Principals

1
Principals Professional Development Update

• Presentation to the Board of Education
• March 27, 2007

2
Purpose

• Educational Services develops professional
  development for teachers and principals aligned
  to the District goals
• Professional development for principals is
  essential because
• Provides principals current research-based
  knowledge, strategies, essential learnings to
  lead support the work at their schools
• Develops and deepens skills needed to lead a
  school towards high student achievement

3
Professional Development Criteria

• Grounded in research clinical knowledge of
  teaching and learning
• Focused on student learning in a particular
  context
• Models good practice throughout the program
• Provides active learning opportunities for
  practitioners (practice, feedback, reflection)
• Transparent about the limitations of the evidence
  supporting the desired practice
• Intensive includes follow-up on and on-site
  support for practitioners
• Sustained over time
• Allows practitioners to integrate new knowledge
  strategies into their practice
• Utilizes expertise of practitioners, cultivates
  leaders, involves practitioners in planning
• Provides structures to facilitate collaboration
  among practitioners both within and across
  schools
• Respects practitioners as professional, adult
  learners
• (Cohen Hill 2001 Corcoran, 1995 Desimone et
  al, 2002, Lieberman Wood, 2003 Loucks-Horsley
  et al., 2003 National Research Coluncil, 1996
  National Staff Development Council, 2001
  Supovitz, 2003)

4
Participation List

• Morning Session
• Carol Barton
• Suzanne Bryant
• Mike Cooper
• Rosalind Davenport
• Joy Dean
• Dave Dierking
• Jan Goodman
• Michael Hans
• Margaret Harris
• Mike Janvier
• Jud Kempson
• Jeff Knoth
• Jane Lee
• Kathy Love
• Mary McCain
• Brian McGarry
• Sean McPhetridge
• Niel Tam

• Afternoon Session
• Alysee Castro
• Shirley Clem
• Angela Ehrlich
• Judy Goodwin
• Lynda Hornada
• Barbara Lee
• Katie Lyons
• Peggy McCarthy
• Mary McGuiness
• Laurie McLachlan-Fry
• Gerald Rawlins
• Gail Rossiter
• Bill Sonneman
• Leni von Blanckensee
• Dorothy Wiggins
• Marcheta Williams
• Ardella Dailey

5
Improving Student Achievement through Teacher
Observation Feedback

• Year 1 In 2005-06 principals spent the year
  deepening their knowledge on the California
  Standards for the Teaching Profession (CSTP) and
  practicing their knowledge of quick classroom
  visits focused on teaching standards (Santa Cruz
  New Teacher Center)
• Year 2 This year, 2006-07, the sessions have
  been focused to follow-up and extend last years
  PD on examining good teaching, rigor, equity, and
  developing our observation skills in quick
  classroom walkthroughs (Ed Porter)

6
Overview of Sessions

• Session 1 (9/26/06) Inquiry into Good Teaching
  What is it?
• Session 2 (10/24/06) Understanding the six areas
  of teaching practice
• Session 3 (1/23/07) What does rigor look like?
• Session 4 (2/20/07) Practicum Classroom
  Walkthrough at Chipman MS

• Session 5 (3/27/07) Developing and supporting
  rigor good teaching
• Session 6 (4/24/07) Practicum Classroom
  Walkthrough TBD
• Session 7 (5/15/07) Balancing equity
  excellence, cultural transformation, managing
  change

7
All Students Performing at or above Standard
We will explore each of these four areas of
focus!
8
Why focus on classroom walkthroughs?

• It is a tool of short 3-5 minute informal,
  frequent observations of classrooms using a
  focused protocol to help principals focus on a
  specific area(s)
• Build a school-wide and district-wide climate for
  coaching support from principals and reflection
  on teaching practice
• One critical way to gather important data related
  to curricular, instructional, and programmatic
  decisions that teachers are making all day
  everyday
• One important way for principals to provide
  thoughtful, reflective feedback that will lead to
  maximizing instruction, i.e., widens repertoire
  of strategies
• Allows principal to be a instructional expert
  pivotal agent for maximizing student achievement

9

• Logistics
• Budget Title I Title II
• Each session is planned with Ed Porter and the
  Educational Services Team with principal feedback

• Next Steps
• Principals will participate in a professional
  development needs assessment 2007-08
• Planning next years PD will include
  differentiated training focused on building
• Instructional leadership (school planning,
  climate for walkthroughs, data analysis)
• Technical leadership (budget development)