PROFESSIONAL STANDARDS FOR SCHOOL LEADERS

1
PROFESSIONAL STANDARDSFOR SCHOOL LEADERS

• SCHOOL IMPROVEMENT
• ROUND TABLE
• January 12, 2005

2
THE STANDARDS

• COMPREHENSIVE
• FORWARD LOOKING
• FOCUS ON TEACHING AND LEARNING
• BASED ON INTERSTATE SCHOOL LEADERS LICENSURE
  CONSORTIUM (ISLLC)

3
THE STANDARDS

• SHIFT THE FOCUS OF THE JOB FROM PRIMARILY ONE OF
  MANAGEMENT AND ADMINISTRATION TO ONE EMPHASIZING
  THE ADMINISTRATORS ROLE AS AN EDUCATIONAL LEADER
  CONCERNED WITH
• TEACHING
• LEARNING
• SCHOOL IMPROVEMENT

4
NEW JERSEY PROFESSIONAL STANDARDS FOR SCHOOL
LEADERS

• STANDARD ONE
• School administrators shall be educational
  leaders who promote the success of all students
  by facilitating the development, articulation,
  implementation and stewardship of a vision of
  learning that is shared and supported by the
  school community.

5

• STANDARD TWO
• School administrators shall be educational
  leaders who promote the success of all students
  by advocating, nurturing, and sustaining a school
  culture and instructional program conducive to
  student learning and staff professional growth.

6

• STANDARD THREE
• School administrators shall be educational
  leaders who promote the success of all students
  by ensuring management of the organization,
  operations and resources for a safe, efficient
  and effective learning environment.

7

• STANDARD FOUR
• School administrators shall be educational
  leaders who promote the success of all students
  by collaborating with families and community
  members, responding to diverse community
  interests and needs, and mobilizing community
  resources.

8

• STANDARD FIVE
• School administrators shall be educational
  leaders who promote the success of all students
  by acting with integrity, fairness and in an
  ethical manner.

9

• STANDARD SIX
• School administrators shall be educational
  leaders who promote the success of all students
  by understanding, responding to and influencing
  the larger political, social, economic, legal and
  cultural context.

10

• EACH STANDARD HAS THREE INDICATORS
• KNOWLEDGE
• DISPOSITIONS
• PERFORMANCES

11
PROFESSIONAL LEARNING PLAN

• PHASE 1 CONTEMPLATION
• STEP 1 Assessment of Professional Development
  Needs, Readiness, Commitment
• Use the 6 standards to determine professional
  development needs
• Any self-assessments with feedback from teachers
  and/or colleagues
• Prioritize professional growth areas by those
  that have the greatest potential to improve
  leadership practices and teaching and learning
• To select one or more professional development
  goals, administrator should consult with his/her
  superintendent or peer review committee for those
  in positions that require school administrator
  certification.

12
PHASE 1CONTEMPLATION

• Step Two Assessing District/School Department
  Needs Linking Professional Development to
  Improvement Goals
• Consider district and/or school-level goals
• Consider student achievement data
• Consider district strategic plans, school
  improvement plans, state or federally mandated
  requirements (QAAR, CEP, School Report Card,
  NCLB, Abbott Regs, etc.)
• Engage in conversations with staff, SLC about
  needs and expectations for improving
  teaching/learning, programs, etc.
• Speak with colleagues to ask how they are
  approaching their own professional developmental
  goals.
• After analyzing and collecting data, determine
  one or more important areas for program, school
  and/or district improvement that will impacted by
  your professional development.

13
PHASE 1CONTEMPLATION

• STEP THREE Developing Your Professional Growth
  Plan
• A brief explanation about how your goals were
  selected, relate to program/school or district
  needs.
• What activities you are proposing to participate
  in to address your goals
• How you will measure the attainment of your
  goals. (Presentation of evidence).
• What will be your benchmarks to measure your
  progress towards your goals.
• A timeline showing proposed activities for each
  of the years of your professional development
  cycle. (Principals or supervisors-3-year cycle
  Chief School Administrators-3-5-year cycle,
  depending upon contract with BOE).
• List the anticipated resources that you will
  utilize in order to complete your plan and
  accomplish goals.
• Maintain evidence that will indicate progress
  towards achieving your professional development
  goals. (Artifacts, documents, data, products,
  etc.)

14
PHASE IICOLLABORATION

• STEP FIVE Select Your Peer Review Committee
• All school leaders with school administrator,
  principal or supervisor certification must
  utilize a collaborative peer review process.
  (PRC).
• The PRC will provide additional feedback and
  ongoing support for the development and
  implementation of the professional growth plan.
• The PRC will review progress toward attaining
  identified professional development goals.
• The PRC will determine compliance with state
  standards and established guidelines.
• Composition of PRC should be based upon the
  expertise and experience that will provide the
  administrator with the greatest amount of
  guidance and support.

15
PHASE II COLLABORATION

• STEP SIX Convene and Structure Your Peer Review
  Committee (PRC)
• Initial committee meeting important to develop an
  understanding of the collaborative peer review
  process and the nature and types of support you
  will need.
• Have a brief outline of topics you plan to
  address and engage in a conversation that
  discusses the types of feedback, assistance and
  recommendations you want from your committee.
• Initial meeting used to review your professional
  development goals and preliminary professional
  development growth plan. (PRC provide areas of
  improvement or suggested additions to plan.)
• Develop meeting schedule for ongoing feedback and
  support. (Frequency of meetings based upon
  administrators needs. Method of feedback may be
  personal meetings, email or other methods as
  agreed upon.)

16
PHASE IICOLLABORATION

• STEP FOUR Consulting With Your Superintendent or
  designee (Principal or Supervisor Certification)
• Your professional development goals and
  professional growth plan must be developed in
  collaboration with the superintendent/designee.
• This is to mutually agree upon your professional
  developmental goals and determine the potential
  of these goals to improve your leadership
  practices and contributions to improving
  teaching/learning.

17
PHASE III IMPLEMENTATION

• STEP SEVEN Collecting and Organizing Evidence of
  Professional Growth Plan Completion
• Professional Growth Plans (PGP) should be
  implemented with commitment and dedication.
• Implement your benchmarks and refinements to move
  towards attainment of goals.
• Review PGP periodically with superintendent/design
  ee or PRC. (Principal or Supervisor
  Certification)
• Periodic reviews for those with chief school
  administrator certification will be done by their
  committees and coordinated by NJ Association of
  School Administrators (NJASA).
• Determine when these periodic reviews of your PGP
  should be conducted.
• These reviews provide feedback to you on
  evidence of progress, revisions to PGP,
  identification of other evidence of professional
  growth, etc.

18
PHASE III IMPLEMENTATION

• STEP EIGHT Presenting Evidence of Professional
  Growth
• There must be documentation of the professional
  learning activities and a narrative detailing the
  attainment of professional development goals at
  the end of the professional development cycle in
  order to support the certification of PGP
  completion.
• Process of Certification
• Principals and Supervisors-PGP certified by their
  superintendent through annual statements of
  assurance in the QAAR at the conclusion of each
  3-year professional development cycle.
• Chief School Administrators-PGP certified by PRC
  at the end of a 3-5 year cycle depending upon the
  individuals contract with BOE. NJASA is
  responsible for certifying completion of the PGP
  to both the NJDOE and local BOE.

19
PHASE III IMPLEMENTATION

• STEP NINE Preparing For Your Next Professional
  Development Cycle
• Professional growth is ongoing.
• Important to re-assess the PGP at the end of each
  cycle to identify and celebrate progress toward
  attainment of personal, program, school or
  district goals.
• Ascertain what was learned from the completion of
  your PGP and determine how the school or district
  has been positively impacted by your professional
  growth.
• Build upon the success of PGP to create the goals
  for the next professional development cycle.

20
STATEWIDE IMPLEMENTATIONOF PGP

• 2004-2005 Developmental Year - gain
  knowledge/understanding of the initiative before
  creating 1st professional development plan in
  Spring 2005.
• July 2005 School leaders must implement their
  PGP
• Documents available at NJDOE website-
  http//www.nj.gov/njded/profdev/pd/leader/