Continuous Growth
& Development
Over the course of the yearlong internship, I have come to the conclusion that one of the most important roles of a building leader is to to influence the structure, culture and mission of the school. It is imperative to work collaboratively with all staff in creating a vibrant and successful learning community. Leadership in the area of teacher professional development is critical to the creation and success of a school learning community. The principal is a key player who provides strong leadership in staff development through encouragement, support, and influence.
McRel: Evaluation Process
Professional Development Committee
Interview: District Superintendent -
Professional Development Overview
Mentoring Program:
The Many Stages of Adult Learning
“The growth and development of people is the highest calling of leadership." Harvey S. Firestone
Serving on the Professional Development Committee has given me the opportunity to examine the professional growth process from a different point of view, that of an instructional leader. Our team has collaborated about what constitutes growth, what value it should be given (knowledge, application, service to the profession, or impact), and how to plan for continuous growth. Some additional activities we have done this year are:
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Annual mandated professional development required by the state for the professional development committee members
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Assess district data to make decisions concerning professional development
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Review and revise short- and long-term district professional development plan
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Review and revise professional development platform for recording PD points/hours
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Review and record staff (and community) PD points/hours
As a building administrator, you are ultimately responsible for the continuous growth and development of your employees.
2016 -2017
District Profile
2016 -2017
PDC Committee
Members and Dates
Mission Valley uses the McRel evaluation tool for assessing continuous growth and development among staff; classified, certified, and administration. This online tool uses a research based foundation and analysis to determine effective teaching and leadership. Employees complete a self-evaluation that consists of 21st century skills like: demonstrate leadership, establish a respectful environment for a diverse population of students, know the content you teach, facilitate learning for the students, and reflect on your practice. This section also includes setting goals that are directly related to the district and building goals. The self-evaluation is followed up by an administrative observation and evaluation. During the evaluation conference, both evaluations are compared and the employee has an opportunity to add "artifacts" for tasks not observed. After discussing the McRel system with both our building principal and the district superintendent, I determined that it was a great, comprehensive tool, but in no means the only one to use in determining if growth and improvement is taking place. Both administrators suggested observations, walk-throughs, participation on committees, collaborative work, and informal discussions to also help with determine continuous growth. They also shared a schedule of walk-throughs and evaluations, stating the importance of prioritizing time to do both and sticking to it. I really like the words of one of my university professors, "what gets scheduled, gets done". (Perbeck)
One of my favored and most proficient areas of leadership falls under the area of continuous growth and improvement. Working with others to seek new experiences, become more reflective educators, and hone skills is not only essential to becoming our best, but also personally rewarding. This year I had the opportunity to work with a teacher on improvement, a first-year teacher, a student teacher candidate, and a veteran teacher. All four opportunities presented their own challenges and benefits. I was able to experience the many different stages of growth in theory and more importantly, in practice. My reflections include the following:
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You can't assume that classroom experience, or lack of, are required for teachers to practice effective instructional strategies.
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Confidence in effectiveness is not necessarily related to years of practice.
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Veteran teachers need positive feedback, encouragement, and opportunities for growth as much as inexperienced teachers.
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Attitude is everything, building trust through honest, open relationships is key.
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Nobody wants to fail, finding out how to inspire others comes from relationship bulding.
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Teaching isn't for everyone.
I had the pleasure of visiting with our district superintendent on more than one occasion, including a conversation about our district plan for continuous growth and improvement. He had some terrific insights that I plan on taking into account when considering professional development.
McRel Artifact Examples
Reflective Teahing Practice
Preparation for Evaluation
Interview:
District PD Overview
Pre Evaluation Conterence
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An effective evaluation/monitoring tool is one that is comprehensive, easy to use, and flexible. It does not however replace a valuable and effective collegial relationship between administrator and staff.
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Teaching and learning should be directly related to the district’s mission/goals. This is done by connecting the professional development and evaluation specifically to those goals in every area and with every employee.
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This process can be frustrating because of lack of resources: limited time, lack of finances, nature of school climate, state/federal mandates, break-down in relationships, etc. (I did note that by adding “properly addressed” it is important to consider if specific models of improvement/professional development should be adopted if the district cannot support it entirely through the growth process.)
