Importance of Professional Development

The purpose of professional development is to help teachers develop and apply the knowledge and skills that is necessary to help students learn. The intended outcomes of teacher professional development are defined in terms of improved professional practice, but the long-term goals should always focus on improved student outcomes. "The purpose of staff development is not just to implement instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long term capacity for change (M.Fullan).” “The general purpose of training is to improve the performance of individuals and organizations (Peter Cole)” . In public schools, professional development has a great impact on student learning. Student learning and achievement increase when educators engage in productive and effective professional developments that are focused on the skills educators need in order to address students’ major learning challenges. Ongoing professional development aligned with the school’s common focus and high expectations to improve the performance of all students is critical in high-performing schools.  These professional development offerings are focused and informed by research and school/classroom-based assessments.  Appropriate instructional support and resources are provided to implement approaches and techniques learned through professional development. Attributes of Effective Professional Development is result-driven, standards-based, job-embedded, differentiated, linked to learning needs for both the student and the teacher, collaborative in nature, sustained over time, discipline-focused, content rich, reflective and evaluated.Professional development generally refers to ongoing learning opportunities available to teachers and other education personnel through their schools and districts. Effective professional development is often seen vital for school success and teacher satisfaction, but it has also been criticized for its cost, often vaguely determined goals, and for the lack of data on resulting teacher and school improvement that characterizes many efforts. With schools today facing an array of complex challenges—from working with an increasingly diverse population of students, to integrating new technology in the classroom, to meeting rigorous academic standards and goals—observers continue to stress the need for teachers to be able to enhance and build on their instructional knowledge. Analyzing the strengths and weaknesses of the vast array of programs that profess to invest in teachers’ knowledge and skills continues to be a challenge. Today, professional development activities include formal teacher induction, the credits or degrees teachers earn as part of recertification or to receive salary boosts, the national-board-certification process, and participation in subject-matter associations or informal networks. Historically, administrators have favored the workshop approach, in which a district or school brings in an outside consultant or curriculum expert on a staff-development day to give teachers a one-time training seminar on a garden-variety pedagogic or subject-area topic. Criticized for their lack of continuity and coherence, workshops have at least in theory fallen out of favor. The federal act of No Child Left Behind of 2001, serves as a prime example and defines all professional development funded through the law to include activities that are not short-term workshops and/or conferences. There is little evidence to suggest that states and school districts adhere to this directive. Variations of site-based professional development include the Japanese practice of lesson study, in which a teacher creates and teaches a model lesson. The lesson is observed and sometimes videotaped so that colleagues can analyze the lesson’s strengths and weaknesses and determine how to strengthen the lesson (Viadero, 2004). Hard data on which professional-development models lead to better teaching are difficult to come by. In essence, professional development relies on a two-part transfer of knowledge: It must inculcate in teachers new knowledge and skills such that they change their behavior, and those changes must subsequently result in improved student mastery of subject matter. Unsurprisingly, the complex nature of those transactions renders the field of professional development a challenging one to study. Much of the research conducted on professional development continues to be descriptive rather than quantitative (Sawchuk, 2010). “Successful professional development focuses on concrete classroom applications of general ideas; it exposes teachers to actual practice rather than to descriptions of practice; it involves opportunities for observation, critique, and reflection; it involves opportunities for group support and collaboration; and it involves deliberate evaluation and feedback by skilled practitioners with expertise about good teaching (Richard F Elmore)”.Continuing professional development is important, because it ensures you continue to be competent in your profession. It is an ongoing process and continues throughout a professional’s career. The importance of continuing professional development should not be underestimated – it is a career-long obligation for practicing professionals. Sometimes it is mandated by professional organizations or required by codes of conduct or codes of ethics.  However, at its core it is a personal responsibility of professionals to keep their knowledge and skills current so that they can deliver the high quality of service to the students and meets the expectations and the requirements of their profession. Great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators. The best teacher-preparation programs emphasize subject-matter mastery and provide many opportunities for student teachers to spend time in classrooms under the supervision of an experienced mentor. As a school leader, my job is to promote learning for all the students. Most educators agree that the quality of a school’s teachers is the key variable in determining the learning that happens within the school. But for students to learn, teachers must be learning too. And that is where we see a disconnection. Many teachers are simply not getting the professional development that they want and need in order to help their students learn. Effective principals support instructional activities and programs by modeling expected behaviors and consistently prioritizing instructional concerns day to day. They strive to become a learner among learners. Involvement in curriculum, instruction and assessment are crucial to the idea of instructional leadership.

Internship for Supervision EDLD 5397

REFLECTION Week 3

The web conference held on October 22,2013 was very insightful and educational for many students. Dr Borel seems to be very thorough with her answers and she makes sure she answers everyone either during the web conference or on the chat. This week Dr.Borel clarified the questions about homework assignment for week 3 and showed example work to make it easier on the student to understand. She also talked about Action Research Template and insisted that we follow the guidelines to be able to get credit.She also talked about the literature review part of Action Research which should not be our opinion but part of journals that we read.She also gave update on 5352 ILD course that has just been added for students which will benefit them as well as be a part of a course. Dr Borel ended the conference with a positive note and promised to send us the excel sheet for the submission record for PISE.

Internship for Supervision

Discussion week 3 EDLD 5397

APA
APA format is the official style used by the American Psychological Association (APA) and is commonly used to cite sources in psychology, education, and social sciences. APA format may seem difficult, but it will become easier once you familiarize yourself with the rules and format.

About APA Style
When editors or teachers ask you to write in APA Style®, they are referring to the editorial style that many of the social and behavioral sciences have adopted to present written material in the field. APA Style was first developed 80 years ago by a group of social scientists who wished to establish sound standards of communication. Since that time, it has been adopted by leaders in many fields and has been used by writers around the world.

Share your understanding of the IRB policy. 
An institutional review board is a committee that has been designated to monitor and review and approve research that involves human subjects.  IRB policy is put in place to protect humans from physical or psychological harm for studies in the field of health and social sciences that includes: anthropology, sociology and psychology.  

Does your district have an IRB policy? 
Our district does not have an IRB policy.

Progress in Action Research Project

I have made ample progress in my Action Research Project but it has been a tough road on which I am walking alone to find some answers to my questions and to see some results which are positive and helpful for the students especially boys who struggle in school more than the girls. My research is based on various information collected through data and surveys compiled together. I am trying to find ways to enhance student learning by using different interventions, strategies, differentiation in instruction theory and parental involvement. Though my research is only limited to the entire first grade class but I strongly feel that other grade levels can also benefit out of it. I have learned many things during this research project but the one most important thing that I have learned is not to stress out when things don’t work out on your timing since someone else did not have the time to work with you or to answer your questions or to provide data or support .I have not learned to give up easily and I keep persevering towards my goal and intention to succeed.

Action Research Progress Notes

The Internship activity that led to significant knowledge were my “Action Research Project”. From having a meeting with my principal for approval to collecting data on academically fragile students and conducting surveys was a big learning step. I had to send reminders to my fellow workers to be able to complete data and seek their cooperation from time to time which was a challenge in itself. After I received all the data and information on students regarding their scores in DPM (District Progress Monitoring, previously known as benchmark), their socio-economic background, behavior referral, single parent home, language deficient or ESL learner, then I compiled the data into a single report. Looking at the background and scores of these students, I created a tutoring plan to provide various interventions and help to these students using various sources like I-station, Star-fall, Study dog, Pearson success net which are excellent online interactive program for kids to enhance their reading skills and capture their attention making learning more fun. I also had a support staff who volunteered to help me in this endeavor by providing help during this time to monitor and guide students through these various programs. I was very nervous before I started my Action research project but after I started it, I was extremely excited to see the change and enthusiasm against the students. My action research is still an ongoing process and I have learned a lot through this journey and will continue to learn as it progresses. I will soon be conducting a PLC with my team as a leader and I am excited to share all the information that I have collected so far.

Another internship activity that provided great learning experience was creating the blog to write weekly reflection. It made me to learn to get connected with other leaders and learn from them and get their perspective on various things. It is a great way to share your vision and learn from others.

The biggest surprise that I have experienced is that sometimes it could be very overwhelming and challenging to take over the responsibility as a leader and that any kind of leadership activity or role demands a lot of dedication, patience, knowledge, courage and strength. Through this course I have learned to appreciate my leaders more and more and hopefully I can be a strong positive leader someday.

Action Research 5301

Action Research Progress notes

This past week I had a meeting with my principal in regards to my Action Research. She approved it and gave me her blessings to start my endeavor. She along with me is excited to see how it impacts the student learning in a positive manner and extended her full support in my journey to find some answers.

My Next Step

I created surveys for the entire first grade team on survey monkey to collect data on the DPM testing (District Progress Monitoring) previously known as Benchmarks. The purpose of the survey is to collect data on academically fragile boys so I can provide interventions and support to enhance their scores.

Human Resources Development

Discussions (EDLD 5345) July 15^th – Aug 9^th,2013

Discussion Week 1
Attributes of a Positive School Culture
The critical attributes that my school exhibits are the clear academic standards and aligned assessments of student performance, opportunity for a professional development and share sessions that help teachers to improve teaching practices and student achievements. A public outreach strategy like apartment tutoring that engages schools, students and community.

Discussion Week 2
How do you define ethics?
In what ways do you think that your personal code of ethics may be tested in a school leadership position?
How would your personal code of ethics guide your decision making as a school leader?
Ethics is a series of beliefs and principles held by a person about how to determine which human inter-actions they believe are right or wrong. These core beliefs are often interconnected and overlap with other value systems, religious views, legal systems, philosophies, social conventions and moral codes. Personal ethics refers to the ethics that a person identifies with in respect to people and situations that they deal with in everyday life. Professional ethics refers to the ethics that a person must adhere to in respect of their interactions and business dealings in their professional life. In some cases, these types of ethics may clash and cause a moral conflict. A person's ethical code determines their views on right and wrong, and influences how they interact with other people. While personal ethics and professional ethics sometimes differ dramatically, each influences the other. And each comes into play in the workplace, as more schools seek to infuse their culture with a sense of ethical responsibility. Often, professional ethics encompass many of the same principles of personal ethics, such as honesty and fairness but may also extend to principles like school loyalty. "The principal must serve as the role model of integrity, fairness and ethics." I believe to do this well we must follow the state code of ethics, but it is also advantageous to keep in mind the cultures of the groups of students we are teaching. We may not be able to change something about them that seems unethical to us, but we can at least understand their culture in our interactions with them.

Discussion Week 3
What do you feel would be the most difficult aspect of evaluating teachers and campus staff?
How do you overcome that difficulty?
What criteria do you feel is appropriate in evaluating teacher effectiveness, and how do you ensure fairness and objectivity during the evaluation process?
I believe that the most difficult aspect of evaluating teachers and staff is personal conflict of interest because some of them may be close friends and some not. Therefore it is vital as an administrator to keep professional relationship separate from personal relationship. I would keep in mind that the evaluation process is a way to provide feedback and an opportunity for improvement and learning instead of making the teachers feel appalled.  The performance evaluations can be nerve- racking for many teachers and for this very reason it may not be a fair demonstration of the teacher’s performance. Therefore, as an administrator, every time I plan to evaluate a classroom teacher, I would inform them ahead of time about the mandatory performance evaluation. I would set up a meeting with the teacher few days prior to formal evaluation to discuss what to expect during the evaluation. The meeting will benefit teachers to enhance their skills, be-prepared, have more confidence and do their best at the day of evaluation. This criterion is appropriate in evaluating teacher effectiveness, and ensuring fairness and objectivity during the evaluation process.

Discussion Week 4
How does a principal develop decision making and problem-solving skills?
Are those skills that an administrator must instinctively have?
Do they come with experience?
As an aspiring administrator, what do you feel are your strengths and weaknesses in terms of decision making and problem solving?
As a leader, it is not enough to exemplify the leadership traits and principles and possess an appropriate leadership style, you must also know how to plan, identify and solve problems, make decisions, and supervise. After being introduced to a leadership framework, you will then examine several variations of those processes deciding for yourself the best way to use them to get the job done and achieve excellence. I believe that leadership and problem-solving skills can be developed with experience and work but it is easier in some people than others. .  With a little humility and respect for the opinion of others, we can learn to be a leader that proactively works to eliminate problems before they occur.  As leaders, we know we will not be able to please everyone, but with time and skill, we can say “no” in a positive way that is accepted by most. Some skills that I believe an administrator must have are the ability to use discernment and wisdom, the ability to put on a Teflon suit, and the ability to diffuse an explosive situation. Discernment or perspicacity is the ability to make quick and accurate judgments about people or circumstances. I believe some skills are gifts with which we are uniquely born. But others can be learned or built upon through hard work and experience. I have always been a problem solver. If I do not know the answer, I can find a resource to get it. Depending on the decision that must be made, decision making may be done alone, or may require other’s input. Just like in problem solving, if I do not know the answer, I’ll go to the appropriate resources for input. People see me as someone who can get things done, and I feel that is important in any leadership position. My biggest weakness is "I tend to have difficulty saying 'no' to people so I better learn to set priorities."

Discussion Week 5
This week's lecture covered a number of the Educational Leadership Constituent Council's ( ELCC ) Educational Leadership Policy Standards. Which of these standards do you feel represent your strengths as an aspiring educational leader?
For which standards do you feel you need more experience and training, and how do you plan to acquire that experience and training?
I feel comfortable when it comes to standard 1, 2 and 3 as I feel I have enough experience in that field. As a teacher we do promote a positive school culture and provide best practices to student learning. I also feel standard 4 and 5 could be learned with more training and experience as an administrator. The standard that I do not feel confident about is standard 6 that deals with understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. As in this area I feel inadequate I would call on experts in the field to act as mentors until I gain the skills necessary for success in this field.

Leadership of accountability

Discussions EDLD 5333 June 3 – July 5, 2013

Discussion Week 1

Attributes of a Positive School Culture
The critical attributes that my school exhibits are the clear academic standards and aligned assessments of student performance, opportunity for a professional development and share sessions that help teachers to improve teaching practices and student achievements. A public outreach strategy like apartment tutoring that engages schools, students and community.

Discussion Week 2
Each school is required by No Child Left behind (NCLB) to hold a public meeting after receipt of the campus performance reports (AYP & AEIS). How does your school maximize attendance at this annual meeting to ensure that a cross section of the community you serve is well represented? Do you advertise? Do you hold an appealing event along with the informational meeting agenda? Share your strategies.

Typically my campus sends out a flyer in English and Spanish to notify the parents about the meeting. The meeting information is also posted on the school website. This meeting is usually combined with the PTA meeting and a grade level performance. Our public meeting is open house event where cookies and punch is provided for everyone. Our community is very family oriented so large majority of families and the extended families of a number of students attend. We even have door prizes for attending populations to encourage them and recognize their effort.
Share the approach your campus has taken to train the staff in effective data use, or explain how you would manage this challenge?
At the beginning of each school year we look at data. The principals and Instructional specialist use the data to give a breakdown of how students scored in each sub-group. Once we are given the disaggregated data, we break into groups to discuss how to improve scores in each sub-group. We discuss strengths and weaknesses. We try to devise plans that can be used campus wide to help areas where we are weak. Once we finish in groups, we come back together to share our findings. We talk about best practices and share what works best. We rely on data throughout the year during staff meetings and PLC’s to address the needs of the students and implement interventions for students to be successful.

Discussion Week 3

Review the article, “How to Survive Data Overload,” by R.S. Thomas in this week’s readings. What do you think of the tool titled, “Team Dialogue Guide: Moving from Data to Classroom Instructional Improvement” and the “Reflection Guide” Included in the article? As the principal, how might you introduce these tools and use them with your teachers?
First of all, I think “Team Dialogue Guide” and Reflection Guide are the great tools to learn about different aspects of data and how to use it to their best advantage. As the principal, I would use these guides in grade-level or staff meetings. I would model the use of the Team Dialogue Guide step by step. I would involve the staff through questioning. The questions would come from the planning section of the Reflection Guide. I’d ensure that all of the staff was familiar with the data source I was using to model the completion of this guide. Next, I’d introduce the Refection Guide. I would then provide an opportunity for the teachers to collaborate within their grade-levels to complete the guide on a different subject area. Once the activity was complete, I would share my observations of the collaborative groups with the entire staff. I would also provide opportunities for groups to share their findings as well. I’d finalize this first session by asking teachers to implement what they have planned. I’d provide them with a grade-level reflection sheet with the questions from the “…beginning of instruction…” section of the reflection guide. Their reflections would be shared with me at a grade level meeting. Following this session, I would then provide the reflection questions for the “…during instruction…” part of the guide to be shared and reviewed at the next grade-level meeting. I will continue to introduce the guide step by step until every part is complete. I will ensure that I was there to support my staff through modeling, observation and feedback. It will be a worthwhile experience for the staff to explore the implications of the data patterns for individual students and as well as for instructional improvement.

Discussion Week 4
Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment?
According to Dylan William “Meeting regularly in teacher learning a community is one of the best ways for teachers to develop their skill in using formative assessment”. Formative assessment has the power to produce unprecedented improvements in student achievement in our schools when implemented well, It can effectively double the speed of learning.” Furthermore, the author found that “…Teacher learning communities appear to be the most effective, practical method for changing day-to-day classroom practice. The most effective teacher learning community, according to “Dylan William” includes the following: .Plan for the teacher learning communities should last for at least two years, start with volunteers, meet monthly for at least 75 minutes, aim for a group size of 8-10, group teachers with similar assignment, establish building-based group, and require teachers to make their own detailed action plans. During the first meeting each teacher needs a specific plan about what he or she needs to change and each group should have a facilitator to help keep things running smooth. I found this article extremely helpful in understanding learning communities. Learning communities are essential for teachers to be lifelong learners. Teachers need to make sure that what they are teaching is being received and understood. By using regular formative assessments, teachers are given valuable data to take back to their peers. As teachers reflect and discuss the results of ongoing assessments, they are better able to determine where the students are or do we need to spend more time on this topic? Do they need more practice? Do they have it?  and if any adjustments need to be made. A cycle of constant feedback is generated between student and teacher and among teachers. Teachers feel supported by each other and can obtain accurate and honest feedback on a regular basis. Educators need to be involved, engaged, and be shown that a real change is needed. During the professional development, it would be wise for my campus to begin motivating teachers and support their ideas. This would be the first step toward establishing learning communities.

Discussion Week 5
What should schools do when they get stuck? "Stuckness" typically happens when people feel like they are doing their best work and it's not paying off in visible evidence of improved student performance. Have you or has your school found itself in that position? What are some things that can be done at that point to gain forward momentum? What is the value of consensus building in the school improvement process, and how does your school go about the process of consensus building?
There are times that everyone feels “stuck” at some point, especially as educators, students, leaders and administrators. It is at that point that changes in techniques and style is a must. Change can help students learn better and the teachers teach better and help them both to grow and show improvement. The main tool to keep our forward momentum going, is being very” adaptable to change” The faculty and staff should be able to adapt to new methods or ways to teach to make a difference in their students’ scores and academics. The value of consensus building in the school improvement process is very important tool for student success. “Although it is more time consuming and complex than traditional decision making, consensus is an optional method for resolving educational policies and issues because it incorporates the varied knowledge and experience of all involved.” (Richardson, 2005).Our School works as a team towards establishing our goals. This collaborative partnership fosters an atmosphere of ownership and pride in the school community. It is also rewarding for student achievement and enhances teacher performance.