EDUC 638 Blog 4

The individual growth plan or professional growth plan is a tool for administrators and teachers to review performance standards and set goals that will improve teaching and learning.  Educators use self-reflection to determine individual professional growth needs that can be indicated by student performance, professional evaluation, and other sources of input.  The goals reflect the areas of practice that need the most attention (Gonzalez, 2015).

My individual growth plan has three goals.

1.       I will obtain a Masters of Education Leadership degree in order to enhance my abilities as a leader to improve student learning.  After obtaining my master’s degree, I hope to implement my knowledge and skills in a leadership position.  As an educational leader, I will use data and research to support teachers in improving teaching and learning.  I expect to make progress in this goal with in one year.

2.      I will learn best practices for mentoring new teachers in my school. I will participate in the district Cognitive Coaching Professional Development and attend Mentor Module online workshop for mentoring teachers. Evidence of success will include district PD certificate, course completion certificate, and self-reflection on mentoring opportunities.  I expect to make progress in this goal with two years.

3.      I will achieve Google Educator Certification in order to incorporate classroom technology into my instructional practices to enhance student learning and to lead other educators to incorporate technology in their classrooms.  I will complete online Google courses and exams.  I will participate in district provided Google Certified Educator on-site training.  Evidence of success will be course completion certificate and technology incorporation into lesson plans.  I expect to make progress in this goal within two years.

Technology is a large part of my individual growth plan.  I am attending graduate classes online and will complete my entire master’s degree in the online format.  Many professional development opportunities are available online.  The Mentor Module is a complete workshop held online and can be completed whenever it is convenient to the educator.  Online professional development opportunities reduce the need for substitutes and do not take away from instructional time.  Becoming proficient in technologies is necessary for today’s educator.  The Google Educator certification builds a solid foundation of online tools and provides guidelines for instructing students with the use of online tools.

Professional growth plans are beneficial to fostering continuous improvement of practices through lifelong learning.  Teachers become lifelong learners when the information is relevant to help them cope with real life problems and perform more efficiently (Ross & Ziemke, 2014).  School leaders must give teachers a chance to plan, monitor, and adjust meaningful professional development opportunities to facilitate individual learning styles and personal preferences which will motivate lifelong learning.  Personalized professional development enables teachers to process information from a variety of sources and formats so they can draw their own conclusions and create a personal knowledge path (Boschee, Jenson, & Whitehead, 2013).  Opportunities to better instructional practices and to be competitive in a globalized world benefit all stakeholders. 

As a future educational leader, I plan to do my part in moving schools into the globalized market.  Researching technologies, training, and improvement plans will be on the forefront of my responsibilities.  Motivating, mentoring, and leading educators to implement new and innovative techniques will be beneficial for all.  I will serve as a model by continually improving myself through professional development and by using data and feedback to identify areas of improvement.   Technology will allow me to share successful strategies with the district and professional communities of educators.

References

Boschee, F., Jensen, D., & Whitehead, B. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders (2^nd ed.). Thousand Oaks, CA: Corwin.

Gonzales, J. (2015 May 27). Goal setting for teachers: 8 paths to self-improvement. Retrieved from https://www.cultofpedagogy.com/goal-setting-for-teachers/.

Ziemke, L. & Ross, D. B. (2014). A Professional Growth Plan for Lifelong Learners. Fischler College of Education: Faculty Articles 175, 34-37. Retrieved from http://nsuworks.nova.edu/fse_facarticles/175.

EDUC 638 Blog 3

The relationship between the constructivism learning theory and the Breaking Ranks Framework is simply that both are student centered.  The constructivism idea is that learners must take information and make it their own by discovery and transformation (Slavin, 2015).  Teachers need to make information relevant and meaningful to students, not just give them information.  Students must be given the opportunity to discover and apply information in order to construct the knowledge in their own minds.  Students must be taught to use their own strategies for learning and have an active role in their own learning.  Instead of teachers lecturing and controlling the classroom, they should be guides to help students discover their own meanings.

The Breaking Ranks Framework was developed to help school leaders create a more student centered environment in individual schools (Sheninger, 2014).  This framework is a guide to personalizing programs and support systems that takes into account the needs of individual students.  The framework addresses the areas of collaborative leadership, personalizing school environment, curriculum, instruction, and assessment to improve student performance.  The stimulus for the school change is technology and essential skill sets. 

The public high school where I currently teach does not embrace 21^st century learning.  The school has technology available in the forms of computer labs, ipad and laptop carts, and smartboards.  But the school embraces more of a teacher lead environment instead of a student centered environment.  If I were to become a leader at my present high school I could make recommendations based on the Breaking Ranks Framework.  This school needs to improve from an adult focused, activity oriented school environment to a student and learning focused culture. 

First, collaborative leadership is absolutely necessary for school improvement.  Every teacher and school leader must believe that each and every student can achieve high levels (NASSP).  Everyone must be on board with school change for the change to be successful.  Teachers and staff who will not cooperate with school improvement doom the proposed changes to failure and ultimately the school to fail the students.  School leaders need to help teachers develop a growth mind set which is a belief that success is the result of time, work, and deliberate practice (NASSP).  School staff must share the beliefs that work and effort create ability.  With a growth mind set, teachers and ultimately students become resilient learners who view problems as opportunities to learn.

Next, leaders need to personalize the school environment.  This requires knowledge of the diversity of students, staff, and the culture of the community.  With this knowledge, leaders can create a culture that fosters change and challenges and educates each student.  This may require a dramatic shift in direction and require new ways of thinking and acting.  Also, leaders must fully understand and address the support system. 

Finally, leaders must address curriculum, instruction, and assessment to improve student performance.  Guiding students into 21^st century learning has to include technology.  Using technology to allow students to discover ideas and knowledge and take ownership of their learning is paramount.  Teachers have to utilize the technology tools in their content areas which may require personalized professional development to aid teachers to move into student centered learning.

Schools must first ask how they are meeting the needs of each student.  A school may have to make a dramatic change in school environment and teaching and learning.  But, a school can only change if all stakeholders believe in that change.

References

National Association of Secondary School Principals (NASSP) (n.d.). The breaking ranks framework: An overview. Retrieved from https://www.principalsmonth.org/igx_temp/nassp_leading_success/M8R4_BRframework_pp1-6.pdf

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin

Slavin, R.E. (2015). Educational psychology: Theory and practice (11^th ed.).  New York, NY: Pearson.