Project 2: Lead Professional Development

OVERVIEW & RATIONALE—

As a teacher and emerging school leader, it is important that the methods used within the classroom for students are altered to meet the needs of the teachers at my school.  Adults working in the same context often share opinions on the challenges faced at a school site; however the opinions often vary between staff and administration.  As a collective group responsible for the academic, personal, and social growth of our students, it is important as a teacher-leader to ensure the focus is not on teacher or administrative opinions, but what is best for students.

As we are in the year of restructuring after multiple years of instability, the establishment of a healthy school culture centered on academics and positive behavior is at the forefront.  Establishing and attempting to maintain this type of structure came with great challenge as students and parents were faced with new rules and expectations established by the new principal.  An immediate need for teacher centered, student focused workshops came to my attention after informally speaking with other teachers about the number of students out of class and the discipline process for referred students.  After shadowing my principal and having more conversations with our discipline leader, it became apparent the issue of student referrals was something of great concern to the central office, but from a different vantage point.  The decision to create professional development workshops where teachers created a minimalized referral system stems from the aforementioned and the lack of implementation of the former referral forms.

STRUCTURE—

I chose to structure the first workshop after having teachers complete a survey consisting of Leichardt Scale reflections on their feelings regarding student academic and behavior performance, as well as their own practice as teacher.  At the first workshop, survey data was shared and teachers engaged in atheatre type activity where we worked in groups to portray action and behaviors of students we believe would result in them being referred out of class.  Following this activity, teachers worked together to categorize the behaviors presented and constructed a new protocol for student referrals.

REFLECTION—

I base the success of this workshop on the results of the one that followed as well as surveys and a subsequent faculty meeting.   Immediately following this workshop I began thinking about the timing and the contributions of each teacher.  In a follow up survey turned in the next day by all attending teachers, I was able to confirm the time span of the meeting was extensive; yet teachers felt it was necessary and student focused.  During the discussion of implementation of the new protocol and referral form, teachers requested an all staff meeting so as to insure fidelity of implementation

Connection to CPSELs

CPSEL 1

Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

• 1.1 Develop a shared vision
• 1.2 Plan and implement activities around the vision
• 1.3 Allocate resources to support the vision

CPSEL 2

Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

• 2.1 Develop school culture and ensure equity

• 2.3 Guide professional growth of staff
• 2.4 Create and utilize accountability systems

CPSEL 3

Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

• 3.1 Ensure a safe school environment
• 3.2 Create an infrastructure to support an effective learning environment
• 3.3 Manage the school learning-support system
• 3.4 Monitor and evaluate the program and staff

CPSEL 5

Modeling a personal code of ethics and developing professional leadership capacity.

• 5.1 Maintain ethical standards of professionalism
• 5.3 Sustain professional commitment and effort