Differentiating Professional Development for Experienced Leaders

Report
WEB CONFERENCE TO SUPPORT
BOARD LEADERSHIP DEVELOPMENT STRATEGY
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ICP 2011 World Convention
August 15 – 18, 2011
www.icp2011.ca
This web conference is hosted on behalf of
Differentiating Professional Development
for Experienced Leaders
Presented By
Tricia Dyson
Kathleen Fraumeni
Joanne Robinson
S
Overview
1.
In addressing professional development for experienced school
administrators and business leaders, what are the guiding principles?
2.
What are the design criteria for district level professional
development?
3.
How do you establish the individual professional development needs
of experienced administrators (academic and business roles)?
4.
How can the PPA and the Growth Plan be used to drive professional
development and the alignment of individual, school, and board
goals?
Overview
5.
What is the balance between individual and system responsibility for
addressing professional development needs?
6.
What certified programs are available to address individual needs?
7.
How should boards assist underperforming administrators?
8.
How do boards evaluate their professional development
activities/plans?
9.
Closing comments
Question 1: In addressing professional development
for experienced school administrators and business
leaders, what are the guiding principles?
S Focus on questions concerning problems of practice related to
teaching and learning
S Find the “authentic problems” to address
S Engage participants in an examination of their own practice
S Develop in-depth understanding of the essential features of the
high performance learning community
S Explicitly shape the content of professional development
S Programs should fit overall district professional development plan
Question 2: What are the design criteria for
district level professional development?
Answer five questions in designing PD.
Question 2:1
What are the readiness levels of the different
administrators and how can resources and
development opportunities be best targeted to the
most open and most reluctant learners?
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PD Design Criteria – Question 2:1
Principal Performance Appraisal and
Principal Learning
“Through the systematic identification of effective
practice and the careful measurement of both
student results and leadership actions, system
wide accountability and individual evaluation can
transform random acts of good and bad practice
into the brains of a learning organization.”
Assessing Educational Leaders. Douglas B. Reeves 2009
Page 14
PD Design Criteria – Question 2:1
Leadership Matrix
R
E
S
U
L
T
S
LUCKY
High Results, Low
Understanding of Success
Factors
Replication of Success…
UNLIKELY!
LEADING
High Results, High
Understanding of
Antecedents
Replication of Success…
LIKELY!
LOSING
Low results, Low
understanding of Success
Factors
Replication of Failure…
LIKELY!
LEARNING
Low Results, High
Understanding of Success
Factors
Replication of Success…
LIKELY!
UNDERSTANDING OF ANTECEDENTS OF SUCCESS
Question 2: What are the design criteria for
district level professional development?
Question 2:2
Given the district’s strategic improvement plan
and staff development plan for principals,
what is the best balance between packaged,
generic instruction and programs, or selfdeveloped and directed experiences?
Question 2: What are the design criteria for
district level professional development?
Question 2:3
What is the appropriate community
for the development of the particular
capacities in question?
Question 2: What are the design criteria for
district level professional development?
Question 2:4
What problems and skills
are the appropriate foci?
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Question 2: What are the design criteria for
district level professional development?
Question 2:5
How can the routine processes and structures
of the school and district be exploited as
opportunities for professional development?
Question 2:What are the design criteria for
district level professional development?
Exploiting Opportunities
S Community Conversations Around “Essential Questions”
S Principal Conferences
S Portfolio Development
S District Professional Development Opportunities
S Tailored and Packaged External Programs
S Discretionary Professional Development Funds
Question 2: What are the design criteria for
district level professional development?
Exploiting Opportunities
S Self-managed growth
S Self-Assessment
S 360˚ Feedback
S Growth Plan
S Performance Plan
S Collaborative Learning
Question 3: How do you establish the individual
professional development needs of experienced
administrators (academic and business roles?)
S Professional Learning Opportunities
S Expose admin to research for the antecedents of success
S Individual self assessment
S Determine an area for further development
S Ensure chosen area of growth is purposeful to the BIP and the
SIP
S Q & A between colleagues or between Principal and SO to probe
initial areas for identification
S Leadership Maps
Question 4: How can the PPA and the Growth Plan
be used to drive professional development and the
alignment of individual, school, and board goals?
Title Here
Question 5: What is the balance between individual
and system responsibility for addressing
professional development needs?
S It is not about balance, it is about “a state of mind”
S The administrator demonstrate how to connect goals that
“do not fit” within the context of system and provincial
initiatives to student growth
Question 6: What certified programs are available
to address individual needs?
S EPDC
S Crucial Conversations
S Lumina
S Covey 7 Habits
S Covey Focus
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Question 7: How should boards assist
underperforming administrators?
S Prevention Strategies
S Early Notification of Issues
S Intervention Strategies
S Clarification of Issues/Tasks/Expectations/Time
S Role Supervisor
S Successful Interventions
S Less Successful Interventions
Question 8: How do boards evaluate their
professional development activities/plans?
S Design/revision of plan subsequent to BIP design
S Careful analysis of system needs re: data results in
schools, across system, pockets of need
S Feedback from participants
S Within context of each series of learning / activity /
learning team /etc. use of a “common assessment tool”
based upon the principles of staff development
S Use of online feedback forms
Closing Comments
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Thank You for Participating
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