1. 1 Developing Individual Professional Development Plans

2. 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

3. 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?

4. 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?

5. WHAT GETS MEASURED GETS DONE. TOM PETERS Iowa Evaluator Approval Training Program: Evaluation of Administrators © 2007 5 "Not everything that counts can be counted and not everything that can be counted counts." Einstein

6. 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.

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

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. Steps in the Process 15 3. 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?