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An Introduction to the New Jersey Professional Development Initiative for School Leaders A Guide to Getting Started

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An Introduction to the New Jersey Professional Development Initiative for School Leaders A Guide to Getting Started Rich Ten Eyck - NJDOE Jay Doolan, Ed.D. - NJDOE – PowerPoint PPT presentation

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Title: An Introduction to the New Jersey Professional Development Initiative for School Leaders A Guide to Getting Started


1
An Introduction to the New Jersey Professional
Development Initiative for School Leaders A
Guide to Getting Started
  • Rich Ten Eyck - NJDOE
  • Jay Doolan, Ed.D. - NJDOE
  • Hank Cram Ed.D.- NJASA
  • Anthony Scannella Ed.D.- NJPSA/FEA
  • Art Firestone - NJPSA/FEA

2
New Jerseys Standard-based reforms and the
expectations of NCLB require a new vision of
school administrators
From managers
to instructional leaders
3
The policy and regulatory reforms necessary for
strong instructional leadership required
revisiting
  • Preparation
  • Licensure
  • Professional
  • Development
  • Conditions of Work

4
The states course of action to strengthen
school leadership involved
5
The Intent of the Professional Development
Regulation
  • to strengthen school leadership through high
    quality, embedded and sustained professional
    learning that is focused on improving teaching,
    learning and student achievement in all NJ
    schools and districts.

6
Key Concepts About Timing
  • Regulations go into effect during this 2004-2005
    school year.
  • This is a developmental year.
  • Your feedback will prompt refinements.

7
To whom do the new regulations apply
  • Chief school administrators
  • Assistant superintendents
  • Principals
  • Assistant principals
  • Supervisors, and
  • Directors.

8
Purpose of Todays Orientation Session
  • Building Blocks
  • Step-by-Step Perspective
  • Process
  • Message of the Model
  • Resources

9
The Message of the Model
  • Mutual support for school leaders allows you to
  • Build your professional learning around
    nationally recognized professional standards,
  • Embrace authentic challenges of administrative
    and leadership practice, and
  • Engage in constructive and collaborative learning
    with your colleagues.

10
A collaborative model of professional
learning allows leaders to
  • Generate and share professional knowledge
  • Inquire into practice on a deeper level and
  • Examine with peers the results of their efforts
    to improve teaching and learning.

11
Support Tools
  • Orientation document titled, An Introduction to
    the New Jersey Professional Development
    Initiative for School Leaders A Guide to Getting
    Started
  • Copy of PowerPoint presentation
  • Question and Answer Session
  • Implementation assistance document titled, New
    Jersey Professional Learning Guide for School
    Leaders A Guide for the Developmental Year
  • Websites
  • DOE - http//www.nj.gov/njded/profdev/pd/leader/

12
Why We Are Doing What We Are Doing
Changing Conditions The work of schools has
never been more complex and demanding and the
challenges school leaders face to improve student
achievement has never been greater.

Greater Expectations As a result expectations
for principals and superintendents have moved
well beyond efficient management and
administration.
Research on School Improvement The key function
of school leadership is improving teaching and
learning and a significant improvement in student
achievement can result from effective school
leadership.
13

The Building Blocks of Professional
Learning for School Leaders
  • NJ SAELP New Jersey State Action for
    Educational Leadership Project

14
NJ SAELP New Jersey State Action for
Educational Leadership Project
  • Since May 2000, New Jersey has been part of
    SAELP, a national project administered and funded
    by the Wallace Foundation.
  • As one of fifteen states New Jersey has been
    working over the past three years to strengthen
    its school leadership policies on the
    preparation, licensure, development and
    conditions of work for school leaders.
  • The Professional Learning Requirement for School
    Leaders is one of the key recommendations.

15

The Building Blocks of Professional
Learning for School Leaders
  • NJ SAELP New Jersey State Action for
    Educational Leadership Project
  • Professional Development for School Leader
    Regulations
  • (N.J.A.C. 16 6A9-16)

16
The New Jersey Professional Development for
School Leader Regulations
  • Develop a multi-year professional learning plan
    that will enhance their knowledge and skills as
    instructional leaders.
  • Make district and school improvement needs the
    foundation of their efforts utilizing district
    /school data in the development of the plan.
  • Get input on their plan from their peers.
  • Take advantage of a variety of informal and
    formal learning opportunities in fulfilling their
    plan and
  • Demonstrate new knowledge and skills gained in
    the plan execution through evidence of that
    learning.

17

The Building Blocks of Professional
Learning for School Leaders
  • NJ SAELP New Jersey State Action for
    Educational Leadership Project
  • Professional Development for School Leader
    Regulations
  • (N.J.A.C. 16 6A9-16)
  • Interstate School Leader Licensure Consortium
    (ISLLC) Standards for Professional Standards and
    Professional Development

18
Interstate School Leader Licensure Consortium
(ISLLC) Standards for Professional Standards and
Professional Development
  • As part of the overall reform the State Board of
    Education adopted the Interstate School Leader
    Consortium (ISLLC) Standards as the professional
    standards for School Leaders.
  • The standards shift the focus of the school
    leaders role from management to teaching and
    learning.
  • The Interstate School Leader Licensure Consortium
    Professional development Propositions serve as
    the guidance on both the content and process for
    the professional learning experience.

19
School Administrators shall be educational
leaders who promote the success of all students
by
Standard One Creating and Implementing a shared
vision of learning. Standard Two- Sustaining a
school culture of student learning and
professional growth. Standard Three- Ensuring the
management of the organization in a safe
effective and efficient manner. Standard Four-
Collaborating with families and the
community. Standard Five- Acting with integrity,
fairness and in an ethical manner. Standard Six-
Understanding and responding to the influences of
the larger political, social, legal and cultural
context.
The New Jersey Professional Standards for
School Leaders
20
New Jersey State Action Educational Leadership
Project Consortium
New Jerseys Professional Development for School
Leader Regulations
Continuous Improvement Through Ongoing
Professional Learning
New Jerseys Professional Standards for School
leaders
Quality Professional Development
21
Ongoing Professional Learning Three Phases
Contemplation
Collaboration
Implementation
22
Contemplation Steps 1,2,3
  • Assessing your individual professional
    development needs, readiness and commitment.
  • Assessing District, School, or Department Needs
    and Linking professional development to
    improvement objectives.
  • Proposing your Professional Growth Plan (PGP).

23
STEP 1 Getting Focused Assessing Your
Individual Professional Development Needs,
Readiness and Commitment
  • Review the Standards for New Jersey School
    Leaders
  • Complete a self-assessment
  • Analyze your self-assessment and prioritize your
    goals
  • Choose your personal professional growth targets

24
STEP 2 Assessing District/School/Department
Needs Linking Professional Development To
Improvement Objectives
  • Examine district and school needs
  • Identify areas where your personal professional
    growth will address school improvement areas.
  • Choose a school improvement goal
  • Establish linkages between your personal goals
    and district goals

25
STEP 3 Preparing Your Professional Growth Plan
(PGP)
  • Develop a Preliminary Professional Growth Plan
    (PGP)
  • Consider the activities you will engage in to
    achieve your goals.
  • Think about the evidence you might collect to
    document progress towards achieving your goals

26
Collaboration Steps 4,5,6
  • Consulting with your superintendent
  • Selecting Your Peer Review Committee (PRC).
  • Convening and structuring your PRC.

27
STEP 4 Consulting with Your Superintendent
  • Prepare and present a draft of your PGP for
    discussion with your superintendent.
  • The meeting should be a collaborative discussion
    about individual goals and linkages to school
    improvement.
  • The meeting should conclude with a written
    understanding of what has been mutually agreed to.

28
STEP 5 Select Your Peer Review Committee (PRC)
  • Think about the role of your PRC and how it can
    be most helpful to you.
  • Consider the composition of your committee.
  • Remember the quality of individuals you select
    will be critical to the quality of the
    collaborative experience.

29
STEP 6 Convene and Structure Your Peer Review
Committee
  • Develop an understanding of how the committee
    will function.
  • Present the draft of your PGP for review and
    feedback.
  • Incorporate into your plan the suggestions of
    your PRC. ( and if needed reconfirm your mutual
    agreement with your superintendent)
  • Maintain contact and schedule meetings as needed.

30
Implementation Steps 7,8,9
  • Collecting and Organizing Evidence of
    Professional Growth.
  • Presenting Evidence of Professional Growth.
  • Preparing for the Next Professional Growth Cycle.

31
STEP 7 Collecting and Organizing Evidence of
Professional Growth
  • Collect the evidence that will best demonstrate
    your professional growth- i.e. logs of
    activities, job-embedded experiences, critiques
    of work with others, memoranda, reports
    ,artifacts, reflective commentaries, journals
  • Organize the evidence in a manageable way for
    presentation- i.e. file folder, binders,
    electronic formats, portfolios
  • Keep it manageable

32
STEP 8 Presenting Evidence of Professional Growth
  • Preparing your narrative of progress toward your
    goals for your superintendent or NJASA for
    certification
  • Presenting evidence to ----your Peer Review
    Committee (CSAs)
  • OR
  • --- Your superintendent
  • (Principals and Supervisors)

33
STEP 9 Preparing for the Next Professional
Development Cycle
  • At the end of each 3-5 year cycle reflect on your
    progress and reassess your priority areas to
    determine where you may want to focus next.
  • Continue the process of collaborative
    professional development by developing a new
    Professional Growth Plan

34
Statewide Implementation Plan
The Developmental Year 2004-2005
Training on the Professional Learning
Initiative Developing Resources and
Implementation Tools Study Sites
Local District Implementation 2005-2006
35
The Departments Website will feature useful
resources and links including Introductory
Guide Implementation Guide to School Leader
Professional Learning Initiative The New Jersey
Professional Standards for School
Leaders FAQs Links to Useful Websites
www.state.nj.us/education
36
Implementing the new regulations in a way that is
consistent with our associations goals will
require a new level of commitment and a deeper
understanding of the professional development
process. It will require a re-thinking of our
roles and responsibilities as school leaders and
as educational professionals.
Final Thoughts
37
Simply complying with the new requirement will
not be enough. We should use this opportunity to
genuinely enhance our leadership skills and
improve our schools by committing to the types of
self-selected, collaborative, job-embedded
continuous professional learning encouraged by
the new regulations.
Final Thoughts
38
Answers!
Questions?
39
An Introduction to the New Jersey Professional
Development Initiative for School Leaders A
Guide to Getting Started
  • Hank Cram Ed.D.- NJASA
  • Art Firestone-NJPSA/FEA
  • Rich Ten Eyck Ed.D.-NJDOE
  • Anthony Scannella Ed.D. NJPSA/FEA
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