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 Jersey’s Standard-based reforms and the expectations of NCLB require a new vision of school administrators
From managers…
…to instructional leaders
Welcome. On behalf of the Commissioner and the Department of Education I am pleased to introduce New Jersey’s new professional Learning initiative for school leaders.
I thank you all for coming. I also thank (The College of St. Elizabeth and Dr. XXXXX) for hosting us today.
For the past few years your colleagues at NJPSA and NJASA have worked with us at the department, looking at how the state could support quality professional learning for school leaders. Because of New Jersey’s standard based reforms and NCLB we all recognized the need to support a new vision for school administrators as instructional leaders.
Hank Cram EdD. NJASA

3. The policy and regulatory reforms necessary for strong instructional leadership required revisiting …
Preparation
Licensure
Professional
Development
Conditions of Work
With funding and support from a national project administered by the Wallace Foundation, a New Jersey consortium of education policymakers and stakeholders worked collaboratively on recommendations to build strong instructional leadership through policy reforms in the preparation, licensure, and professional development, and conditions of work for school leaders. The project is called the State Action for Educational Leadership Project (SAELP).
Hank Cram EdD. NJASA

4. The state’s course of action to strengthen school leadership involved…
Based upon recommendations from the professional organizations and the SAELP Consortium, the State Board of Education, in January 2004 adopted new regulations to strengthen school leadership and align preparation and professional development to Professional Standards for School Leaders. In creating this requirement, the State Board recognized that school leaders must be professionally prepared continuously throughout their careers.
Hank Cram EdD. NJASA

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.
The intent of the professional development regulation is to strengthen school leadership through high quality, embedded and sustained professional learning that is focused on improving teaching, learning and student achievement in your schools and districts.
In order to do this in the most effective way possible, the Department has been working with an advisory committee of your colleagues from the field to implement this regulation and to create the training tools and materials needed to carry this out. I’d like to recognize __________________ who is one of your colleagues with us today who serves on the committee.
Hank Cram EdD. NJASA

6. Key Concepts About Timing:
Regulations go into effect during this school year.
This is a developmental year.
Your feedback will prompt refinements.
The new initiative goes into effect during this school year. However, this first year has been designed as a developmental year in which technical assistance and preparation for implementation are provided. Today you will learn about the various supports and opportunities that will be available to you as you prepare to begin the new process. Throughout this developmental year we look forward to your input and questions. It is our intent to utilize your feedback to refine the process and guide further thinking about the significant issues within the initiative.
Hank Cram EdD. NJASA

7. To whom do the new regulations apply:
Chief school administrators;
Assistant superintendents;
Principals;
Assistant principals;
Supervisors, and
Directors.
The new regulations apply to: chief school administrators; assistant superintendents; principals; assistant principals; supervisors, and directors. It does not include school business administrators.
Hank Cram EdD. NJASA

8. Purpose of Today’s Orientation Session
Building Blocks
Step-by-Step Perspective
Process
Message of the Model
Resources
Today’s orientation session is your first step in receiving support and perspective on this new vision of professional learning. At today’s session you will learn about the building blocks of the initiative, including the NJ Standards for School Leaders, and the corresponding professional development propositions, which when used together are the framework for designing effective professional growth for school leaders.
You will also hear about a step-by-step process that will provide guidance in developing and executing professional growth plans. These plans are different from Personal Improvement Plans and are not associated directly with evaluation. A professional growth plan will be the framework for navigating this process and fosters what is perhaps the most significant part of this model; personal reflection and peer collaboration.
The purpose of sharing the step-by-step process is so that you can give the school leaders back in your district, a general concept of the processes involved with this initiative. You won’t learn every detail of the process today, as we have several technical assistance sessions planned and multiple resources designed for you as we move through this first year of the initiative. Each layer of support throughout the year builds upon the one before.
Hank Cram EdD. NJASA

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.
We would like each of you to take back to your district our message regarding this model of mutual support for school leaders, which 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. Our vision is to provide a culture of professional learning in New Jersey education where every school leader will have the opportunity to pursue professional growth activities that align with their individual roles and responsibilities, interests, and will contribute to enhancing staff and student learning.
Hank Cram EdD. NJASA

10. A collaborative model of professional learning allows leaders to:
Generate and share professional knowledge;
Inquire into practice on a deeper level; and
Examine with peers the results of their efforts to improve teaching and learning.
Each session and resource is intended to facilitate your engagement in the professional learning and growth process. Perhaps the most significant component is the recognition that schools require a collaborative community of professional learners in order to significantly shift practice. It is important to recognize that like classroom teachers, school leaders can get lost in the isolation of their responsibilities. It is revitalizing to remind ourselves that we can benefit from the opportunity to learn from and with our peers. This collaborative model allows school leaders to generate and share professional knowledge; to inquire into practice; and examine with peers the results of their efforts to improve teaching and learning.
Hank Cram EdD. NJASA

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 -
In your packet you should have an orientation document titled, An Introduction to the New Jersey Professional Development Initiative for School Leaders: A Guide to Getting Started. You can use this guide as a tool for sharing information with your colleagues in your district. You also have a copy of the PowerPoint presentation for today, and a copy of the agenda. These tools will help you articulate the vision and intent of this initiative regarding how school districts and individual school leaders can prepare to meet the new requirement.
Our agenda includes a presentation by your association leaders, some interactive opportunities to begin to think a bit deeper about the true benefits and purpose for professional learning, and a question and answer session.
Your colleagues at NJPSA, NJASA, those who participated in the SAELP consortium, and those who serve on the Professional Development for School Leaders Advisory Committee are to be commended for their vision and leadership in this initiative.
In New Jersey, as in other states, expectations for principals and superintendents have moved well beyond efficient management and administration skills. This initiative brings professional learning directly into the daily work being done in school districts and offers the most viable option for empowering school leaders to identify and meet their own needs for professional growth in the context of school and/or district-level improvement needs.
I hope that you enjoy hearing about the opportunities that will come before you and I look forward to supporting you as we move toward this new vision of school leadership.
I’d like to introduce our presenters for today:
Hank Cram, Director of Professional Development for NJASA
Tony Scannella, Director of Professional Development for NJPSA and CEO for FEA
Art Firestone, Director of Innovative Programs for FEA
Thank You.
Hank Cram EdD. NJASA

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.
Changing Conditions;
Schools are expected to do more than ever before in terms of the levels of proficiency that students are expected to reach.
The student population is becoming increasingly diverse making it more challenging to have every child reach these higher standards.
Resources are becoming increasingly limited and we need to look at alternative ways of improving the quality of education.
Greater expectation
As a result of the changing conditions the expectations for school leaders have increased and shifted from the demands of efficient management and administration to instructional leadership and improving student performance. From simply providing excellent educational opportunities to insuring that those opportunities are equal for all children.
Research on School Improvement
Recent research has drawn attention to the pivotal role that school leaders provide in the school improvement process when their focus is on improving the quality of teaching and learning and improving student achievement.
We can make a difference in student achievement if school leaders focus on teaching and learning and insure that what we are learning about learning informs our educational practices. If we do what we have always done we will continue to get what we always got. School leadership is about changing what we do to meet the new demands and challenges. Hence the emphasis on continuous professional learning for school leaders.
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.
Hank Cram EdD. NJASA

13. The Building Blocks of Professional Learning for School Leaders
NJ SAELP New Jersey State Action for Educational Leadership Project
NJ SAELP has three components targeted on improving NJ’s schools; governance issues, distributed leadership and professional development for school leaders.
In 2003 NJSAELP made policy recommendations to strengthen the recruitment, preparation, licensure and professional development of school leaders.
Professional Learnning for School Leaders was designed to serve as a catalyst for creating within the schools a collaborative culture and job embedded professional learning opportunities for school leaders that would enhance the level of performance of NJ’s schools and raise the levels of student performance. Effective September 2004 all school leaders must proposean individualized program of professional development which includes the creation, implementation and completion of a multi-year professional growth plan.
ISLCC became the focus of the search for school leadership standards and a source for standards on high quality and effective professional development.
Hank Cram EdD. NJASA

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. The Building Blocks of Professional Learning for School Leaders
NJ SAELP New Jersey State Action for Educational Leadership Project
Professional Development for School Leader Regulations
(N.J.A.C. 16 6A:9-16)
NJ SAELP has three components targeted on improving NJ’s schools; governance issues, distributed leadership and professional development for school leaders.
In 2003 NJSAELP made policy recommendations to strengthen the recruitment, preparation, licensure and professional development of school leaders.
PD for School Leaders was designed to serve as a catalyst for creating within the schools a collaborative culture and job embedded professional learning opportunities for school leaders that would enhance the level of performance of NJ’s schools and raise the levels of student performance. Effective September 2004 all school leaders must complete an individualized program of professional development which includes the creation, implementation and completion of a multi-year professional growth plan.
ISLCC became the focus of the search for school leadership standards and a source for standards on high quality and effective professional development.
Hank Cram EdD. NJASA

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. The Building Blocks of Professional Learning for School Leaders
NJ SAELP New Jersey State Action for Educational Leadership Project
Professional Development for School Leader Regulations
(N.J.A.C. 16 6A:9-16)
NJ SAELP has three components targeted on improving NJ’s schools; governance issues, distributed leadership and professional development for school leaders.
In 2003 NJSAELP made policy recommendations to strengthen the recruitment, preparation, licensure and professional development of school leaders.
PD for School Leaders was designed to serve as a catalyst for creating within the schools a collaborative culture and job embedded professional learning opportunities for school leaders that would enhance the level of performance of NJ’s schools and raise the levels of student performance. Effective September 2004 all school leaders must complete an individualized program of professional development which includes the creation, implementation and completion of a multi-year professional growth plan.
ISLCC became the focus of the search for school leadership standards and a source for standards on high quality and effective professional development.
Interstate School Leader Licensure Consortium (ISLLC) Standards for Professional Standards and Professional Development
Hank Cram EdD. NJASA

18. Interstate School Leader Licensure Consortium (ISLLC) Standards for Professional Standards and Professional Development
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
School Administrators shall be educational leaders who promote the success of all students by…
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.
The New Jersey Professional Standards for School Leaders

20. Continuous Improvement Through Ongoing Professional Learning
New Jersey State Action Educational Leadership Project Consortium
New Jersey’s Professional Development for School Leader Regulations
Continuous Improvement
Through
Ongoing Professional Learning
These building blocks combined led to
the recommendation from the SAELP advisory for continuous professional development for school leaders
2. creation of the professional learning requirement
3.the adoption of NJ Professional Standards for School Leaders designed to increase the capacity of school leaders (not measure minimum competency) to function as instructional leaders.
4. process of quality professional development that is researched based and designed to engage school leaders in individualized, collaborative, job-embedded professional learning experiences grounded in improving schools, teaching and learning.
Ongoing process we refer to as Professional learning for School Leaders
New Jersey’s Professional Standards for School leaders
Quality Professional Development
Hank Cram EdD. NJASA

21. Ongoing Professional Learning Three Phases
Contemplation
Collaboration
Implementation
Ongoing Professional learning involves
Contemplation- self-assessment and reflection, establishing linkages with the district needs to improve the quality of teaching and learning and student achievement, preparing a draft professional growth plan
Collaboration- collaboration between the superintendent and among colleagues in peer review process designed to support the creation, implementation and certification of the PGP.
Implementation- engagement in the plan activities, monitoring of progress, collection and organization of evidence that will provide the basis for the documentation and summary narrative required for certification.
Hank Cram EdD. NJASA

22. Contemplation
Steps 1,2,3
Assessing your individual professional development needs, readiness and commitment.
Assessing District, School, or Department Needs and Linking professional development to improvement objectives.
Proposing your Professional Growth Plan (PGP).
Assessing individual needs- involves comparing your assessment of your knowledge and skills against the state leadership standards
Assessing district needs- alignment of personal goals and needs with the needs of the district
Proposing your PGP- considering of the types of activities, anticipated outcomes and anticipated resources and supports that may be required.
Hank Cram EdD. NJASA

23. Review the Standards for New Jersey School Leaders
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
Become familiar with the NJ Standards for School Leaders an make an honest assessment of your current level proficiency.
A self-assessment instrument will be available that should be supplemented with other formal or informal measures you may have of your performance. Supplement the results of the self-assessment with feedback that you may have received formally and informally from colleagues, community members, parents, students and others who may be part of the school community.
Determine one or more priority areas on which you would like to work on. Keep in mind that they should be areas in which you want to increase your knowledge, acquire new skills or improve your skills in ways that will impact on your ability to improve the quality of teaching and learning in your school or district.
Hank Cram EdD. NJASA

24. Examine district and school needs
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
Because this is a collaborative and job embedded process you will also need to consider the needs of your department, school or district. Your personal professional growth goals should be aligned with the broader needs associated with your areas of responsibility and with those with whom you work. Determine one or more areas for school improvement that can be linked to your personal goals
Be sure to consider existing district or school level goals, district strategic plans, school improvement plans, state or federally mandated goal setting requirements (i.e. OAAR, Multi-year Equity Plan, School Report Card, NCLB or IDEA application goals) There is no need to invent new goals but you should select from existing school or district needs that align with your personal goals.
Hank Cram EdD. NJASA

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
Prepare a draft of what you might propose for your professional growth plan. Use a recommended template or format selected by your district. Explain; your goals, how they relate to district needs, the types of activities you will engage in, resources you may need, timeline for implementation, evidence to be collected and benchmarks if any that will be used for monitoring. The plan is only a draft that may be modified at the recommendation of your peer review committee but must be consistent with what was mutually agreed to by you and your superintendent.
Hank Cram EdD. NJASA

26. Collaboration Consulting with your superintendent
Steps 4,5,6
Consulting with your superintendent
Selecting Your Peer Review Committee (PRC).
Consulting with Super.- reaching consensus on the importance of personal goals and their relationship to the overall needs of the district and school and the availability of resources to support the plan
Peer review committee- selection of the peer review committee and soliciting feedback on the proposed plan, suggestions for improvement, availability of support, monitoring implementation
Convening and structuring your PRC.
Hank Cram EdD. NJASA

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.
Provide sufficient time for a substantive discussion of the plan.
Mutually agree on the plan with your superintendent. It is important that consensus is reached and that the process is collegial and collaborative.
Both the administrator and the superintendent must prepare for this discussion.
Some form of documentation should be provided to substantiate the mutual agreement.
Discuss the plan with your peer review committee. They should provide additional feedback, ongoing support, determine the plans compliance with state standards and established guidelines and serve to review your progress towards completion of the plan.
Hank Cram EdD. NJASA

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.
The role of the PRC is to support, feedback and to assist in the development and implementation of the plan. The PRC should provide the ongoing support as needed and monitoring progress toward the attainment of the professional development goals.
The composition of the committee should be considered carefully. The quality of the committee is a critical factor. Take care in selecting members who will be able to effectively provide guidance and support. Consider choosing individuals who represent different leadership styles and positions, individuals within demonstrated knowledge in the areas of your professional goals as well as practical considerations such as time, travel and availability for meetings
Hank Cram EdD. NJASA

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.
Common understandng of the role the committee is to serve.
Present your plan and as much detail of the component parts as practical.
The committee needs to meet at least once. You may meet with the committee as frequently as needed.
Superintendents will need to meet with their committee at least twice since they will also be responsible for certification that the plan has been completed.
Hank Cram EdD. NJASA

30. Implementation
Steps 7,8,9
Collecting and Organizing Evidence of Professional Growth.
Presenting Evidence of Professional Growth.
Preparing for the Next Professional Growth Cycle.
Working through the plan in accordance with the proposed activities and timelines, collecting data as evidence of growth, having the plan certified as completed by the superintendent or NJASA in the case of superintendents and preparing the next cycle of continuous professional learning.
Hank Cram EdD. NJASA

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, journals
Organize the evidence in a manageable way for presentation- i.e. file folder, binders, electronic formats, portfolios
Keep it manageable
Your PGP may be periodically reviewed at logical points in the implementation of the plan based on selected benchmarks or timelines. Consideration should be given to what points in the implementation reviews would be most helpful. These reviews will provide opportunities for feedback on your progress and recommendations for revisions or modifications of your original plans.
The data and other evidence you collect should reflect your professional growth plan as it is written or revised and should demonstrate your progress, participation in and/or completion of activities and should be organized in a manageable way.
Hank Cram EdD. NJASA

32. STEP #8 Presenting Evidence of Professional Growth
Preparing your narrative of progress toward your goals for your superintendent or NJASA for certification
Presenting evidence to: ----your Peer Review Committee (CSAs) OR
--- Your superintendent
(Principals and Supervisors)
You will be required to provide evidence of completion of your PGP. The process for certification varies for superintendents and other administrators. Both however will require a summative narrative which should briefly summarize the plan which should briefly state the following:
How the evidence you collected supports your professional growth
How your growth has led to improvement in the quality of teaching and learning.
What has been accomplished and what areas do you still want to work on.
Hank Cram EdD. NJASA

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.
Continue the process of collaborative professional development by developing a new Professional Growth Plan
Because professional learning is a continuous process the completion of your plan is not an end in itself but a new beginning that provides more opportunity. As the knowledge base of the profession grows and as responsibilities continually evolve to meet changing conditions you will want to further enhance your leadership skills. Celebrate your success and revise your plan with new or modified goals for the next cycle. With each cycle your familiarity and expertise in the process of collaborative, job-embedded professional learning will grow and the sophistication of your plans and the areas you will want to explore will increase.
Hank Cram EdD. NJASA

34. Statewide Implementation Plan
The Developmental Year
Training on the Professional Learning Initiative
Developing Resources and Implementation Tools
Study Sites
TRAINIG
In addition to the regional orientation sessions specific trainings will be held for school district personnel throughout the year. Future trainings will focus on the three phases of contemplation, collaboration and implementation of the plan. It is being recommended that districts send specific representatives to these trainings so that they can be used to provide training within each district.
RESOURCES AND IMPLEMENTATION TOOLS
Additional resources and implementation tools will be developed and distributed to school districts to further assist with the implementation of the process. They will include recommended references, templates, surveys, exemplars and scenarios. They will be included in the Professional Learning Initiative for School Leaders GuideBook which will be available to all school leaders and on the departments website this winter.
STUDY SITES
Several school districts across the state will serve as sited to study the implementation of the process. Data will be collected and analyzed related to the development of plans, resources and materials for implementation and to inform future training, identify best practices and to resolve implementation issues.
Local District Implementation
Hank Cram EdD. NJASA

35. The Department’s 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
FAQ’s
Links to Useful Websites

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
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.
Final Thoughts

38. Answers!
Questions?
Hank Cram EdD. NJASA

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