Professional Development
Build a comprehensive 3-Day Professional Development Plan that addresses the student achievement needs you identified from the Week 1 Data Set. Build upon the curriculum alignment you explored in Week 2 to ensure student receive the appropriate level of rigor needed to meet state standards. Revise and edit your Week 1, 2, & 3 PD Elements. Create the fourth element that focuses on instructional practices to improve learning and student achievement.
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EDLD 5352 Instructional Leadership-Week 4 Assignment
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 schools academic and non-academic systems.(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 schools 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 students 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.
3. 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.
4. W4LO4: (CLO5) Program Requirements: Complete Digital Abstract and Data Response
5. 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 studentswith 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-2017 p.81-82
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 demonstrates no capacity to collaborate, evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner. (S)
Candidate demonstrates a vague capacity to collaborate, evaluate, develop, and implement the initial information for a 3-Day Professional Development in a systematic manner. (S)
Candidate demonstrates an 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 demonstrates and 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 descriptive examples, 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 out few 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 reflection on 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 reflection on 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 reflection on 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 reflection on 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:
A. 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):
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:
Collaboration
Peer to Peer Instructional Observations
Best Practices
Strategies
Evidence Based Approaches
Research
Schedule & Activities:
Schedule & Activities to be conducted: (Describe in depth the activities)
Prepare, See it, Name it, Do it, Reteaching: Guided and Modeling. (Leverage Leadership 2.0)
9:00am-10:00am- Prepare Lesson Plans
10:00am-12:00pm-See it & Name it
12:00pm-1:00pm- Lunch
1:00pm-2:00pm-Do it
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:
A.
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.
B. 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 find for 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.
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Lamar University Revised Spring 2020 v.02.20
