Running Head: In Fulfillment of the Requirements of the Education Portfolio
In Fulfillment of the Requirements of the
Education Portfolio
By: Marjorie P. Patton
ED 5900 Master’s Internship in Educational Administration
Address:
City, State, Zip:
Phone: 618-618-1241
E-mail: mppatton@charter.net
Website: www.pattoneduweb.com
Instructor: Dr.
Karla Gable
Abstract
This
is the Portfolio of Marjorie P. Patton.
The artifacts and documents will be evidence to my competencies in the
components standards of the 16 Program Outcomes as required by
Table of Content
Additional Evidence in Specific Areas
I am a future education administrator. My vision is to support learning for all students and improve student achievement. All students will experience academic success. All students will achieve!
To reach the vision, the mission is to create a learning environment, a community of learners inclusive of teachers, students, staff, parents, and community members. The school will become a learning hub or center in which all will have the opportunity to be part of. All students will be provided rigorous instruction with high expectations for learning and achievement at all times.
The philosophy of education I embrace is to provide a learning environment that must first reach and teach all students, embracing diversity in learning and meeting the academic needs of the individual student, success in learning is achievable by all students. The learning environment that welcomes parents and community members and encourages teachers to continually improve upon their profession to better serve the students, then becomes a learning community for all.
This portfolio
will provide evidence that supports my vision, mission and philosophy of
education. The portfolio will also
provide evidence of meeting program outcome objectives and mastery in these
each component area as required for completion of the degree program in
Education Leadership in Educational Administration at the
The portfolio will
be divided into three sections to demonstrate degree completion. The first section will be the standards of
the National Association of Elementary School Principals. There are six standards set by NAESP. Each standard l be identified and evidence of
understanding of each standard will be included. The second section will identify the Council
of Chief State School Officers Interstate School Leaders Licensure Consortium
Standards. There are six standards identified in this framework. Evidence of
each standard met will be included in this section. The final section will be the Program Outcome
objectives. There are 16 program outcome objectives that must be met to complete
the requirements for the degree program.
To show evidence of meeting the objectives of each program objective,
artifacts will be documented under the appropriate program outcome. The
evidence and artifacts included in this document shall demonstrate my level of
mastery in each program outcome competency and my meeting the requirements of
the degree program of Master of Science in Education Leadership in Educational
Administration Specialization at the
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Marjorie
Patton
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Objective |
Education Administrative Leadership Position |
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Experience |
1975 - Present Educator § Social Studies Teacher - current § Curriculum Coach – 1 year § Computer Literacy Specialist – 3 years § Vocal Music Specialist – 27 years § Team Leader, Related Arts §
Literacy Specialist, Instructional
Coordinator, and Coordinator in §
Experience: Student Scheduling, SIS, SRI, |
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1970 - Present Music Administrator § Choir Director § Pianist and organist § Prepare annual music budget, equipment and instrument purchases, set musician pay scale, develop individual choir budgets, maintain musician time sheet and schedule |
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Education |
2005 - Present § Currently seeking MA in Educational Leadership Administration · MS Computer Education Graduated Suma Cum Laude · BA Humanities |
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Certification |
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Affiliations |
St. Louis Metropolitan Alumnae Chapter Delta Sigma Theta Sorority, Inc. Alpha Nu Chapter, Phi Delta Kappa Sorority |
Professional standards are the
principles or values by which an educator measures his practice. Standards are the high expectations of proficient
to advanced practice. Three guides of
professional standards will be the framework of this portfolio. The National Association of Elementary School
Principals (NAESP) Standards will be the guiding framework for practice in
elementary administration. The Council
of Chief State School Officers developed the Interstate School Leaders
Licensure Consortium (ISLLC) standards of practice for administrative leaders
that assure student success when implemented will facilitate my practice in
elementary, middle or secondary administration.
Finally, the Program Outcomes will be demonstrated as required for the
MS degree in Education Leadership Administration at
The National Association of Elementary School Principles has identified six standards that are necessary for principles of elementary schools to be successful in their practice.
They are…
Standard One: Balance Management and Leadership Roles (NAESP, 2002)
Standard Two: Set High Expectations and Standards
Standard Three: Demand Content and Instruction That Ensure Student Achievement
Standard Four: Create a Culture of Adult Learning
Standard Five: Use Multiple Sources of Data as Diagnostic Tools
Standard Six: Actively Engage the Community
Lead school in a way that places student and adult learning at the center. (NAESP, 2004)
A learning environment is inclusive of everyone. It is not just for students. The teachers, staff, administration, students, parents and other community members compose the community of learners who are participants in the learning environment of the school community. The school should encourage and provide opportunities for all stakeholders to learn.
Set high expectations and standards for the academic and social development of all students and the performance of adults. (NAESP, 2004)
It
is important to focus on high expectations that focus on a standards-based
curriculum that is aligned with the state standards and Grade Level
Expectations. Doing so prepares students
for the standards-based assessment named the MAP in the state of 
Demand content and instruction that ensure student achievement of agreed upon academic standards. (NAESP, 2004)
In preparation of instruction, clearly planned lesson plans must be formulated to assure proper instruction that identifies the objectives as identified in the Grade Level Expectations and the Missouri State Standards. A lesson plan document should clearly identify objectives and standards as well as content specifications that will be assessed on the state assessment test. The lesson plan document should also describe the lesson, activities, resources, proper assessment and homework assignments. This plan should be clearly visible during classroom visitation and observation. Students should clearly know what objectives and standards are the focus of the daily lesson to increase standards-based assessment vocabulary and content. The attached lesson plan was created by me to address these areas of focused standards-based instruction aligned with the CLEAR Curriculum.
Create a culture of continuous learning for adults tied to student learning and other school goals (NAESP, 2004)
Life
long learning is key to professional development. Educators must continually improve upon their
skills, concepts and knowledge base as professionals.
Sound research based practices should be studied to identify those best
practices that effectively improve student achievement. Other areas of professional development
should include practicing skills and strategies already identified as
beneficial to learning. The attachment
is a professional development agenda in which I created and supervised in its
implementation for professional development in-service day at the
Bunche Professional Development Meeting Agenda
Use multiple sources of data as diagnostic tools to assess, identify and apply instructional improvement (NAESP, 2004)
Data analysis is important in identifying areas of weakness and strength in instruction and student learning. Data also identifies the individual needs of each student in learning. Data can also be used to identify those students who are proficient or nearing proficient in the areas of Math and Communication Arts in preparation for students taking the state standards-based assessment test as designated by the NCLB. Flexible grouping can be utilized to build upon the strengths of students and remediate in areas of weakness. Trends can be identified in learning and instruction. Instructional areas of strengths and weaknesses can also be identified when analyzing student data. The attachment is a result of data pulled on each student, identifying students area of strengths in Math and Communication Arts from several sources of data. Proper instruction was designed to facilitate further learning that was rigorous and targeted based on assessment data. Names of students have been replaced by letters and numbers for privacy.
Sixth Grade Accelerated Program Roster
NAESP Standard VI
Actively engage the community to create shared responsibility for student and school success. (NAESP, 2004)
To
be an effective leader and administrator, it is imperative to include all
stakeholders in the school community.
This would include parents, community members, political leaders and
other organizations that work closely with schools and children to facilitate
academic excellence. The following
attachments illustrate community involvement for student academic excellence
and student involvement in community action.
The first example is an announcement that was made of the PA system to
congratulate students for their participation in a sorority essay contest. Again, names were replaced by letters for
privacy purposes. The second example is
a letter sent to parents in response to students participating in the St. Jude
Children’s
Bunche Iota Phi Lambda Sorority Contest Announcement
Parent Letter for S. Jude’s Math-a-thon
The Council of Chief State School Officers formed the Interstate School Leaders Licensure Consortium with representation inclusive of the NAESP and the NASSP (Hessel & Holloway, 2002). They created standards as a framework for excellence in leadership. The standards of leadership when met assure successful learning of all students. These standards are…
Standard One – The Vision for Learning
Standard Two – The Culture of Teaching and Learning
Standard Three – The Management of Learning
Standard Four – Relationships with the broader Community to Foster Learning
Standard Five – Integrity, Fairness, and Ethics in Learning
Standard Six – The Political, Social, Economic, Legal, and Cultural Context of Learning
(Hessel & Holloway, 2002)
A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning that is shared and supported by the school community (CCSSO, 1996)
The vision statement should be clear to everyone. It is necessary for all involved to accept the vision for it gives purpose and thus drives the mission. Through clear articulation of the vision to all stakeholders, the efforts of the school community and district can be correlated and connected. It must not be composed and left in isolation or the community; it should be a living statement that drives instruction and learning
Vision Statements of District and School
A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth (CCSSO, 1996)
An administrator should not only set an example for continued professional development but encourage on going professional development by his or her teachers that is relevant to their professional practices. The principal should provide a learning environment that facilitates a community of learners. Opportunities for viable professional development should be available on site for teachers. Such professional development should be relevant to the school environment and for the benefit of student academic progress. The first attachment is my own professional development plan when a curriculum coach. The plan is my commitment to continued learning that will improve instructional practices that will benefit student learning and achievement. The second attachment is an professional development agenda designed for 1 to 3 year teachers, including a book study focusing on classroom management. Teachers actual names have been deleted for purposes of privacy.
Professional Development Agenda for New Teachers
A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment (CCSSO, 1996)
A school administrator must ensure the safety of students. Establishing a environment allows for proper instruction and student learning. It is in the management of the organization and its operation that a safe environment should be procured. There are many elements that affect a school site being safe for student learning. Discipline policies and procedures, emergency procedures, security and protection from extreme conditions. The following example is a heat alert plan that was developed by me for students attending the summer program. This plan was necessary and required by the school district because the school was not fully air conditioned. Hence, a proper plan had to be in place to assure the safe conditions of students in time of extreme heat in the school building.
Bunche ISMS Summer Academy Heat Alert Plan
A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources (CCSSO, 1996)
A school administrator must collaborate and involve all stakeholders in bringing about academic success for all students and in meeting the interest and needs of the community itself. Diverse interest should be acknowledged and employed for positively impacting the school community. Diversity of interest should be inclusive to provide a learning community that prepares students to be successful members of a global society. The following attachment is a letter that I created as co-chair to invite and reflect the diversity of the school community and the inclusion of the many diverse cultures that benefit learning for all students and members of the school community. The annual cultural fair acknowledges and includes presentations that represent the many cultures that exist amongst the student body, teaching staff and community members. It embraces diversity, and encourages and supports respect for all cultures, beliefs and traditions. Students and adults participate in cross cultural experiences.
Letter to Participants of Cultural Fair
A school administrator is an educational leader who promotes the success of all students by acting with integrity, with fairness, and in an ethical manner (CCSSO, 1996)
It is important for a school administrator to adhere to leadership practices in an
ethical manner, with integrity and fairness to students, staff, parents and members of the community. It is the duty of the administrator to be well informed of the laws and procedures that affect students and teachers right to due process. The administrator should also be well informed of district policies, teacher contracts, and students’ code of conduct, rights and responsibilities and due process. The following attachments both involve procedures for dismissal. As the summer school coordinator in 2005, I was responsible for staff duties and responsibilities and student learning and discipline. Circumstances arose in which I had to inform the district office by letter that a teacher’s assistant services were no longer needed due to inconsistent attendance and work ethics when in attendance. The sign-in sheet and attendance report was documentation to support the letter. Observation and conferencing was also provided as a means of intervention before a letter of dismissal was deemed necessary. The name of said person has been removed from the letter for privacy. The second letter was created for students who could not adhere to the rules and procedures of behavior during summer school. Again, interventions would have been taken before any student would have been dismissed from summer school. The letter was generated for the few extreme situations that may have arisen due to students’ continual misbehavior in school. I composed the letter as a standard letter in which names would be entered when necessary.
Teacher Assistant Letter of Release
Student Behavior Dismissal Letter
A school administrator is an educational leader who has the knowledge and skills to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts (CCSSO, 1996)
The 16 program outcomes are…
1. Subject Matter
2. Diverse Learners
3. Equitable, Inclusive Schools
4. Curriculum and Instruction
5. Current Research and Theory
6. Classroom and/or School-based Research
7. Data Driven Strategies
8. Ethical Leadership and Management
9. Complex, Adaptive Systems
10. Reflective Practice
11. Communicate Effectively
12. Critical Thinking
13. Technology
14. Communities of Practice
15. Principles of School Law
16. Principles of School Finance
These Program Outcomes were the framework by which my graduate educational experience was formulated. The coursework was designed to meet the objectives of each Program Outcome and my completion of the degree program and this portfolio is an assessment of my competency in meeting the high standards of each Program Outcome. The following pages will site each Program Outcome with links to documents and artifacts that serve as evidence of my learning and my competency in meeting the standards of each.
Educational leaders possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
Instructional
planning is essential to good classroom management. It is necessary to know ones subject to plan
effectively. Using the components of the
Understanding by Design format facilitates proper instructional planning that
focuses on student achievement and success with the student’s level of
readiness. Knowing subject matter,
aligning with curriculum and standards is necessary to teaching strategies and
instructional implementation and student learning.
Planning Instruction and Classroom Management
WHERETO Framework of UbD in Lesson Planning
Educational leaders utilize multiple instructional models, resources, management and pedagogical strategies to meet the needs of and engage diverse learners.
To address the needs of the diverse population
of students in the classroom at various levels of readiness, multiple
instructional models and strategies should be utilized. This would include the
use or knowledge of direct vocabulary instruction, differentiated instruction,
learning modalities and the awareness of student cultural beliefs and
traditions. These strategies and models
should be considered and used in planning effective lessons that reach all
students at various learning levels in the classroom.
Understanding by Design Lesson Plan
Instructional Professional Growth Plan
Educational leaders apply knowledge, skills, and attributes needed to provide all students with the opportunity to learn and reach their potential.
It is my expectation that all students can and
will learn. When properly identifying
students’ level of readiness and planning effective instruction using
researched based strategies, all students can rise to high academic potential. It is with this concentrated effort to
address the learning needs of all students that students can reach academic
proficiency and educators can begin closing the achievement gap.
Understanding by Design Stage Three-Learning Plan
No Excuses-All Students Can Learn
Educational leaders understand assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.
A standards-based curriculum that is aligned
with state standard assessment requires rigorous instruction in the classroom
that focuses on the grade level expectations for each student. Knowing what the student will know at the
completion of the lesson, guides how to plan instruction, utilizing the big
idea and asking the essential questions that will lead to greater
understandings. Students should be aware
of the criteria that they will be assessed to guide their learning inquiry to
meeting the standards.
Instructional Peer Review of Lesson
Using Rubrics and Performance Standards
Understanding by Design Lesson-Stages of Design
Educational leaders work as practitioner-scholars by applying current research and theory on content, pedagogy, child development and other education related topics to the improvement of instructional and leadership practices.
It
is important for teachers, leaders and administrators to be knowledgeable of
current research based practices that effectively impact student learning. Such educational practices should be utilized
within the classroom and evaluated as to the scope of their impacting academic
achievement. Also, educational leaders
must encourage an environment of learning in which high expectations are set
for teaching based on teaching frameworks.
Leaders should be knowledgeable of behavioral organizational management
that builds positive relationships conducive to a constructive learning
community.
Classroom Observations and Evaluation
Instructional Strategy, Similarities and Differences
Secondary Case Study-Frameworks of Teaching
Literature Review-Reading Achievement
Educational leaders conduct classroom and/or school-based research to improve practice, programs and student outcomes.
Schools
should be informed of school based research that improves instructional
practice that fosters positive learning outcomes for students. Schools should also participate in their own
action based research practices that address the particular cultures and
academic needs of the school. Such
research should be well documented to assess learning outcomes.
Action Research Inquiry Brief-Computers
Practice of Sharing Research Information and Resources
Educational leaders inform thinking, planning, and teaching with appropriate data and data driven strategies.
Evaluating
data to drive instructional practice is necessary in the quest for students
meeting proficiency in standards-based learning. Demographic and disaggregated achievement
data should be utilized to identify strengths and weaknesses in content areas
and skills. Such data can also identify
trends in learning. Teachers can plan
instruction and reflect on instructional practices that affect student learning
based on data provided. Planning should be redesigned and assessed based on
assessment and reflection of practices.
Compare and Contrast-NCREL Cycle of Development
Collecting and Documenting Evidence of Performance
Educational leaders apply standards of ethical leadership and management including knowledge, dispositions, and performances in classrooms, schools, districts, and communities.
An effective leader empowers others to achieve
at high levels of performance. Having
moral purpose and being ethical and fair in dealings with members of the school
community are important attributes that facilitate good leadership and
management skills. Shared decision making is also an important element of good
leadership. Shared decision making encourages community
members contributions for the success of the organization in achieving its
vision.
Peer Coaching-Assistance Structures
The Need to Change Mental Models
Educational leaders understand the attributes and skills necessary to lead and manage schools as complex, adaptive systems.
Schools
are part of complex systems. Complete
autonomy is impossible because these systems are connected in the overall
vision and mission. As an administrator,
it is important to practice system thinking in the organizational management of
the school. It is impossible to be
autonomous in our organizational management of individual schools. An effective administrator must then be aware
of policies set and procedures and how to bring about change through in depth
inquiry that can change mental models.
Educational leaders engage in reflective practice for continuous professional growth and improvement of instructional and leadership practices.
Reflection should be a part of every aspect of
teaching and administration. It is
important to reflect on one’ practice to understand and improve professionally. Journaling is an excellent way to document
one’s practice and think about one’s skills and practice to know what went well
and what needs improvement and how can I do that better to get the desired
results.
Reflective Journal 5500 Self Assessment
Reflective Journal 5500 Assessment
Reflective of Organizational Behavior
Educational leaders write clearly and communicate effectively with educational constituents in a variety of ways appropriate to purpose and context
Proper communication is very
important in building relationships with others that fosters support for the
school community. Keeping parents
informed and encouraging their involvement builds a positive school community.
Communicating effectively with teachers, students and other members in the
community builds support for the school community as a whole. Effective and regular communication lessens
misunderstandings and conflicts, and allows others to respectfully share their
perspectives in building a better learning community for all.
Case Study Analysis-Concepts of Communication
Educational leaders engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning and strives for equity and fairness
Critical thinking should be
utilized to effectively problem solve, going beyond the breadth but the depth
of the problem to fully understand and evaluate to begin steps of resolve. It is important for an administrative to
employ critical thinking skills in practice that exemplifies good leadership.
Problem Solving Instructional Practices
Educational leaders use technology effectively to improve instruction, student learning, productivity, and professional practice.
Technology
is an important tool in facilitating learning.
It reaches the diversity of students and their levels of learning that exists
in classroom. Technology is necessary in data management that guides
instructional planning. It not only
enhances the learning experience of the students, it provides an avenue of
developing professionalism in practice.
Educational leaders engage in initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to bet meet student needs, and to enhance professional growth
Professional
collaboration is essential to a positive learning community. Participating in School Performance Team,
instructional teams, and collaborative teaming is conducive to a learning
community that facilitates success in student learning and best practices in
instruction.
Designing Professional Development
Case Analysis-Organizational Culture
Educational leaders demonstrate understanding of the principles of the K-12 school law.
It is essential for educators to know the law
that affects the educational rights of their students as well as their rights
as an educational professional. Laws are
in place to support learning for all students.
Teachers and students have the right to due process as protected by law. An effective leader must be
knowledgeable of current law and its impact on education in regards to those
servicing and those receiving services in the school environment and community.
Certification Revoked-State of Missouri
Educational leaders possess an understanding of the principles of K-12 school finance.
Administrators must have a clear knowledge of
finance that includes federal, state and local funding. Title I funding and allocations have strict
guidelines that must be met. Schools
have the budget that they must managed that includes staff wages, supplies and
purchasing, facilities management, transportation, instructional and non
instructional service and other items.
The district budget is more complex with individual schools receiving
different allocations based on per pupil ratio and student weights in regards
to federal, state, and local allocations.
District Budget Analysis Power Point
District Operation Expenditure Patterns
Additional Evidence
in Specific Areas:
The document linked to this component serves as practicum experience in the elementary level of education. The document is the result of shadowing the principal of a middle school which includes 6th grade level as well as 7th and 8th grades.
The document linked to this component is the course project for secondary education coursework. This document serves as my understandings of the standards necessary to uphold in a secondary school setting.
The
school improvement document is representative of my understanding of the various
school improvement components and areas of strengths and weakness. A school improvement document should involve
many stakeholders. It is a living
document in which the different areas of the school culture and community are
constantly evoloving and developing for increased student achievement. In the document, areas highlighted in red are
specific items and data that I specifically inputted into the document. It should be noted that additions of others
will be inputted before the final submission of the document. This plan was included with the permission of
the Ms. Howard,
Bunche ISMS School Improvement Plan
This portfolio is documentation of
my coursework, culmination of my best practices, evidence of learning, an
assessment of my meeting the objectives of the Program Outcomes and meeting the
principles of both NAESP and ISLLC standards for elementary and secondary
administration. Within this portfolio
were artifacts gathered in my professional and academic setting. This portfolio is also a demonstration of comprehension
and mastery achieved in the Program Outcomes as set for the degree program in
Educational Leadership Administration at the
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The following documents in this appendix are links to the NAESP Standards, ISLLC Standards and Program Outcomes. To view entire documents or power point presentation, it is necessary to double click on the document.
PERSONAL
PROFESSIONAL DEVELOPMENT PLAN
INSTRUCTIONS
All employees of SLPS
must complete a Personal Professional Development Plan (PPDP) as mandated by
the Missouri Department of Elementary and Secondary Education.
· Select your Professional Development Goal from the following list:
-- certificated staff:
Instruction
Management
Interpersonal Skills
Professional Responsibilities
·
First
year teachers must develop a plan for each of the four goal areas.
-- non-certificated staff:
Instruction
Communication
Leadership Development
Job Specific Training
· Complete a PPDP Action Plan to describe and track strategies/activities used to achieve your goal.
· Record all pertinent Professional Development Contact Hours accrued during the course of the school year on the Action Plan.
· Maintain a Contact Hour Log form.
Personal
Professional Development Plans are due to principals on October 24,
2005.
Completed
plans, documentation, and Contact Hour Logs for the 2005-2006 school year
are due to principals
on May 1, 2006.
An
electronic, downloadable copy of this form is available at www.slps.org/professional_development/documents.htm
PD 9-30-05
PERSONAL PROFESSIONAL DEVELOPMENT
PLAN
School Year 20 _2005____
-- __2006____
Name ________Marjorie Price Patton______ Position ____Curriculum Coach______________
School/Location__Bunche International Studies Middle School____Years experience in position 1 yr, C.C. (29 yrs. Teaching)________
|
Goal areas -- certificated staff: Circle one goal area: Instruction Management Interpersonal Skills Professional Responsibilities Goal areas --
non-certificated staff Circle one goal area: Instruction Communication Leadership Development Job Specific Training School Improvement Goal: To improve instructional practices and student achievement, raising student academic performance to proficiency on the MAP. |
|
Desired outcomes: (Personal areas of self improvement in terms of knowledge/skills/performance products, evidence of learning, use of skills acquired.) To increase knowledge in key areas of curriculum and assessment, developing strategies, techniques and methods to assist teachers in improving instruction To develop my leadership and coaching skills in my professional relationship with peers and administrators. |
|
Student impact: (connection/contribution to the learning environment.) Increasing knowledge in key areas of curriculum and assessment to assist teachers in improving instruction will result in improvement in student achievement. I will work with teachers in instruction, developing lessons using the CLEAR Curriculum and Pacing Guide, modeling lessons, peer observations and feedback during instruction time, providing resources needed for instruction, and present professional development sessions for teachers in areas such as Step Up to Writing, Data Analysis, Subject Specific Differentiated Instructional Strategies, Book Studies and Curriculum and Lesson Planning. |
PD 9-30-05
PPDP ACTION PLAN School Year 2005______ -- 06_______
Name ___Marjorie P. Patton____Goal area from page 1. ___Professional Responsibilities_____
ACTION PLAN RECORD OF COMPLETION
|
PROFESSIONAL DEVELOPMENT STRATEGIES (Read, write, research, participate in, observe, collect, etc.) |
EVIDENCE OF COMPLETION (Journal, PD contact hour certificates, etc.) |
DATE ACHIEVED |
CONTACT HOURS |
|
Take graduate courses in Education Administration Attend and participate in professional development workshops, seminars, and conventions Develop and present staff development workshops Participate in Curriculum Coach training and opportunities of coaching School visitations and observation Principal Shadowing |
Receiving credit hours at class completions PD contact hour certificates, Journal, Certificates of Attendance Journal, video tape, presentation materials Journal, Peer observation forms, 2+2 feedback forms, log Journal, observation form, supervisor signature Plan, conferencing form, log |
Dec.., June On going On going On going Oct., Feb. Nov. |
16 cr.= 240 hrs. 35 hrs. Cumulative Cumulative 8 hrs. 35 hrs. |
Total Contact Hours ___318+ hrs__________
Staff Member Signature Supervisor’s Signature Date Started Date
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