Professional Development Activity 9-A
Submitted by Stephen P. Gordon, Texas State University
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This activity relates to Standard 9.2.
For instructional leaders to facilitate other’s self-assessment and personal reflection, they must first engage in these processes themselves. This activity provides multiple opportunities for self-assessment and reflection.
Although the activity is concerned with individual professional development, participants engage in the activity as part of a collegial support group.
In phase one of the activity, participants gather multiple types of data on their professional performance. Data sources might be students, teachers, supervisors, administrators, archival data, and so on. Data gathering methods could include surveys, interviews, systematic observation, videotaping, and so forth. The participants bring the data they have gathered to their collegial support group for assistance in data analysis and conclusion drawing. Each participant identifies a focus area for a long-term individual professional development plan.
In phase two, the participants complete several adult learning style inventories. A variety of inventories can be used for this phase. Possibilities include the Life Styles Inventory, Myers-Briggs Type Indicator, Kolb’s Learning Style Inventory, Gregorc Style Delineator, and the Productivity Environmental Preference Survey. With assistance from the collegial group, participants compare the results of the chosen surveys, looking for themes about how they learn best. As the job-based data gathered earlier helps the participant to determine what professional growth she or he wishes to achieve, so the earning styles data helps the participant decide how to best achieve that professional growth.
In the phase three of the activity, the participants develop individualized professional development plans, including written reflection on the data they have gathered, objectives, learning activities, self-assessment activities, and a plan for using the results of their professional development to benefit other members of their school community. The planned professional development activities are not necessarily individual activities. They might include participating in group training, peer coaching, study groups, collaborative action research, and so on. The collegial group assists the participant throughout the planning process, asking critical questions, serving as a sounding board, and providing feedback. The activity culminates with the participant publicly sharing her or his plan.
Assessment Criteria
Work-based data gathered by the participant is extensive enough and rich enough to provide a sound basis for identifying a focus area. The participant’s written reflections on work-based data and adult learning inventories indicate in-depth self-reflection and critical-assessment.
The participant’s professional development objectives are consistent with the data, challenging, and achievable.
Planned learning activities are well articulated, consistent with professional development objectives, and doable.
Planned self-evaluation activities are well articulated, feasible, and appropriate for measuring the participant’s progress toward professional development objectives.
The participant’s plan for sharing has the capacity to enhance colleagues’ professional development.
The participant’s written plan and public sharing indicate a disposition toward facilitating others' self-assessment, personal reflection, and individual professional development.
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