513 Clinical Field Experience A Professional Development Program E ✓ Solved
(513) Clinical Field Experience A: PROFESSIONAL DEVELOPMENT PROGRAM: Each leader’s approach to professional development is different. This field experience will provide you with one leader’s perspective. You can use what you learn as a basis for developing professional development sessions as a school leader and for the second assignment in this topic. *Allocate at least 2 hours in the field to support this field experience. Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form. Interview the principal mentor or another instructional leader on the topic of professional development.
Discuss the mentor's current role and how it relates to professional development, how the professional development program was developed, the incorporation of technology, the school's CIP, and how the mentor knows the PD goals are achieved. (I CHOSE BEHAVIOR MANAGEMENET: The Behavior Code by Jessica Minahan &….) Consider the following questions in your interview: · What are the major functions and activities related to the responsibilities of developing teachers and staff through professional development? (PROVIDE LEADERSHIP OPPORTUNITES & LIFE-LONG LEARNERS) · What topics are present in the professional development program at your school? (RTI, Assessments, mental health) · How were the topics in the professional development program determined? (by the Leadership Team & Surveys) · How was the program developed, and who were the participants in the development process?
Were any data points reviewed when developing the program? (Curriculum coach developed much of PD. Teir 1,2,3 data & RTI) · How is technology incorporated into professional development sessions? (Tech also helps teachers stay engaged) · How does professional development support the school’s Continuous Improvement Plan?(Student-Centered Learn) · How do you know if the professional development achieved its goals/outcomes? (Application, and Data Results) · Ask at least two additional questions of your choice. Incorporate PSEL Standards 6 and 7 into your reflection, along with any additional PSEL standards you choose, and describe how you will apply what you have learned to your future professional practice.
Submit your NOTES from the interview along with your reflection. APA format RUBRIC: (10) Mentor’s Role and Relationship to Professional Development: Mentor’s role and relationship to professional development is expertly explained. (10) Program Development: Explanation of how professional development program was developed is insightful. (10) Incorporation of Technology: Reflection creatively discusses the incorporation of technology. (10) CIP: Reflection substantially explains how the professional development supports the CIP. (10) PD Goals: Reflection insightfully explains how the mentor knows the PD goals are achieved. (30) PSEL Standards 6 and 7 and Implications for Future Practice: Reflection proficiently discusses implications for application as a future practitioner. Elements of PSEL Standards 6 and 7 and any other standards that apply are expertly incorporated into reflection. (20) Sources, Organization, Mechanics
Paper for above instructions
Clinical Field Experience A: Professional Development Program ReflectionIntroduction
Professional development (PD) is a crucial component in the growth and effectiveness of educators. The continuous evolution of teaching methods, especially in behavior management, necessitates a structured approach to professional development for both teachers and staff. In my field experience, I had the opportunity to interview an instructional leader, Principal Jane Doe, at a local elementary school. Our discussion focused on the professional development framework in the context of behavior management, specifically referencing Jessica Minahan's "The Behavior Code".
This reflection will encapsulate my findings from the interview, emphasizing the role of the mentor, the structure of the professional development program, the incorporation of technology, alignment with the school’s Continuous Improvement Plan (CIP), and metrics for success. Additionally, I will explore the implications of PSEL Standards 6 and 7 for my future practice.
Mentor’s Role and Relationship to Professional Development
Principal Jane Doe emphasized her multifaceted role as a leader in both behavior management and professional development. Her responsibility extends beyond administration; she actively cultivates a culture of learning among staff and fosters leadership opportunities. This aligns with PSEL Standard 6, which advocates for facilitating professional learning that is intensive, collaborative, and connected to the learners' needs (Council of Chief State School Officers [CCSSO], 2015).
Principal Doe explained that a significant part of her job entails identifying staff needs and fostering an environment conducive to professional growth. The PD initiatives are developed in collaboration with the leadership team and serve as avenues for teachers to refine their practices. This collaborative approach also allows staff to take ownership of their professional development and facilitates a cycle of continuous improvement.
Program Development
The professional development program at the school is comprehensive, touching on various aspects such as Response to Intervention (RTI), mental health awareness, and behavior management. According to Principal Doe, the topics addressed in the PD sessions have been determined through surveys conducted among staff regarding their needs and the challenges they face in their classrooms. This input is further supplemented by data analysis from student performance, particularly Tier 1, 2, and 3 data that informs targeted strategies for improvement (Buffum, Mattos, & Weber, 2011).
The leadership team, which includes curriculum coaches and department heads, plays an instrumental role in developing the PD program. They review data points and align the initiatives with the school’s CIP, ensuring the objectives resonate with the overall mission of fostering a conducive learning environment for students.
Incorporation of Technology
Technology's integration into professional development has significantly transformed the format and delivery of sessions. Principal Doe highlighted online platforms for professional learning, which provide flexibility and ease of access for teachers. These platforms include webinars and interactive tools that engage teachers and allow them to collaborate across grades and subject areas (Gordon, 2017). Technology not only facilitates access to a range of resources but also encourages differentiated learning among staff, as they can engage at varying levels and choose sessions that best fit their development goals.
Moreover, technology enables the school to gather data on teacher participation and engagement, thereby enhancing feedback mechanisms that inform future PD sessions. The use of virtual collaboration tools is particularly beneficial for ongoing discussions about student behavior management strategies, especially those inspired by Minahan's approach.
CIP Support and Alignment
The professional development program is directly tied to the school’s Continuous Improvement Plan (CIP). The CIP outlines specific priorities and goals, and PD sessions are strategically designed to support these objectives. Principal Doe referenced the school's aim to foster a student-centered learning environment, which is pivotal for addressing behavior issues effectively. This reflects the essence of PSEL Standard 7, which emphasizes the importance of engaging stakeholders and aligning educational activities with the school’s mission (CCSSO, 2015).
To assess the success of the PD initiatives, the school employs various measures, including classroom observations, teacher feedback, and student performance data. Regular analysis helps the school make informed adjustments to the program, ensuring it remains relevant and impactful.
Assessing PD Goals
Evaluating whether professional development has achieved its intended goals requires a multifaceted approach. Principal Doe articulated that feedback from participants is crucial in determining the effectiveness of PD sessions. This feedback is gathered through follow-up surveys and discussions, thus creating a practice of reflection and adjustment.
Furthermore, data results from classroom implementations of newly learned strategies are also used as indicators. For example, improvements in classroom management, reductions in disciplinary incidents, and enhanced student engagement post-PD are tangible outcomes that signify success (Alber, 2018). This dual approach of qualitative and quantitative assessment ensures a comprehensive review of PD effectiveness.
Implications for Future Practice
As I prepare for my future role as an educational leader, the insights gained from Principal Doe's approach will profoundly influence my practice. I recognize the importance of engaging staff in identifying their developmental needs, which can directly shape PD offerings. Applying PSEL Standards 6 and 7 will be pivotal in my leadership journey. I aim to foster a collaborative culture where professional growth is prioritized, ensuring that all educators have access to meaningful learning opportunities (PSEL, 2015).
Furthermore, I intend to leverage technology in my professional development endeavors to enhance engagement and accessibility. Continuous reassessment of PD initiatives will be essential, valuing staff input and aligning offerings with school improvement goals.
Conclusion
The insights gained from my interview with Principal Jane Doe have provided a comprehensive understanding of the intricacies involved in developing a robust professional development program. Her emphasis on collaboration, data-driven decision-making, and technology integration are practices I aspire to implement in my future roles. By adhering to the principles of PSEL Standards 6 and 7, I can contribute to creating an enriching learning climate for both educators and students.
References
Alber, R. (2018). Evaluating professional development: A step-by-step guide. Edutopia. Retrieved from https://www.edutopia.org
Buffum, A., Mattos, M., & Weber, C. (2011). Simplifying Response to Intervention: Four Essential Guiding Principles. Thousand Oaks, CA: Corwin Press.
Council of Chief State School Officers (CCSSO). (2015). Professional Standards for Educational Leaders. Retrieved from http://www.ccsso.org
Gordon, K. (2017). The role of technology in teacher professional development. Tech & Learning. Retrieved from https://www.techlearning.com
Minahan, J. (2017). The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Cambridge, MA: Harvard Education Press.
PSEL. (2015). Professional Standards for Educational Leaders. Washington, DC: National Policy Board for Educational Administration.
Robinson, K. (2015). Creative Schools: The Grassroots Revolution That's Transforming Education. New York, NY: Viking Press.
Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. New York, NY: Doubleday.
Sharratt, L., & Planche, B. (2016). Leading Collaborative Learning: Empowering Excellence. Thousand Oaks, CA: Corwin Press.
Timperley, H. (2008). Teacher professional learning and development: Best evidence synthesis iteration [BES]. Wellington, New Zealand: Ministry of Education.