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1.6 Growth Plans All administrators have growth plans focused on the development of effective leadership skills that include the elements of the Standards and Rubrics for School Improvement. 
Suggested Evidence
Related Resources Tools NEW! Dialogue Guide for Facilitators Dialogue Guides are models for conducting interactive discussions across stakeholders in states and districts. These packages make new use of dependable and publicly available information. Each Guide circulates a common set of source materials and suggested procedures for involving various audiences. In this manner, stakeholders (families, practitioners, professional associations, professors, policymakers, legislators) all over the country can begin interacting in new ways around implementation issues. Publication Date: May 2005 Publisher: IDEA, NASDSE, US Office of Special Education Arizona’s Professional Administrative Standards This document provides all of Arizona’s Professional Administrative Standards. Publisher: Arizona Department of Education Leadership Capacity—Professional Growth Planning Guide This Professional Growth Planning Guide is designed to focus your learning on Standard 1: The district and school leadership focuses on improved student achievement. Using the rubrics as an assessment tool, you are asked to identify the specific indicator you want to focus your learning on. Your Personal Improvement Goal(s) are based on the indicator selected. This plan can be used individually or with the support of your immediate supervisor. Author: Leslie Wilcox Personal Learning Needs—Professional Growth Planning Guide This Professional Growth Planning Guide is a Reflection Tool and Learning Plan designed to allow you to reflect on your personal learning needs and then choose one or more learning goals for yourself. The steps in the guide require you to plan your learning and identify what you think will happen because of your learning. At the completion of your learning plan, you are asked to identify what actually happened as a result of your plan. This plan can be used individually or with the support of your immediate supervisor. Author: Leslie Wilcox School Goal Graphic Organizer—Professional Growth Planning Guide This Professional Growth Planning Guide is a graphic organizer designed to focus your personal learning on the needs of the school. For example, if your school is implementing a new reading program and your school goal for Improved Student Achievement is to improve the reading proficiency of your students, a personal goal might be to identify and provide needed support to develop high quality reading instruction in specific grade levels or content areas. This plan can be used individually or with the support of your immediate supervisor. Author: Leslie Wilcox School Goal—Professional Growth Planning Guide This Professional Growth Planning Guide is designed to focus your personal learning on the needs of the school. For example, if your school is implementing a new reading program and your school goal for Improved Student Achievement is to improve the reading proficiency of your students, a personal goal might be to identify and provide needed support to develop high quality reading instruction in specific grade levels or content areas. This plan can be used individually or with the support of your immediate supervisor. Author: Leslie Wilcox Articles NEW! Classroom Walkthroughs: Learning to see the trees and the forest Pilter and Goodwin discuss how to effectively use walkthroughs to collect data and provide useful feedback to educators to improve instruction. Author: Howard Pitler with Bryan Goodwin Publication Date: Summer 2008 Publisher: Mid-continent Research for Education and Learning (McREL) Hard Questions about Practice The author believes that educators need to look closely at the organizational and instructional practices in schools that affect the learning of students and adults, in order to effectively change practices and improve student learning. Instructional practice and the improvement of instructional practice are complex and require high levels of knowledge and skills across a number of important domains. Success requires that schools have structures that develop the knowledge and skills of administrators and teachers. Note: The full-text article may be read for free on the ASCD Web site. Use the URL above to locate the article by date in the Archived Issues section of the Educational Leadership area. Author: Richard F. Elmore Publication Date: 2002, May Publisher: Association for Supervision and Curriculum Development (ASCD) Learning to Lead, Leading to Learn: Improving school quality through principal professional development Successful learning in classrooms requires successful leadership by principals. This article describes some of the demands that are on school principals and what can be done to help them become successful leaders. Publication Date: 2000, December Publisher: National Staff Development Council (NSDC) On-the-job Learning This article discusses job-embedded learning as learning by doing, reflecting on the experience, and then generating and sharing new insights and learning with oneself and others. Author: Frank McQuarrie, Jr and Fred Wood Publication Date: 1999 Publisher: National Staff Development Council (NSDC) Professional Growth Plans Offer Alternative to Teacher Checklists Many school districts evaluate by observing their teachers once or several times a year to determine if those teachers meet minimum standards. This article discusses alternative ways to evaluate teachers. Author: Stephen Barkley Publication Date: 1999 Publisher: American Association of School Administrators Results We Want (to edit this resource, contact WestEd) The author argues that certain benefits of standardized tests do exist, while also advocating for the creation of local criterion- and performance-based assessments to complement large-scale tests. Author: Mike Schmoker Publication Date: 2000, February Publisher: Association for Supervision and Curriculum Development (ASCD) Time: It's Made, Not Found This article discusses the importance of making time for staff development and describes several ways to find time. It includes a strategy for creating a 15-hour block of time for staff training and/or planning. Author: Stephen Barkley Publication Date: Fall 1999 Publisher: National Staff Development Council (NSDC) ©2005 WestEd. All rights reserved.  |
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