educators must commit to their own lifelong improvement. Commitment to high-quality professional learning is a common aspect of educational systems of the the world’s highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice... In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results. Content includes: The proven "backward" approach to articulating the goals of your PD program Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds Powerful approaches to designing and implementing online PD Packed with templates that make getting started easy, this all-in-one resource will facilitate deep professional learning that truly enhances student achievement. "This book is one that any teacher or administrator who is involved with leading professional learning and continuous improvement—new to the field or with great experience—would find great value in." — Jeff Ronneberg, Superintendent Spring Lake Park Schools, MN "This is a critical resource that should be on every education leader’s bookshelf. You will be challenged to find another book with so much helpful information on so many important professional development strategies that you can get started on immediately to facilitate real change in your school." — John D. Ross, Educational Consultant Pulaski, VA
How can we use professional development to provide the best teaching and learning opportunities for all students? Teachers who know their content and strategies can open a virtual toolbox and take out what they need to help all students become successful. This revised and updated edition explains how educational leaders can design, deliver, and evaluate collaborative standards-based professional development, and contains: Essential questions about high-quality professional development Information on creating the culture for a learning community Conditions and processes for professional development Suggestions on designing your own model Tools for evaluating and rethinking professional development and learning Strategies for deepening a leader’s impact on a standards-based system