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Principals

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Title: Principals


1
Principals Professional Development Update
  • Presentation to the Board of Education
  • March 27, 2007

2
Purpose
  • Educational Services develops professional
    development for teachers and principals aligned
    to the District goals
  • Professional development for principals is
    essential because
  • Provides principals current research-based
    knowledge, strategies, essential learnings to
    lead support the work at their schools
  • Develops and deepens skills needed to lead a
    school towards high student achievement

3
Professional Development Criteria
  • Grounded in research clinical knowledge of
    teaching and learning
  • Focused on student learning in a particular
    context
  • Models good practice throughout the program
  • Provides active learning opportunities for
    practitioners (practice, feedback, reflection)
  • Transparent about the limitations of the evidence
    supporting the desired practice
  • Intensive includes follow-up on and on-site
    support for practitioners
  • Sustained over time
  • Allows practitioners to integrate new knowledge
    strategies into their practice
  • Utilizes expertise of practitioners, cultivates
    leaders, involves practitioners in planning
  • Provides structures to facilitate collaboration
    among practitioners both within and across
    schools
  • Respects practitioners as professional, adult
    learners
  • (Cohen Hill 2001 Corcoran, 1995 Desimone et
    al, 2002, Lieberman Wood, 2003 Loucks-Horsley
    et al., 2003 National Research Coluncil, 1996
    National Staff Development Council, 2001
    Supovitz, 2003)

4
Participation List
  • Morning Session
  • Carol Barton
  • Suzanne Bryant
  • Mike Cooper
  • Rosalind Davenport
  • Joy Dean
  • Dave Dierking
  • Jan Goodman
  • Michael Hans
  • Margaret Harris
  • Mike Janvier
  • Jud Kempson
  • Jeff Knoth
  • Jane Lee
  • Kathy Love
  • Mary McCain
  • Brian McGarry
  • Sean McPhetridge
  • Niel Tam
  • Afternoon Session
  • Alysee Castro
  • Shirley Clem
  • Angela Ehrlich
  • Judy Goodwin
  • Lynda Hornada
  • Barbara Lee
  • Katie Lyons
  • Peggy McCarthy
  • Mary McGuiness
  • Laurie McLachlan-Fry
  • Gerald Rawlins
  • Gail Rossiter
  • Bill Sonneman
  • Leni von Blanckensee
  • Dorothy Wiggins
  • Marcheta Williams
  • Ardella Dailey

5
Improving Student Achievement through Teacher
Observation Feedback
  • Year 1 In 2005-06 principals spent the year
    deepening their knowledge on the California
    Standards for the Teaching Profession (CSTP) and
    practicing their knowledge of quick classroom
    visits focused on teaching standards (Santa Cruz
    New Teacher Center)
  • Year 2 This year, 2006-07, the sessions have
    been focused to follow-up and extend last years
    PD on examining good teaching, rigor, equity, and
    developing our observation skills in quick
    classroom walkthroughs (Ed Porter)

6
Overview of Sessions
  • Session 1 (9/26/06) Inquiry into Good Teaching
    What is it?
  • Session 2 (10/24/06) Understanding the six areas
    of teaching practice
  • Session 3 (1/23/07) What does rigor look like?
  • Session 4 (2/20/07) Practicum Classroom
    Walkthrough at Chipman MS
  • Session 5 (3/27/07) Developing and supporting
    rigor good teaching
  • Session 6 (4/24/07) Practicum Classroom
    Walkthrough TBD
  • Session 7 (5/15/07) Balancing equity
    excellence, cultural transformation, managing
    change

7
All Students Performing at or above Standard
We will explore each of these four areas of
focus!
8
Why focus on classroom walkthroughs?
  • It is a tool of short 3-5 minute informal,
    frequent observations of classrooms using a
    focused protocol to help principals focus on a
    specific area(s)
  • Build a school-wide and district-wide climate for
    coaching support from principals and reflection
    on teaching practice
  • One critical way to gather important data related
    to curricular, instructional, and programmatic
    decisions that teachers are making all day
    everyday
  • One important way for principals to provide
    thoughtful, reflective feedback that will lead to
    maximizing instruction, i.e., widens repertoire
    of strategies
  • Allows principal to be a instructional expert
    pivotal agent for maximizing student achievement

9
  • Logistics
  • Budget Title I Title II
  • Each session is planned with Ed Porter and the
    Educational Services Team with principal feedback
  • Next Steps
  • Principals will participate in a professional
    development needs assessment 2007-08
  • Planning next years PD will include
    differentiated training focused on building
  • Instructional leadership (school planning,
    climate for walkthroughs, data analysis)
  • Technical leadership (budget development)
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