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EDAS 5900/6900: CAPSTONE

My Professional Development Plan (do this for 3 or 4 priority goals)
Name: Fannie Moore
List the skill imension an the !eha"ioral ini#ators $o% &ant to e"elo'(
Skill Dimension )*: +es%lts Orientation
Considers the implications of a decision before
taking action.
Makes decisions on the basis of information.
elates individ!al iss!es to the larger pict!re.
" need to #ork on kno#ing all sides of the
sit!ation before making a decision and
making s!re that " have tied the final
decision to the big pict!re to make s!re
that it ties #ith the vision and mission of
the school. $his #ill ass!re that
everything aligns and meshes so that
conflicts and conf!sion #ill be kept to a
minim!m. $his has become increasingly
more important as my role has changed
since " am no longer simply making
decisions for a single classroom% b!t for
an entire b!ilding.
List the strate,ies $o% 'lan to #arr$ o%t(
1.
Develop strategies to challenge employees to bring a possible sol!tion #ith every
problem.
&.
'(plore and develop organi)ational techni*!es that incorporate setting priorities
and timelines for actions and decisions.
3.
Practice !sing a personal planning calendar or PD+. Practice setting deadlines
for yo!rself and yo!r staff. ,se a tickler file to check yo!r progress and the
progress of others in meeting e(pectations and deadlines.
4.
Practice establishing priority rankings of problems and iss!es facing the school or
district and disc!ss this ranking #ith a mentor.
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Make decisions on the basis of information. $oo often% int!ition is #rong. (p..1)
From p. 110 in Breaking Ranks: 10 Skills for Successful School Leaders
List the skill imension an the !eha"ioral ini#ators $o% &ant to e"elo'(
Skill Dimension )-: De"elo'in, Others
'nco!rage others to change behaviors that
inhibit professional gro#th.
ecommends specific developmental
strategies.
+sks others for their perceptions of their
professional development needs.
"t is important to be able to identify the
limitations in the teachers in #hich " #ork
#ith and to be able to offer those teachers
professional development opport!nities that
#ill help them gro# as teachers. "t is also
important to listen to the teachers and to
offer them pd opport!nities in the areas in
&
#hich they feel that they are #eak.
List the strate,ies $o% 'lan to #arr$ o%t(
1.
'val!ate yo!r organi)ational str!ct!re foc!sing on providing ma(im!m
opport!nity for each staff member to contrib!te to the s!ccess of the school.
&.
Practice making behaviorally specific notes #hile observing an individ!al or
gro!p. Deliver the feedback% foc!sing on behavior demonstrated.
3.
"dentify staff members #ho are initiators and innovators. /ive them opport!nities
(both large and small) to be leaders.
4.
Disc!ss #ith colleag!es #ays to model change for yo!r staff.
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Practice identifying the strengths of others. +ssign or delegate to them tasks that
develop those strengths.
From p. 110 in Breaking Ranks: 10 Skills for Successful School Leaders
List the skill imension an the !eha"ioral ini#ators $o% &ant to e"elo'(
Skill Dimension ).: Or,ani/ational A!ilit$
0pecific behavioral indicators
Delegates responsibilities to others
Plans to monitor delegated responsibilities
Monitors progress
'stablishes timelines
,ses available reso!rces
" like to maintain control of everything and "
like to do things my #ay. 1hile this is good
in some #ays% it is terrible in others. "t is
terrible beca!se there are only so many
ho!rs in the day and " m!st learn ho# to
!se my reso!rces and " m!st learn ho# to
delegate things o!t to others. 2nce " do
delegate o!t% " m!st remember to follo# !p
and make s!re everything is rolling o!t the
#ay it #as intended to roll o!t.
List the strate,ies $o% 'lan to #arr$ o%t(
1.
Practice delegating to others tasks that they can s!ccessf!lly accomplish to
increase their sense of belonging and the accomplishment of member of a gro!p.
&.
Develop and !se timelines for the completion of m!ltiple or comple( tasks.
3.
Develop priority task lists #ith colleag!es. Manage yo!r tasks and those of
others by setting ob3ectives and prioriti)ing them in terms f time and importance
as determined by yo!r and the school4s vision.
4.
Develop a mentor relationship #ith a tr!sted colleag!e #ho is kno#n to be strong
in organi)ational ability.
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Disc!ss #ith an administrative mentor the organi)ational techni*!es that he or
she has fo!nd to be effective handling the comple( task of balancing school
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management #ith instr!ctional leadership.
From p. 110 in Breaking Ranks: 10 Skills for Successful School Leaders
List the skill imension an the !eha"ioral ini#ators $o% &ant to e"elo'(
Skill Dimension )0 1o'tional2: Settin, 3nstr%#tional Dire#tion
+rtic!lates a vision related to teaching and
learning.
+rtic!lates high performance e(pectations for
self or others.
'nco!rages improvement in teaching and
learning.
0ets clear meas!rable ob3ectives.
/enerates enth!siasm to#ard common goals.
0eeks to develop alliances o!tside the school
to s!pport high *!ality teaching and learning.
+ckno#ledges achievement or
accomplishments.
0eeks commitment to a co!rse of action.
"t is important that " !nderstand the big
ideas behind teaching and learning that is
taking place #ithin my b!ilding. 1hile "
may not be the e(pert in every single
s!b3ect area or grade level% it is my
responsibility to !nderstand the
instr!ctional direction.
List the strate,ies $o% 'lan to #arr$ o%t(
1.
Meet reg!larly #ith staff to disc!ss their priorities. Provide inp!t on the basis of
yo!r e(pectations as instr!ctional leader in the organi)ation.
&.
+ccept leadership of an ad hoc gro!p #ith a diffic!lt task% a gro!p of
ine(perienced or !nskilled people% or a loosely str!ct!red gro!p to practice
bringing str!ct!re and direction to a gro!p in order to accomplish tasks.
3.
0eek opport!nities to chair problem5solving committees at the school or district
level. +sk a mentor or colleag!e to monitor yo!r progress and provide feedback
regarding the effective !se of planning skills and follo#5thro!gh.
4.
+ttend training on ne# instr!ctional methods and proced!res to find ne# and
better #ays of doing things in the classroom and incl!de fac!lty members. Check
yo!r district% regional service agency% state department% or college and
!niversities in yo!r area for opport!nities for b!ilding capacity in this skill area.
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From p. 110 in Breaking Ranks: 10 Skills for Successful School Leaders
S#orin, 4%ie: -0 'oints ma5im%m
6 point ma(im!m for each goal (4 goals ma()
75& points /oal is #ell artic!lated% specific% and tied to 10 Skills dimensions
1 point each 'ach strategy is specific% related to the goal% and follo#s best practices