Professional Growth Planning

Jean Anthony

Year 1: 2012-13

Standard

Sub-element
When leaders demonstrate leadership along this standard they are able to: What in your own words does this standard mean? Contextualize

Rating
How would you rate the extent to which your ability to exercise leadership is consistent with this standard?

Claims and Evidence

What are two or three specific claims you would make about your leadership related to this standard? What are two or three pieces of evidence you would cite to support each claim? Claims, Evidence & Questions

Inquiry-focused Practice

(a) Engage in cycles-of-inquiry processes in the moment and over time, including: (i) Using evidence to understand problems of practice, and specifically the student, teaching/other adult, and leadership dimensions of those problems. (ii) Constructing theories of action that: Rest on a solid evidencebased rationale for how pursuing those actions may shift adult practice and ultimately student learning and show a clear through-line from changes in adult practice and other conditions to improvements in student learning. (iii) Acting in ways that reflect engagement with the theory of action or strategic deviations from it. (iv) Continuously assessing progress.

1
Low

(2)

4
High

Claim: I am at the initial stages of using a cycle of inquiry process that informs decisions by using evidence to understand problems of practice, constructing theories of action, acting in ways that reflect engagement with the theory of action and assessing for continuous improvement. Evidence: Constructed and engaged in a mini cycle of inquiry during year 1 of L4L on ELL students in special education. Practiced focusing on understanding the problem of practice before finding solutions and taught the special education administrative team to do the same.

Professional Growth Planning In my words: Routinely implement the cycle of inquiry as a way of developing a continuous cycle of improvement throughout the organization. (b)Support the learning of other adults to continuously strengthen their practice in ways that promise to improve results for all students. In my words: Work collaboratively to engage participants from all levels of the organization to know how their work supports the success of students.

Jean Anthony

Year 1: 2012-13

1
Low

(2)

4
High

Claim: I support the learning of other adults to know how their work is leadership in support of student success. Evidence: Coached a new principal as he established himself as the instructional leader and a new special education administrator in her first year moving into a central office position (Brentwood Union School District). Work with my current staff daily to focus their work and set goals that support improvement for students. Work with the special education leadership advisory team by giving them leadership opportunities to practice authentic work that results in positive changes. Claim: I use structured time within the organization to focus the work of JobAlike groups to improve their practice. Evidence: JobAlike meetings have changed from primarily discussing adult issues to now addressing how their practices can improve student learning.

(c)Communicate from a teaching and learning stance-- in ways that help other adults deepen the extent to which they are engaged with and value strengthening their practice. In my words: Seek always to understand from a blame-free stance in order to identify

1
Low

(2)

4
High

Claim: I communicate with parents and staff with a focus on learning and continuous improvement. Evidence: Utilize essential questions to deepen our individual and collective understanding: used a Caf Conversation protocol with entire special education staff and then used their contributions to develop the work of the special education leadership advisory team. Claim: I seek to understand and challenge peoples
2

Professional Growth Planning areas of need and support; take adults from where they are and move them into continuous improvement.

Jean Anthony

Year 1: 2012-13

thinking in a blame-free and inquiry stance. Evidence: Redirected parents from filing for a due process hearing by seeking to understand their concerns, acknowledging them and worked to creatively address the issues with a win-win outcome.