Empowering Leaders

Professional Development
Stephanie Klaer
May 17, 2023
EAD 533
 1. Criteria and Processes
2. Coaching Cycle
3. Feedback
OBJECTIVES 4. Implementation
 Potential professional leaders should be
able to demonstrate the following skills:

● Demonstrated Job Skills

● Observable Behavioral Competencies
● Prior Evidence of Success
● Compassion
CRITERIA ● Vision
AND ● Perseverance

PROCESSES
 Process for selecting Teacher Leaders:

● Determine current needs for the campus.

● Interest Survey
● Review qualifications and experiences of
potential candidates.
CRITERIA ● Interview candidates
● Candidate selection
AND
PROCESSES
COACHING
CYCLE
 “Of all the approaches available to
educators to promote teacher
learning, the most powerful (and
embedded in virtually all others) is
that of professional conversations.”
(Danielson, C. 2016)
 ● Preview the agenda and expectations of the
Post Conference.
● Allow the teacher to reflect on their
instruction
● Begin with positive reinforcement.
● Ask clarifying and open-ended questions
● Review instructional strategies
● Use specific evidence from the observation
FEEDBACK to support feedback
● Develop a plan for next steps
 Who benefits from quality feedback:

● The teacher
● The evaluator
● The students

FEEDBACK ● The school community

 Pre-Observation Conference:
● Establish open communication and rapport
● Teacher provides background information
● Preview lesson objectives and instructional strategies
● Goal setting

Observation:
● Evaluator should be present for the entirety of the lesson
● Evaluator takes notes and sites explicit examples from lesson
● Observe for good instructional practices, active engagement, and
level of mastery

Post-Observation Conference:
● Teacher reflection: “Glows & Grows”
● Provide feedback, including explicit examples from lesson
IMPLEMENTATION ● Inquire on areas of growth
● Develop an action plan for continued growth

Faculty
 Pre-Observation Conference:
● Establish open communication and rapport
● Identify roles and responsibilities
● Identify areas of focus
● Goal setting

Observation:
● Evaluator should be present for the entirety of the observation
● Observe support staff in their respective role
● Evaluator takes notes and sites explicit examples from observation

Post-Observation Conference:
● Support self-reflection process: “Glows & Grows”
● Provide feedback, including explicit examples from observation
IMPLEMENTATION ●
●
Inquire on areas of growth
Develop an action plan for continued growth

Support Staff
 REFERENCES

● Cambridge Assessment International Education. (n.d.). Getting Started with Peer Observation. Retrieved from
https://www.cambridge-community.org.uk/professional-development/gswpo/index.html
● Danielson, C. (2016). Talk About Teaching? Leading Professional Conversations (2nd ed). Thousand Oaks, CA:
Corwin a Sage Company
● Massachusetts Department of Elementary and Secondary Education. (2015 November 2). Conducting
Observations and Providing Meaningful Feedback. Retrieved from
https://www.doe.mass.edu/edprep/cap/workshop-facilitatorguide.docx
● Teacher-Led Professional Learning. (n.d.). Selecting Teacher-Leaders. Retrieved from
https://www.teacherledprofessionallearning.org/steps/selecting-teacher-leaders/