Calendar of Topics Date Topics and Assignments Notes Below 8/27 8:00 – 5:00 Introduction Syllabus Characteristics of marginal teachers Causes of teacher difficulties Differentiated supervision Helping marginal teachers Developing teacher assistance plans Internship Seminar 1—Electronic Portfolio EPP Chapter 6 Article: Widget Effect Bring your district ‘s procedures for working with marginal teachers Bring artifacts to add to your portfolio See #1 See #2 0/24 Review of assistance plans Retention vs dismissal Leadership vs. management Leadership analysis instruments Leadership book one-pager Article: Management vs Leadership Mid Term Exam See #3 See #2 10/22 9:00- 4:30 The learning centered principal Balanced leadership Leadership styles The learning centered principal 1. Balanced Leadership article and chart 2. Article: The School Prin. As Leader See #4 See #2 12/10 Principals as instructional leaders What great principals do differently Leading meetings In basket scenarios for principals Internship Seminar 2--Resumes and cover letters What Great Principals Do Differently Article: TB See #5 See #5 Notes Read the sections listed below from Chapter 6 (Danielson’s Enhancing Professional Practice). Create a bulleted list of 8-10 major points and then write a reflection of about ½ page. P. 168-170: Using the Framework for Reflection and Self-Assessment P. 176-177: Using the Framework for Peer Coaching P. 177-181: Using the Framework for Supervision and Evaluation
knowledge and skills. new knowledge and skills. knowledge and skills. D The components of the plan are designed to create a commitment to life-long learning for the individual. The components of the plan are designed to help create a commitment to life-long learning for the individual. A commitment to life-long learning was not evident in the resource guide criteria. NCATE EDL 538 Application Assessments Although most teachers demonstrate effective instructional skills, there are some teachers who require a professional growth plan focused on remediation to guide their growth. These plans are more prescriptive that traditional professional growth plans. Each student will develop a professional growth plan for a teacher in need of remediation that is described in a scenario. The plan will focus on tasks, mentoring, coaching, conferencing and other techniques that promote new knowledge and skills Criteria Exemplary (Exceeds) Proficient (Meets) Basic (Developing) (Not Meeting) Unacceptable (Not Met) Design Comprehensive Professional Growth Plans (2.4) The candidate developed an exemplary professional growth plan that reflected a commitment to lifelong learning. The candidate developed a professional growth plan that reflected a commitment to lifelong learning. The candidate developed an incomplete professional growth plan that reflected a commitment to lifelong learning. The candidate did not develop a professional growth plan that reflected a commitment to lifelong learning. A The professional growth plan contained a variety of criteria that addressed reflective practice and research on student learning. The professional growth plan contained criteria that addressed reflective practice and research on student learning. The professional growth plan did not contain criteria that addressed reflective practice and research on student learning. B The professional growth plan reflects various aspects of adult learning theory. The professional growth plan reflects aspects of adult learning theory. The professional growth plan did not reflect aspects of adult learning theory.