As I'm thinking about the design, implementation, and assessment of impact of an IPDP Plan... what are the driving forces and grounding principles that should remain at the forefront of my innovation?
1-Results-Driven 2-Aligned with schools and districts 3-Learner-directed 4-Value-added 5-Foster a Collaborative Culture 6-Improves teaching and learning 7-Sustainable yet changing 8-NSDC Standards 9-Opportunties to explore individual needs in regards to: Process, Content, Context 10-Data-based 11-Systems of accountability 12-Assessment of Impact and Implications 13-Planning for expansion 14-Responsive to systemic growth
The "Individual" Professional Development Plan should be anything but "Individual."
Social Learning Theory- It is my philosophy that when individuals come together in collaborative efforts.. they bring with them their own interpretations of the world and their work in the classroom. They bring individual perspectives, experiences, values, beliefs and assumptions about how to best interpret the act of teaching and the processes of learning.
When humans, as social beings, come together in a way that dishonors their individuality and discounts their contributions by not allowing them to actively contribute to the negotiations of meaning, they'll have a tendency to be disengaged and apathetic.
This is especially true of educators. The term "professional development" implies that professionals are indeed more fully developed as a result of the act of strategically (or non-strategically) imposed PD.
Who should be involved in the decisions surrounding the way in which professionals actively develop?
1. TEACHERS- Those most closely associated with the learning development of students are the teachers who know them. What part do they play in the decisions that influence their work with students?
2. SCHOOL and DISTRICT LEADERS- How clearly do these critical players understand the needs of students in their districts, schools, and classrooms? What data can they bring to help teachers see where the needs exist? How do they engage others in dialogue about these needs in order to foster a climate that is driven by the needs of students over numbers? What are the implications of bringing the necessary discussions around numbers back down to the place where those numbers took root.. in the classroom?
3. LOCAL GOVERNING BOARDS- Empowering schools and districts to act on decisions made in the best interests of their students and high standards for learning.
4. STATE AGENCIES- Providing necessary resources, access to quality professional development opportunities that are aligned with best practices and solid research, programs and incentives that support participation in job-embedded professional development.
5. INSTRUCTIONAL COACHES/MENTORS- Placed in leadership positions to encourage the growth and development of reflective practitioners in all stages of a teachers' professional career.
What should be considered as part of the Innovation structure?
1- Preassessment of Attitude and Underlying Assumptions about teaching and learning 2- Fostering a professional learning environment 3- Determining a Planning Cycle 4- Interpreting classroom, school and district data to determine areas of student need 5- Using the Self-Assessment Continuum, the Professional Teaching Standards, Student Achievement Standards, and/or leadership standards (ISLCC) to determine a targeted area for growth 6- Formulating data-driven goals 7- IC Mapping to identify and construct a common understanding of how professional development targeted area fits into the structure of the process and context of the school and district framework using the NSDC Standards 8- Determining Action Steps 9- Identify Resources 10- Progress monitoring 11- Describe, analyze and reflect on student data that supports student progress made as a result of the determined goals 12- Network with others about your findings 13- Begin new planning cycle
3 comments:
What should it include?
1-Results-Driven
2-Aligned with schools and districts
3-Learner-directed
4-Value-added
5-Foster a Collaborative Culture
6-Improves teaching and learning
7-Sustainable yet changing
8-NSDC Standards
9-Opportunties to explore individual needs in regards to: Process, Content, Context
10-Data-based
11-Systems of accountability
12-Assessment of Impact and Implications
13-Planning for expansion
14-Responsive to systemic growth
Who should be involved?
The "Individual" Professional Development Plan should be anything but "Individual."
Social Learning Theory-
It is my philosophy that when individuals come together in collaborative efforts.. they bring with them their own interpretations of the world and their work in the classroom. They bring individual perspectives, experiences, values, beliefs and assumptions about how to best interpret the act of teaching and the processes of learning.
When humans, as social beings, come together in a way that dishonors their individuality and discounts their contributions by not allowing them to actively contribute to the negotiations of meaning, they'll have a tendency to be disengaged and apathetic.
This is especially true of educators. The term "professional development" implies that professionals are indeed more fully developed as a result of the act of strategically (or non-strategically) imposed PD.
Who should be involved in the decisions surrounding the way in which professionals actively develop?
1. TEACHERS- Those most closely associated with the learning development of students are the teachers who know them. What part do they play in the decisions that influence their work with students?
2. SCHOOL and DISTRICT LEADERS- How clearly do these critical players understand the needs of students in their districts, schools, and classrooms? What data can they bring to help teachers see where the needs exist? How do they engage others in dialogue about these needs in order to foster a climate that is driven by the needs of students over numbers? What are the implications of bringing the necessary discussions around numbers back down to the place where those numbers took root.. in the classroom?
3. LOCAL GOVERNING BOARDS- Empowering schools and districts to act on decisions made in the best interests of their students and high standards for learning.
4. STATE AGENCIES- Providing necessary resources, access to quality professional development opportunities that are aligned with best practices and solid research, programs and incentives that support participation in job-embedded professional development.
5. INSTRUCTIONAL COACHES/MENTORS-
Placed in leadership positions to encourage the growth and development of reflective practitioners in all stages of a teachers' professional career.
What should be considered as part of the Innovation structure?
1- Preassessment of Attitude and Underlying Assumptions about teaching and learning
2- Fostering a professional learning environment
3- Determining a Planning Cycle
4- Interpreting classroom, school and district data to determine areas of student need
5- Using the Self-Assessment Continuum, the Professional Teaching Standards, Student Achievement Standards, and/or leadership standards (ISLCC) to determine a targeted area for growth
6- Formulating data-driven goals
7- IC Mapping to identify and construct a common understanding of how professional development targeted area fits into the structure of the process and context of the school and district framework using the NSDC Standards
8- Determining Action Steps
9- Identify Resources
10- Progress monitoring
11- Describe, analyze and reflect on student data that supports student progress made as a result of the determined goals
12- Network with others about your findings
13- Begin new planning cycle
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