1 Developing Individual Professional Development Plans

Best Practices in Developing Plan 2 Developed collaboratively with the administrator and evaluator. Based on:  Needs of the administrator  The Iowa Standards for School Leaders  The student achievement goals/action plan of the attendance center and the school district

Steps in the process 3 1. Collaboratively determine the existing needs  Thinking points for this process:  In light of the building and district achievement goals, what skills does the administrator believe he/she needs to develop further?  What data sources and points will be used to determine needs?  What needs to be in place to support the administrator?  Others?

Steps in the Process 4 2. Set goals  Thinking points for this process:  What elements are important in goal setting?  What data sources and points will be used to measure goals?  What needs to be in place to support the administrator?  Others?

WHAT GETS MEASURED GETS DONE. TOM PETERS Iowa Evaluator Approval Training Program: Evaluation of Administrators © "Not everything that counts can be counted and not everything that can be counted counts." Einstein

Goal Setting 6 Effective goals are key to planning the individual growth plan of administrators Goals should:  Focus on improvement in Iowa Standards for School Leaders  Provide information on data collection  Promote personal responsibility  Other? There are many models of goal setting.

SMART Goals 7 S – Strategic and specific M - Measurable A – Attainable R – Results-based T – Time bound

S MART GOALS 8 S – Strategic and Specific Why specific?  Specificity provides the concrete, tangible evidence of improvement.  By targeting knowledge and skills that achieve the Iowa Standards for School Leaders, administrators become very focused in their approaches.  By targeting on specific goals, the administrator has clearer communication on what needs to change to increase results.

S M ART GOALS 9 M – Measurable Being able to measure a goal is critical as we tend to focus our efforts on what gets measured. By using multiple measures, a more complete picture of results can be reliably reached.

SM A RT GOALS 10 A – Attainable Goals that motivate us to strive higher are those that are almost but not quite within our reach, that we need to stretch to achieve.

SMA R T GOALS 11 R – Results-Based Results-based goals are motivating. The key question remains:  “So what?”  What improved? When we do not achieve the results we want, we can then go back to the drawing board and ask why.

SMAR T GOALS 12 T – Time Bound Goals need to have a specific time frame. This builds internal accountability and commitment. If a goal is not met within the time frame, then an opportunity is created to learn why the goal was not reached and to make adjustments.

SMART Goal Examples 13 For 8 weeks, exercise 3 times a week sustaining a target heart rate for 30 minutes. In one year, MasterCard bill will have no carry- over balance. By May 1, 95% of the students in 3 rd grade, will have mastered multiplication tables with 90% accuracy on a 2 min. time test.

Leadership Growth Plan Examples 14 By September 1, 2010, the administrator will train his/her staff to use data to make decisions to adjust/inform instruction and professional development. By March 30, 2010, the administrator will provide staff with observational data, based on “walk- throughs” at least weekly.

Steps in the Process Planning  Thinking points for this part of the process  What are some of the intermediate steps to obtaining this goal?  What resources and supports are needed to help this administrator?  What formative checks will be done to ensure the goal will be met?  Others?