Professional Growth Planning

Jean Anthony

Year 1: 2012-13

Standard

Sub-element
When leaders demonstrate leadership along this standard they are able to: What in your own words does this standard mean? Contextualize

Rating
How would you rate the extent to which your ability to exercise leadership is consistent with this standard?

Claims and Evidence

What are two or three specific claims you would make about your leadership related to this standard? What are two or three pieces of evidence you would cite to support each claim?

Claims, Evidence & Questions

The Improvement of Teaching & Learning

(a) Articulate a theory-based vision of deeply-engaging, culturallyresponsive, and intellectuallychallenging instruction and adult professional learning. In my words: Focus on instructional practices embedded in sound theory, responsive to cultural differences as strengths, supportive of rigorous standards and based in a growth mindset.

1
Low High

(2)

Claim: I approach discussions around instructional strategies that are embedded in sound theory and are responsive to building on the strengths of cultural, linguistic and learning differences for both students and adults. Evidence: Use the 5D framework to both plan for professional learning as well as provide feedback; focusing on Purpose Student Engagement. Claim: I articulate that students and adults from diverse backgrounds bring a set (or fund) of knowledge that can be leveraged for the increased learning of all. Evidence:

(b) Construct/adapt/select and use instructional frameworks and other leadership tools to optimize student and adult professional learning. In my words: An instructional framework provides an anchor and creates common

1
Low High

(2)

Claim: I use the instructional frameworks to assist principals and other administrators in understanding how to apply them to special education settings. Evidence: Within the instructional framework, work with principals to identify areas they lack clarity or understanding within the special education setting (e.g., student discourse for students who are nonverbal). Work with the special education advisory team to surface issues and concerns about the instructional framework and teacher evaluation in
1

Professional Growth Planning understanding and common vocabulary, which is a launching point for communication and promoting continuous learning. (c) Engage relevant players collaboratively and draw from school-based and community expertise and resources in instructional improvement work. In my words: Seek out opportunities to engage with the informal leaders from within the organization and the community in student focused dialogue and action. (d) Fashion and enact systems to support and sustain instructional leadership, inside and outside of schools. In my words: Partner with building and central office leaders as well as parents and key community leaders in service of instructional leadership.

Jean Anthony

Year 1: 2012-13

order to communicate about them with clarity.

1
Low High

(2)

4 Claim: I engage side-by-side with principals, central office administrators and teachers to learn the instructional frameworks and how to apply them to improve instruction. Evidence: Utilize the instructional framework, to work with principals and teachers to identify areas they lack clarity or understanding within the special education setting (e.g., student discourse for students who are non-verbal).

1
Low High

(2)

Claim: I partner with building and central office administrators and key community leaders in service of instructional leadership. Evidence: Review student achievement data and service delivery systems with building principals to collaboratively increase student access to the core curriculum. Actively participate in the Minority Achievers Program Steering Committee (YMCA of Snohomish Co.) by guiding the conversations towards improved instructional experiences for students. Claim: I create an instructional focus, vision and
supports to meet the needs of students with IEPs, ELL students and other struggling learners.

(e) Craft/adapt instructional visions, practices, and other supports appropriately for meeting specialized learning needs (e.g., of ELLs, students with identified

1
Low High

(3)

Evidence: Question district practice when in discussion with the Teaching & Learning group. Advocate for the instructional needs of students in
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Professional Growth Planning disabilities). In my words: Create instructional focus, vision and create supports to meet the needs of students with IEPs, ELL students and other struggling learners. Be a voice and ask who is advantaged and who is disadvantaged? Remain persistent and focused on equity and excellence for each student. (f) Analyze assessment practices and use assessment data of various kinds to improve instruction. Build in formative and summative systems for assessments, capture data in user-friendly formats, and organize time for routine use of data to inform instruction.

Jean Anthony

Year 1: 2012-13

special education when developing staffing and budgets. Utilize the special education advisory team to create the mission, vision and goals of the special education department. Implemented a year long strategic planning process that involved over 700 stakeholders and resulted in a renewed vision for special education that brought students better access to the core curriculum.

1
Low High

(2)

Claim: I analyze assessment practices in order to understand how to improve instruction for students disadvantaged by such practices. Evidence: Researched curriculum based measurement systems to utilize for the development and ongoing assessment of IEP goals. Developed district awareness and initial support. Claim: I assist teachers and staff in increasing their skills in improving instructional practices. Evidence: Utilize reflective goal setting with staff I supervise and teach them how to develop essential questions to guide their inquiry (PGO).