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    Case Study Developing Professional Capacity

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    The principal is facing declining teacher evaluation scores in key instructional areas and must develop a Continuous Improvement Plan (CIP) to address this. The best solution is to create a data-driven CIP with measurable goals focused on professional development and professional learning communities. A committee of administrators, teachers, and students will create the CIP. It will include training, accountability checks, and an instructional coach to support teachers' growth throughout the year. The goal is to improve instructional practices through meaningful collaboration and targeted professional development.

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    Case Study Developing Professional Capacity

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    api-250889046
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    The principal is facing declining teacher evaluation scores in key instructional areas and must develop a Continuous Improvement Plan (CIP) to address this. The best solution is to create a data-driven CIP with measurable goals focused on professional development and professional learning communities. A committee of administrators, teachers, and students will create the CIP. It will include training, accountability checks, and an instructional coach to support teachers' growth throughout the year. The goal is to improve instructional practices through meaningful collaboration and targeted professional development.

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    The principal is facing declining teacher evaluation scores in key instructional areas and must develop a Continuous Improvement Plan (CIP) to address this. The best solution is to create a data-driven CIP with measurable goals focused on professional development and professional learning communities. A committee of administrators, teachers, and students will create the CIP. It will include training, accountability checks, and an instructional coach to support teachers' growth throughout the year. The goal is to improve instructional practices through meaningful collaboration and targeted professional development.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    203 views4 pages

    Case Study Developing Professional Capacity

    Uploaded by

    api-250889046
    The principal is facing declining teacher evaluation scores in key instructional areas and must develop a Continuous Improvement Plan (CIP) to address this. The best solution is to create a data-driven CIP with measurable goals focused on professional development and professional learning communities. A committee of administrators, teachers, and students will create the CIP. It will include training, accountability checks, and an instructional coach to support teachers' growth throughout the year. The goal is to improve instructional practices through meaningful collaboration and targeted professional development.

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    Case Study: Developing Professional Capacity

    Case Analysis

    For this case, I am a K-8 principal of a diverse school with 1,400 students. We have

    adopted a new teacher evaluation tool and noticed in the past year teacher scores have declined

    in the following areas: “the methods used for instruction, monitoring and adjusting the lesson,

    and the levels of engagement between students”. The stakeholders involved are the

    administrators and teachers. District policy requires schools to have continuous improvement

    plans. The plans need to include professional development for teacher growth and learning.

    The potential solutions include providing professional development that targets the areas

    for improvement, opportunities for teachers to reflect on their teaching and use that as

    opportunities for growth, or creating a CIP that narrows down goals that are data-driven and

    includes measurable outcomes for teachers. To go along with whichever solution, it might be

    beneficial to hire an instructional coach to assist teachers who may need extra help in perfecting

    their craft. I believe the best solution would be to create a CIP with measurable goals which

    includes the implementation of PLCs and a meaningful professional development schedule that

    addresses the needs of the teachers. The CIP should include the evaluation tool as the measurable

    outcomes for teachers. To build the CIP, I would form a committee including teachers and

    administrators as well as students from higher grade levels, if possible, because they are also

    stakeholders. In the committee we would build the CIP based on the needs assessment and create

    measurable outcomes as well as a schedule for professional development and PLCs. When

    teachers return, there will be training over the CIP, PLCs, and expectations. There will also be

    continued training throughout the year to ensure PLCs are running efficiently. Throughout the
    year there will be check-ins with teachers to hold them accountable as well as make

    improvements if needed.

    Rationale

    Based on the case study background provided and my research, for there to be

    meaningful improvement, it is crucial for there to be data, collaboration, and measurable goals to

    guide teachers. According to “Data Use for Continuous Instructional Improvement in Early

    Childhood Education Settings”, “administrators can promote the use of data-informed

    instructional practices through clear communication of expectations surrounding data use and

    instructional practice, distribution of data responsibilities, identification of strengths and

    weaknesses related to data use (e.g., data collection efforts, staff capacity, use of evidence-based

    practices), allocation of resources in an effort to promote data use, and modeling data-use

    behaviors such as using data to inform program decisions” (deMonsabert, et al 496). They go on

    to say, teachers must be trained in data collection in order to accurately collect and use data and

    they also need to have regular professional development to increase their skills and knowledge.

    Therefore, a detailed CIP is important as well as a plan in which teachers are attending

    professional development and collaborating with their peers. It is also believed that “targeted

    support is likely needed much more frequently than once a year. The literature supports the use

    of coaches in providing targeted, ongoing support to educators in developing, implementing, and

    maintaining new skills in early childhood settings” (deMonsabert 500). The use of an

    instructional coach on campus would help to fill in gaps teachers may have as well as facilitate

    any professional learning opportunities. I would use this data to make the case to my district if

    there was a question as to why this position was necessary, if there was not money in the budget

    for this position, I would need to work with my team to come up with a different solution such as
    a teacher mentor program or peer-evaluation program. Furthermore, including all stakeholders in

    these decisions would be pertinent in forming an all-inclusive CIP which is why the inclusion of

    students as well as parents would help to know what is expected of us as educators from our

    school community in order to improve. There could be issues involving families as some may be

    more outspoken or joining for malice, a way to mitigate this would be to survey families rather

    than selecting people to be members. Overall, the most important factor will be the willingness

    of the staff, continuing to build positive staff relationships and foster a community that is willing

    to learn and improve will determine the success of the CIP. Therefore, there needs to be buy-in

    from teachers and as the educational leader, I will need to show my excitement for the CIP and

    growth my teachers will be engaging in.


    References

    deMonsabert, J., Brookes, S., Coffey, M. M., & Thornburg, K. (2022). Data Use for Continuous

    Instructional Improvement in Early Childhood Education Settings. Early Childhood

    Education Journal, 50(3), 493–502. https://doi-org.lopes.idm.oclc.org/10.1007/s10643-

    021-01168-3

    Shakman, K., Wogan, D., Rodriguez, S., Boyce, J., Shaver, D., National Center for Education

    Evaluation and Regional Assistance (ED), Regional Educational Laboratory Northeast &

    Islands (ED), & Education Development Center, I. (EDC). (2020). Continuous

    Improvement in Education: A Toolkit for Schools and Districts. REL 2021-014. Regional

    Educational Laboratory Northeast & Islands.

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