The document discusses a school district's plan to implement change through professional learning communities and individual professional development plans in response to failing to make adequate yearly progress according to federal standards. The district will work with an outside consultant and use a framework involving shared vision, team learning, and personal mastery. Teachers will create individual plans aligned with school and district goals to document their learning and reflect on improvements to student outcomes. Barriers like lack of time and input are addressed through fostering collaboration and adapting the program based on feedback.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
Key to School Effectiveness: 21st Century Learning LeadershipSamar Bouzeineddine
In order too meet the standards and the objectives of 21st century learning, schools need to assess their culture, missions, visions, and their strategies of leadership.
presentation by Dianne Oberg
Faculty of Education
University of Alberta, Canada
for the panel presentation/discussion on the conference subtheme: Collaboration and Support
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
Key to School Effectiveness: 21st Century Learning LeadershipSamar Bouzeineddine
In order too meet the standards and the objectives of 21st century learning, schools need to assess their culture, missions, visions, and their strategies of leadership.
presentation by Dianne Oberg
Faculty of Education
University of Alberta, Canada
for the panel presentation/discussion on the conference subtheme: Collaboration and Support
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
EuroSTAR Software Testing Conference 2011 presentation on Implementing Change by Torben Hoelgaard. See more at: http://conference.eurostarsoftwaretesting.com/past-presentations/
PLC TEAM MEMBERS
Team Sponsors
Glenn Maleyko
Dearborn Public Schools Superintendent
Rose Aldubaily
English Learner (EL) Director
Team Leader
Scott Casebolt
Edsel Ford High School Principal
Team Scribe
Laurie Lintner
Dearborn High School Literacy Coordinator
Team Members
Mohammed Abdelfattah
EL Bilingual Resource Teacher
Eman Ahmed
Salina Intermediate Teacher
Kellie Bugajski
EL Language & Literacy SIOP Trainer
Sean Fisher
O.L. Smith Middle School Principal
Jeanine Oynoian
Whitmore-Bolles Elementary Instructional Coach
PROJECT STATEMENT
To achieve effective implementation of Professional Learning Communities (PLCs) as measured by continuity, common understanding, collaboration, and accountability, resulting in increased student achievement.
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. WHY WHAT HOW The of Implementing Change at Mitchell
2. Isaac School District Many schools in corrective action. Challenging population. High percentage of poverty. Low graduation rates.
3. Mitchell Elementary School is an anomaly. A performing school. Low teacher turnover. 20 teachers pursued National Board Certification last year. Made AYP for the past 5 years.
4. Facing impending FAILURE according to the NCLB Act of 2001. For the first time in 5 years.
18. Multiple opportunities to COLLABORATE and surface issues that are important and learn together while exploring individual and collective solutions.
21. Opportunities to reflect on small successes throughout teachers’ pursuit of small, ATTAINABLE goals, while cultivating the drive for pushing practice forward.
22. PROFESSIONAL DEVELOPMENT dictated, determined and driven by the goals of external demands. ACCOUNTABILITY conformity STAKEHOLDERS evaluators who hold high stakes in what’s happening OWNERSHIP personal accountability and expectations for the work Mental Models
23. Threat of not making AYP, a single snapshot of need for change. What DATA can be gathered, beyond test scores to measure teachers’ progress?
24. Systems THINKING Learning organizations need to be a place where individuals are continually seeking a connected reality, and creating ways to change it (Senge, 1990).
25. Learning communities devoted to exploring PATTERNS generated in professional learning practices in order to have a greater impact…
27. Wagner’s Seven Disciplines for Strengthening Instruction – Wagner, 2006 Urgency Shared vision and meetings about the work Shared vision of student results Effective Supervision Professional development Diagnostic data with accountable collaboration
28. WHY WHAT HOW The of Implementing Change The Plan
29. 1. ANALYZE Change Needs Survey the existing urgency; consider relevant contextual information; inquire with those on the inside of change initiative.
30. 2. Establish leadership alignment; build clarity around purpose, roles, and processes. Lay the FOUNDATION
31. 3. Commit to a TIMELINE and maintain consistency.
36. Conduct a self-assessment of individual professional learning needs based on STUDENTS . 1 Use IPDP to document, analyze, and reflect on…
37. Establish a high and worthwhile professional learning GOAL aligned with the school and district goals, and student achievement. 2
38. Plan learning OBJECTIVES and ACTIVITIES that assist them in meeting their learning goals. 3
39. Gather EVIDENCE of student learning that results and analyze the effectiveness of their professional learning. 4
40. REFLECT on their next objectives to continue to foster their own professional learning growth. 5
41. Set NEW high and worthwhile GOALS for future learning. 6
42. Foster collaboration among participants; encourage the sharing of best practices for continuous improvement, and react cautiously to anticipated and unforeseen impediments to change. MOMENTUM Sustain
43. Lack of TIME . See change as school or district vision, NOT their own. Workbook format feels overwhelming. Too few opportunities for INTERACTION . Stuck in one view of PROFESSIONAL DEVELOPMENT . Feel GOALS are dictated by district, not self-selected.
44. WHY WHAT HOW The of Implementing Change The Change Levers
52. WHY WHAT HOW The of Implementing Change Theoretical Framework The Change Levers The Plan
53. Taryl Hargens Project Director Arizona K-12 Center Implementing Change: Individual Professional Development Plans www.azk12.org
Editor's Notes
The IPDP process is designed to capitalize on personal and professional reflection, as well as the appropriate use of data to determine both the need for, and the impact of, professional development. The guiding questions and journal-like format of the IPDP Workbook will prompt participants to take charge of their own learning in the greater context of their community, district, school and classroom, and determine what they need in order to be successful with their students and colleagues.
The IPDP will provide teachers with an individual plan for the intensive review of their own teaching practice through job-embedded learning and collaborative problem solving.
Over the last five years schools and districts have been under enormous pressure to improve student achievement scores on state accountability assessments. This has left little space for individual teachers to reflect on their own learning needs and the needs of their students. Learning is a process of social participation; it shapes what we do, who we are, and how we interpret learning both as individuals and an organization (Wenger, 2002). The National Staff Development Council (2008) defines professional development as, “a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement” Based on these core beliefs: confidence in teachers as capable and competent learners, the belief that educators are most effective when they use their minds as active learners and problem solvers, and that improving student achievement is a gestalt that requires more than the learning and practice of individual educators The NSDC definition of professional development challenges educators to depart from traditional practices and consider new models of professional learning.
In the IPDP, teachers develop a meaningful professional learning goal, design appropriate learning experiences and cultivate their ongoing professional development by gathering evidence and reflecting on the effectiveness of their learning on students.
There is not the teacher turnover typical of most schools in Isaac School District. The majority of the teachers at Mitchell have remained, and some are products of the district themselves, self-proclaiming a devotion to serving the students in the population they came from. Teachers are committed to supporting the school’s vision over the long haul, but there are many factors that blind them from holding a shared vision of the future. There is genuine care for serving the community, and with it comes concern about falling short of their hopes for Mitchell students and families. Teachers at Mitchell have been lucky to serve under a dynamic and supportive leader for several years. However, Linda has made the decision to step down next year as principal. The shared vision of Mitchell school has been lofty at best, and without a recommitment to a shared vision, the vision will leave Mitchell school along with its leader.
Mitchell school educators will need to engage in a flow of meaningful dialogue, collaborating to explore patterns of learning and communicating that undermine the success of the organization. Professional learning communities are founded on this critical discipline (DuFour et al, 2004).
To align teachers’ individual learning goals with the district goal of developing professional learning communities, teachers will need to collaboratively explore the factors most heavily contributing to these challenges. Through multiple and consistent opportunities to come together, teams can surface the issues that are important to them and learn together while exploring individual and collective solutions.
To align teachers’ individual learning goals with the district goal of developing professional learning communities, teachers will need to collaboratively explore the factors most heavily contributing to these challenges. Through multiple and consistent opportunities to come together, teams can surface the issues that are important to them and learn together while exploring individual and collective solutions.
Few adults pursue rigorously a high level of personal mastery (Senge, 1990). A teacher in pursuit of personal mastery would be clarifying those things that matter most, envisioning that as reality and consistently pursuing the passions that guide them towards that reality, a notion that is at the core of professional goal-setting. In a school where mandated professional development is the norm, and where teachers haven’t had a choice in professional development in over 10 years, few authentic opportunities exist for pursuit of personal mastery.
The IPDP has embedded in it, opportunities to reflect on small successes throughout teachers’ pursuit of small, attainable goals, while cultivating the drive for pushing practice forward.
Professional Development in Isaac School District has been overly dictated, determined and driven by the goals of a body of individuals governed by societal and political demands. The term ‘accountability’ has led teachers to form a mental model of what accountability looks like in their teaching context. To teachers whose effectiveness ha been determined by student test scores, ‘accountability’ may imply conformity. To teachers who have been held to scrutiny of disaggregated classroom data, ‘ownership’ may imply personal accountability. To teachers who have felt little ownership in decisions influencing teaching and learning, ‘stakeholders’ may imply external evaluation of conformity. These words will affect the degree to which teachers embrace or resist the innovation. Therefore, I will need to remain cognizant of the words I use to introduce the IPDP and remain aware of how the context influences their interpretation by teachers. I will maintain open and invitational in my approach and avoid words that may be interpreted as top-down, rather than bottom-up.
The threat of not making AYP is a single snapshot of events in the scope of what is happening at Mitchell Elementary School. When approaching change, Senge (1990) says an organization needs to shift their thinking to seeing how our actions create the problems we experience. Learning organizations need to be a place where individuals are continually seeking a connected reality, and creating ways to change it (Senge, 1990).
Planning for meaningful professional development opportunities for Mitchell teachers is already underway for the 2009-2010 school year. As Linda and her leadership team map out their yearlong plan for professional development, they are already considering how they will align school and district mandated professional development programs with opportunities for teachers to explore their teaching and reflect on what is working, especially in light of the disappointing student test scores in 2008-2009. It will be important to continue thinking systematically, not myopically, about the influence professional learning will have on teachers’ ability to see and explore patterns in their own learning in order to have a greater impact …
… on student learning.
“ How do Mitchell teachers view the importance of professional goals when faced with so many other dilemmas and challenges in their school already?” They will have not been required to complete formal professional goals in the past. While school and district goals exist, goals are not viewed by all stakeholders, nor do they possess a shared vision for student success. Goals are typically passed down from the top rung of administrative offices. Professional development is mandated and teachers are required to attend and implement teaching strategies and curriculum that is delivered in a series of top-down delivery through scheduled professional learning days. The urgency for change that exists at Mitchell is the need to look at the role of data differently. When achievement scores no longer tell the complete story, what data can be gathered to measure the impact of teaching efforts? How can teachers explore the data that is delivered to them, and data that is self-generated to build teaching efficacy and empowerment in a context that is perceived as so restrictive? Einstein reminds us, “The formulation to the problem is often more essential than the solution” (Wagner, 2006, p 2). Teachers will be interacting in grade level teams to authentically unearth student needs in the classroom and explore opportunities for professional growth, formulating individual and collective solutions along the way.
In the IPDP process, progress monitoring will not be the sole responsibility of administrative leader. Teachers will be guided through a process of self-discovery and inquiry, measuring the effectiveness of their decisions along the way, and reflecting on future decisions. However, under an umbrella of a leader who understands what good teaching looks like, and supervision that supports a focus on improving instruction, teachers will grow professionally in ways that foster student growth. The IPDP will provide an alternative method of measuring a teachers’ impact on student growth in a format that can benefit both the teacher’s ability to self-monitor and assess, and the administrator’s guidance and support of best practice. Before meeting with the principal again, I will write a letter (Appendix A) expressing my support for her leadership and the project. This letter will be written with the intent to establish a shared understanding of each person’s role in the project and to clarify the outcomes of the research study and consent required of participants (Appendix B).
Prior to the first interaction with teachers on August 4, 2009, I will again meet with the principal and the teacher leader to discuss the plan for the first staff meeting of the school year. I will outline my data gathering timeline and solicit their feedback, modifying my timeframes according to their school calendar as needed. They are the more reliable source for understanding the context, climate and culture of the school, therefore I will gather their input and advice regarding my initial approach to introducing the IPDP. I will inquire about teachers’ past experience with professional goal setting, and choices with professional development. Before my first interaction I will also conduct a pre-survey (Appendix C) exploring the degree to which professional goal setting is valued or embraced as a meaningful indicator of student impact. Based on this information, I will carefully plan my first interaction with teachers according to the advice they contribute.
Therefore, I will need to remain cognizant of the words I use to introduce the IPDP and remain aware of how the context influences their interpretation by teachers. I will maintain open and invitational in my approach and avoid words that may be interpreted as top-down, rather than bottom-up.
I will immerse myself as much as possible in the school culture and attend all grade level meetings and staff meetings, observing, gathering field notes and conducting interviews as teachers implement the IPDP into their collegial conversations.
The IPDP Workbook promotes cultivation of designing, planning, analyzing and reflecting on personal learning through the Architecture of Professional Development Planning woven throughout the design of the workbook.
Leading for systems change will require systems thinking building upon all five of Senge’s (1990) disciplines. Without shared vision Mitchell teachers will lack a commitment to the change initiative. They may see the change as the vision of the district or the school, or even of the principal, but not ever own the vision as part of who they are as educators and life-long learners. Without team learning, opportunities will not exist for teachers to develop a shared understanding of practice through sharing newly acquired skills and professional learning they received. If collegial interaction is absent or made available too infrequently, changes made in their practice may be limited to their own individual perspectives, limiting potential for growth. Without personal mastery, people may lack the personal motivation to see other points of view, leading to the likelihood that teachers will place external blame, deny, or find a scapegoat for problems as they arise. Without full exploration of teachers’ honest perceptions of professional development through mental models, teachers may not recognize their own shortcomings or areas for improvement, and they may get caught in the vicious rut of “nothing new under the sun” or “this is just the same old, same old, under a new name.” This could be an impediment to the change initiative if mental walls interfere with the teachers’ openness to the innovation. Teachers will need to see their connection to the larger organization, including their part in, and part from the learning organization.
Leading for systems change will require systems thinking building upon all five of Senge’s (1990) disciplines. Without shared vision Mitchell teachers will lack a commitment to the change initiative. They may see the change as the vision of the district or the school, or even of the principal, but not ever own the vision as part of who they are as educators and life-long learners. Without team learning, opportunities will not exist for teachers to develop a shared understanding of practice through sharing newly acquired skills and professional learning they received. If collegial interaction is absent or made available too infrequently, changes made in their practice may be limited to their own individual perspectives, limiting potential for growth. Without personal mastery, people may lack the personal motivation to see other points of view, leading to the likelihood that teachers will place external blame, deny, or find a scapegoat for problems as they arise. Without full exploration of teachers’ honest perceptions of professional development through mental models, teachers may not recognize their own shortcomings or areas for improvement, and they may get caught in the vicious rut of “nothing new under the sun” or “this is just the same old, same old, under a new name.” This could be an impediment to the change initiative if mental walls interfere with the teachers’ openness to the innovation. Teachers will need to see their connection to the larger organization, including their part in, and part from the learning organization.
It is clear that sustainable change cannot happen quickly (Senge, 1990). The wide disparity of beliefs, values, and assumptions held by the participants in my study will ultimately determine the degree of acceptance, rejection, or “lip service” paid to the IPDP. As teachers talk around the innovation, they will formulate opinions based on past experience, perhaps resulting in implementation that reveals itself in varying formats. The IPDP is intended to be a tool by which educators can formulate a plan for growth and discovery, not a template or restrictive instrument. Perhaps it is the failure to recognize the human propensity for constructing learning that is unique and personal that causes real change in the area of professional development to falter. When reform is perceived as falling under the guise of prior programs, policies, or practices associated with names of those deemed “unsuccessful,” push back is certain. As names and words associated with these past reform efforts surface in both the personal psyches and collective conversations of educational groups, greater obstacles are likely to emerge. I must be open to the resistance that is likely to occur in both what I anticipate, and what I never saw coming. This will require me to be responsive in my approach and modify my implementation to meet the needs of educators in the process of constructing their own learning environments.