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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.

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Presentation on theme: "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."— Presentation transcript:

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… Collaboration Recommendations New Regulations Align Preparation and Professional Development to Professional Standards for School Leaders

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;Generate and share professional knowledge; Inquire into practice on a deeper level; andInquire into practice on a deeper level; and Examine with peers the results of their efforts to improve teaching and learning.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/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 NJ SAELP New Jersey State Action for Educational Leadership Project The Building Blocks of Professional Learning for School Leaders The Building Blocks of Professional Learning for School Leaders

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 NJ SAELP New Jersey State Action for Educational Leadership Project Professional Development for School Leader Regulations (N.J.A.C. 16 6A:9-16) The Building Blocks of Professional Learning for School Leaders The Building Blocks of Professional Learning for School Leaders

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 NJ SAELP New Jersey State Action for Educational Leadership Project Professional Development for School Leader Regulations (N.J.A.C. 16 6A:9-16) The Building Blocks of Professional Learning for School Leaders The Building Blocks of Professional Learning for School Leaders Interstate School Leader Licensure Consortium (ISLLC) Standards for Professional Standards and Professional Development

18 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 The New Jersey Professional Standards for School Leaders 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. School Administrators shall be educational leaders who promote the success of all students by…

20 Continuous Improvement Through Ongoing Professional Learning New Jerseys Professional Development for School Leader Regulations Quality Professional Development New Jersey State Action Educational Leadership Project Consortium New Jerseys Professional Standards for School leaders

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 your individual professional development needs, readiness and commitment. Assessing District, School, or Department Needs and Linking professional development to improvement objectives.Assessing District, School, or Department Needs and Linking professional development to improvement objectives. Proposing your Professional Growth Plan (PGP).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 superintendentConsulting with your superintendent Selecting Your Peer Review Committee (PRC).Selecting Your Peer Review Committee (PRC). Convening and structuring your 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.Collecting and Organizing Evidence of Professional Growth. Presenting Evidence of Professional Growth.Presenting Evidence of Professional Growth. Preparing for the Next Professional Growth Cycle.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, journalsCollect 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, portfoliosOrganize the evidence in a manageable way for presentation- i.e. file folder, binders, electronic formats, portfolios Keep it manageableKeep it manageable

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

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.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 PlanContinue 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.

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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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