Instructional leadership is identified in the the following California Administrator Performance Expectations (CAPE's):
Professional Learning and Growth Leadership (CAPE 13, 14, 15)
The ability to model professional growth and development are important leadership qualities. The role of an administrator must include modeling, as well as providing professional learning opportunities for staff that are intentional, focused, and aimed at the school’s vision and goals. As a leader, we always look towards way to grow and learn, as well as share with others. My desire is to continue to build up my leadership toolbelt and offer quality professional learning opportunities to my team.
In Administration 531, we were asked to fill out the Classroom Observation Tool Analysis. An outline of a performance review was provided and the steps that are taken, within my organization, to provide quality teacher reviews. Teachers start the school year with a growth goal and then focus on the four culture points. Perez (2018) stated, “Administrators are encouraged to reflect on each of the areas, but specifically make one additional recommendation, which provides the teacher with something tangible for future improvement.” Having a system and a form, with prompts and questions, enables a leader to spend time observing in the classroom, as well as providing quality feedback to teachers.
Professional development can be obtained through outside educator conferences, in house trainings, or self-directed learning. In Administration 525, the signature assignment was creating a professional development plan. At Classical Academy Online, nine of the 16 teachers were first or second year instructors. Working with the San Diego County Office of Education allows us to have a Beginning Teacher Support System (BTSA) within our organization. Teachers meet monthly to discuss progress, implement best practices, and completed an annual project. This two year program allows site leaders more flexibility and time to plan site based trainings, aside from beginning teacher support. The professional development plan outlined a full year of professional development, provided on three different dates and included a calendar and objectives. “Professional development is aimed at personalized learning and the need to utilize data to help drive student centered learning. Teachers will be informed and practicing data collection, classroom management, and data driven instruction” (Perez, 2017). Fine tuning the profession, implementing new techniques, and analyzing trends and data can all impact the facilitation, learning, and success of the students.
The role of the administrator in the California Teacher Induction Program (CTI) is known as Beginning Teacher Support System (BTSA). “The BTSA Induction program provides two years of job-embedded support based on action research. This support typically comes in the form of mentorship from a trained, veteran teacher with a clear credential. It is expected that the mentor and the participant connect at least one hour a week. The mentoring includes classroom observations, reflective conversations and action research all based on the California Standards for the Teaching Profession. Upon successful completion of the two years, a participant is recommended for the clear credential” (Perez, 2017). Classical Academies partners with the San Diego County Office of Education, as well as other educational speakers and partners, to provide the two-year induction program to new teachers. Many of the teachers who are employed at Classical Academy Online began in other positions, such as tutors or lab supervisors. These positions gave them the exposure to education that reinforced their desire to teach. Through a variety of schools and programs, each employee has become credentialed and must complete the induction program within five years to clear their teaching credential. Due to the passion and desire to become a teacher, and the exposure to a unique culture and fit at Classical Academy Online, the teachers have a special bond. Continued professional development and team building are intentional and create a positive learning environment that leads to student support and achievement.
CAPE 13: Modeling Life-Long Learning and Job-Related Professional Growth
ADMIN 531
Evidence: Classroom Observation Tool Analysis
CAPE 14: Helping Teachers Improve Their Individual Professional Practice Through
Professional Growth Activities
ADMIN 525 Instructional Leadership
Evidence: Signature Assignment: Professional Development Plan
CAPE 15: Identifying and Facilitating a Variety of Professional and Personal Growth
Opportunities
ADMIN 533
Evidence: California Teacher Induction Program