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Clinical Field Experience A: Professional Development Program

Catherine Borowski

College of Education, Grand Canyon University

EAD 523: Developing Professional Capacity

Dr. John Gustafson

October 18, 2023

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Clinical Field Experience A: Professional Development Program

In my introductory field experience, I had the opportunity to speak with and observe Ms.

Rebecca F. Ms. F is an instructional coach who recently earned her Principal credentials. She

currently works at Todd Beamer High School in Federal Way, Washington. Within her current

role, she provides job-embedded professional development through the use of teacher consults,

coaching cycles, co-teaching support, co-planning, and professional learning community

facilitation.

The use of data is vital to the successful development of professional learning. Using

both quantitative and qualitative data collection, professional development needs are determined

and then targeted, metrics for success are set and measured, and the next steps are evaluated.

Program Development

Through a combination of district initiatives related to the strategic plan, teacher-

identified needs, the school leadership team (Guiding Coalition), and school SIP, topics are

determined and planned for. Different teams work together to develop sessions for different

focuses. At the district level, the Teaching for Learning Director and staff design, procure, and

implement professional development. The Build level team is made up of Guiding Coalition

members and vetted teacher leaders (typically department heads). At the teacher and team level,

there is a collaboration to find desired professional development as well as facilitate

opportunities to learn from each other.

Data points used to direct the design and development of professional learning include

measures of student achievement, student socio-affective surveys including Panorama and

Healthy Youth, attendance and discipline data, and teacher surveys.

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Incorporation of Technology

Technology is incorporated into professional development in a variety of ways. Digital

presentations are used in conjunction with personal technology (QR codes, padlet, jamboard)

where teachers can comment, share ideas, respond to prompts, etc. Smart boards are available,

data tracking and data display tools are used, and surveys are implemented for various purposes.

SIP

Many of the professional development opportunities that take place in the building come

from identified needs through the SIP committee. Professional development is a major part of

what SIP works with to achieve its goals. The SIP team works with the Guiding Coalition team

and with departments to help identify and prioritize the professional learning most likely to

support the achievement of scholars.

Professional Development Goals

There are several methods used to determine whether professional development goals

have been achieved. Through TPEP (the teacher evaluation tool used), Inquiry Cycle meetings

which are monthly and monitor student progress, and conversations. Data around growth goals,

achievement, behavior, and discipline. Surveys of students, teachers, and staff. And Instructional

coach data cycle reflections on improved teacher practice and scholar outcomes. Feedback is also

collected and reviewed after every large group professional development session or staff meeting

and used to make improvements and adjustments for future sessions.

Implications for Future Practice

The role of instructional coach is what set me on the path to obtaining a master’s degree

in educational leadership. PSEL Standard 6 describes the role of leadership to be one that

facilitates many different approaches and provides guidance to help grow teachers in their
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practice in a way that supports the academic success of students (NPBEA, 2015). I anticipate the

opportunity to work with staff to identify and develop professional learning opportunities that

will apply to meeting the specific needs of the building I am working with.

PSEL Standard 7 focuses on the development of a professional community that works

together to build both student academic success and social-emotional growth (NPBEA, 2015).

By working with both the administration team and staff, I hope to create a community that is

both safe and supportive, and that encourages the pursuit of knowledge and growth in skills and

practice.

Having had the opportunity to watch Ms. F in her role and see the way that she builds

confidence in the adults that she is working with is both inspiring and motivating. I look forward

to continuing this path and learning from those that I am fortunate enough to work with.
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References

National Policy Board for Educational Administration (2015). Professional Standards for

Educational Leaders 2015. Reston, VA: Author.