Assignment #5
Building Professional Capacity Paper
Role: You are the principal at your school.
Goal: To review the academic achievement data your assistant principal put together about an academic area where your school is currently struggling. You now want to use their findings to create an action plan to not only address the challenges, but you will focus specifically on building a professional development program to empower your staff building-wide to proactively address the root causes for this academic outcome.
Product: Create a 6–8-page (not counting the cover or reference pages) paper that synthesizes the data and findings from Assignment 2. Then create a professional development program to address the challenges identified in that analysis. However, given the root causes in it most likely are not limited to that one academic areas, you are going to implement this program building-wide. Integrate a minimum of five (5) peer-reviewed, scholarly sources of literature (2018-2023) to identify the current state of scholarship on this topic. Include the following components in the examination.
Instructions:
1. Synthesize the information you collected for
Parts A and B of Assignment 2: Learning & Instruction.
Include the analysis of students’ achievement data, issues related to curriculum alignment, and possible weaknesses of activities, assessments, and teachers’ instructional practices regarding cultural responsiveness and integration of technology.
2. Based on the synthesis, select and explain areas of weaknesses that could be addressed by designing a comprehensive, ongoing, professional development program.
3. Based on 1 and 2, design a comprehensive, ongoing, professional development program that offers teachers professional growth opportunities to promote school improvement and student success. The program should include:
4. Identification and description of staff leadership capability and selection of the staff who will collaborate with you in the implementation and evaluation of the program, describing a distribution of tasks that engages staff in leadership roles
5. The method of professional development you will use
6. The duration of the program and a rationale for it
7. The location where the program will be held
8. The content knowledge of the professional development program, including but not limited to cultural responsiveness and digital literacy
9. The learning activities that will constitute the program (name, participants, and step by step description)
10. The activities that will promote reflection and metacognition
11. The instructional resources that will be used to teach the content
12. The description of and links to the digital technology that will be used to teach the content and to evaluate the program
13. The strategies you, as a school principal, will use to supervise and support the program, and the resources you will allocate to support the program
14. The instruments to evaluate the program that includes actionable feedback to support improvement.
Assignment Outline
Introduction
Synthesize
achievement data analysis from Assignment 2
Describe
areas of weaknesses that could be addressed by professional development
Building Capacity (Be sure to address all components listed in 1-14.)
Design a plan for professional growth
Identify
leadership capabilities of staff
Describe
distribution of tasks by staff members
Describe 3 or more
digital technology tools to teach content
Develop system with
strategies to promote improvement
Develop instruments to
evaluate the program
Identify the role you will play as principal in supporting this initiative
Describe the evaluation system to assess the effectiveness of the program
Conclusion
Reflect on what you learned as a leader about the importance of understanding student achievement data in leading a school and providing focus for your instructional staff.
Other General Assignment Guidelines
Based on the guidelines outlined above, create a 6-8-page (not counting the cover or reference
pages) narrative essay that addresses and includes all bulleted points above. At a minimum, use the subheadings listed in the assignment to organize your paper
Select at a minimum five (5) peer-reviewed, scholarly sources of literature (2018-2023) to identify the current state of scholarship on your topic.
Include a Fischler College of Education APA 7 standard cover page
fse_standard_format.pd
f Download fse_standard_format.pdf
Include a properly formatted reference page/list, in APA 7 format, for all the research resources examined and included in the paper.
NELP Standard 7: Building Professional Capacity
Component 7.3: Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
Assignment #5 Grading Rubric
|
Criteria |
Exceeds |
Meets |
Approaching |
|
Introduction – Evaluate the school’s professional
staff capacity needs |
Introduction synthesized achievement data analysis from assignment 2 and identified and described in detail issues related to curriculum alignment and weaknesses of activities, assessments, and teachers’ instructional practices regarding cultural responsiveness and integration of technology. Included examples of each issue and weakness. |
Introduction synthesized achievement data analysis from assignment 2 and identified issues related to curriculum alignment and weaknesses of activities, assessments, and teachers’ instructional practices regarding cultural responsiveness and integration of technology. Included examples of most issues and weaknesses. |
The introduction mentioned achievement data analysis from assignment 2 and identified some issues related to curriculum alignment and weaknesses of activities, assessments, or teachers’ practices regarding cultural responsiveness or integration of technology. |
|
Evaluate the school’s professional
staff capacity needs |
Areas of weaknesses/needs that could be addressed by designing a comprehensive, ongoing, professional development program were identified and explained in detail. They were based on and logically related to the synthesis. A thorough rationale with theoretical support justified the selection. The narrative was supported by at least seven (7) peerreviewed scholarly research sources. |
Areas of weaknesses/needs that could be addressed by designing a comprehensive, ongoing, professional development program were identified. They were based on synthesis. A rationale with theoretical support justified the selection. The narrative was supported by at least five (5) peer-reviewed scholarly research sources. |
Areas of weaknesses/needs that could be addressed by designing a professional development program were minimally identified. The narrative was supported by at least three (3) peerreviewed scholarly research sources. |
|
Identify leadership capabilities of staff
|
Identified and described in detail staff leadership capability. The paper identified the selected staff who will collaborate in the implementation and evaluation of the program. The paper clearly identified the role the principal will serve in the process. |
Described staff leadership capability. The paper identified the selected staff who will collaborate in the implementation and evaluation of the program. The paper clearly identified the role the principal will serve in the process. |
One of these components was missing or incomplete: Description of staff leadership capability, Selection of staff who will collaborate in the program. The paper did not identify or only mentioned the role the principal will serve in the process. |
|
Engage staff in leadership roles
|
A narrative described in detail the distribution of tasks by staff members, including leadership roles and examples of tasks. A chart synthesized the tasks and the leaders in charge. |
A narrative described the distribution of tasks by a staff member, including leadership roles. |
Listed a distribution of tasks by a staff member. |
|
Plan opportunities for professional growth that promotes reflection, cultural responsiveness, digital literacy, school improvement, and student success
|
Designed a plan for professional growth that described the method of professional development that will be used with a clear and supported rationale. The plan provided a detailed description, rationale, theoretical support, and examples of the duration of the program, and location where it will be held. It also addressed the content knowledge of the professional development program (including but not limited to cultural responsiveness and digital literacy), learning activities that will constitute the program (with name, participants, and detailed step by step description), activities that will promote reflection and metacognition, and instructional resources to teach the content. The narrative was supported by at least three (3) peerreviewed scholarly research sources. |
Designed a plan for professional growth that described the method of professional development that will be used with a supported rationale. The plan stated a description, rationale, and theoretical support of the duration of the program, and location where it will be held. It also addressed the content knowledge of the professional development program (including but not limited to cultural responsiveness and digital literacy), learning activities that will constitute the program (with name, participants, and description), activities that will promote reflection and metacognition, and instructional resources to teach the content. The narrative was supported by at least two (2) peer-reviewed scholarly research sources. |
Designed a plan for professional growth that listed the method of professional development that will be used. The plan stated a description of the duration of the program and the location where it will be held. It also addressed the content knowledge of the professional development program (including but not limited to cultural responsiveness and digital literacy), learning activities, activities that will promote reflection and metacognition, and instructional resources. The narrative was supported by at least one (1) peer-reviewed scholarly research sources. |
|
Digital technology to foster professional learning for self and others
|
Described in detail three or more digital technology tools to teach the content and to evaluate the program. Included links to the three or more digital technology tools and it offered examples of their use. |
Described two digital technology tools to teach the content and to evaluate the program. Included links to the digital technology tools. |
Described a digital technology tool to teach the content and to evaluate the program. Included links to digital technology tools. |
|
Develop a system
with strategies to promote improvement |
Developed strategies that will be used to supervise and support the program. Strategies were described in detail and a rationale supported by theory justified the selection of the strategies. The resources that will be allocated to support the program were described and justified. |
Developed strategies that will be used to supervise and support the program. Strategies were described. The resources that will be allocated to support the program were described. |
Listed strategies to supervise and support the program. Resources to support the program were listed. |
|
Provide teaching staff with actionable feedback to support the improvement |
Developed instruments to evaluate the program. To support improvement, instruments included systematic procedures and were spaced for actionable feedback and opportunities for reflection and goal setting. The feedback process also contained a robust communication component for the affected stakeholder groups. |
Developed an instrument to evaluate the program. To support improvement, the instrument included space for actionable feedback. The feedback process also contained a communication component for the affected stakeholder groups. |
Adapted an instrument to evaluate the program. The instrument failed to include space for actionable feedback. The feedback process also failed to contain a communication component for the affected stakeholder groups. |
|
Communication Plan |
Described in detail, exemplified, and included in the timeline the communication tools and strategies that will be used to advocate for the ethical and equitable practices in the plan. |
Described the communication tools and strategies that will be used to advocate for ethical and equitable practices in the plan. |
Listed communication tools or strategies to advocate for ethical and equitable practices in the plan. |
|
Evaluation Plan
|
The plan included a detailed instrument that evaluated the implementation of the plan, both in its initial and ongoing phases. The instrument had specific, measurable performance goals, a timeline for data collection, analysis of results, and feedback. The plan also contained communication component to the various stakeholder groups about its effectiveness. |
The plan included an instrument that evaluated the implementation of the plan, both for initial implementation and ongoing. It addressed missing content knowledge skills, or dispositions, addressing both high and low levels of learning), addressing cognitive, affective, or psychomotor taxonomies, and adding behavior, conditions, or degree of mastery). The plan also contained communication component to the various stakeholder groups about its effectiveness. |
The plan mentioned an instrument to evaluate implementation. |
|
References |
Supported position with at least seven (7) peer-reviewed, scholarly research sources. |
Supported position with at least five (5) peer-reviewed, scholarly research sources. |
Supported position with at least three (3) peer-reviewed, scholarly research sources. |
|
Mechanics |
APA guidelines are used correctly for citations. There are no grammatical errors or misspellings. |
APA guidelines are used correctly for citations. One of two grammatical errors or misspellings. |
APA guidelines are used incorrectly for most citations. Three or more grammatical errors or misspellings. |
