Capstone Component Two Professional Self Assessment
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Capstone Component Two Professional Self Assessment 77th Street, West zip 10024
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Capstone component two professional self assessment

Capstone component two professional self assessment capstone logistics waco tx propagandist essay definition topics ´╗┐there's enormous value for schools to be involved in the performance and development initiative from the really big picture you know sort of all schools are striving to achieve those magnificent goals of the Melbourne declaration you know that idea of even as assistant we're trying to get equity and excellence we're trying to bring students through that are confident and creative learners very successful that are out there in our world they're active and informed as citizens as well but we know that these are really big picture things and even though the most accomplished leaders really understand to the core they've got to find a way in to make that happen our decision to enroll in performance and development culture virtually originated in our 2010 school review we looked at our school improvement data and we discovered that the results for feedback an appraisal empowerment ownership weren't the sort of levels we you know we were happy with and they seemed to be leaked and we started investigating what we could do about that and at that point in time we discovered that performance in development culture covered all of the elements that would help us lift our data in those areas I look I think from the outset and we took a large team into the professional development often offered by the Catholic Education Office I think we took you know Paulo myself a couple of other leaders and a number of level coordinators so team of seven so that we had more than one person hearing the story the professional development offered at the Catholic Education Office with what was outstanding there were four sessions spaced learning we took the opportunity to replicate those sessions back at school mother-father them obviously to meet our needs and you know we're working with a large group of people here so we we used the content redeveloped the workshops and then did a tag team in implementing those workshops over a period of time that was really good and they had a bit of ownership to the day because we had the focus groups they helped us devise lots of parts of the plans they helped us devise so there are lots of things that they had there and I felt they owned some of it which was really important and that I really think in hindsight there is the most critical component is the ownership you know it's a large school we tend to sort of get there late on the top a bit here and this was a good opportunity for us to you know revise our structures and allow for a bit of buy-in and I think that's really why we've been so successful and also the time I think we made a deliberate effort to make sure that we took time letting them understand the concepts behind it as well that journey at the beginning was quite you know that Jurnee so having that opportunity to scaffold our learning was fantastic and I think it a lot of time and I also think a lot of people were a little bit anxious to start with what was expected how are we going to do all this it seemed so overwhelming but I think the leadership really structured our journey so well that once we actually got into it the journey was actually not as daunting as we know when first presented and like any journey because always it's working at the beginning I know you know initially we were a little bit hesitant about what was going to be happening but as we've gone on in their professional dialogues improved and also support with each other so when people come through to our classrooms I found this being that real support even though some of it may not always be positive yeah and look I think yeah that takes time because you've got to develop a trust relationship between your staff members but then once that's developed people are very receptive to hearing constructive feedback because they they want to know how to improve and I think that's really important in like any journey I suppose you know there's all those different phases so you know we've seem to have created this culture of feedback within our school now which is which is fantastic and and it's amongst the children and the staff I think initially when people were providing feedback to one another it tended to be you know the warm and the cool feedback tended to be a little bit more warm and to be honest and and some teachers were you know perhaps afraid of being more of a critical friend rather than just you know saying something that they expect the other person to hear so that's been quite a culture change for people to be able to say what it is that they really feel about that person to actually better their journey and to to provide more kulish feedback which can actually better them in their teaching the things that surprised us most was really the teachers response to the pea robes and the pure robes were really a very new thing for them and also the walkthrough so there are a couple of things that they responded very well to and their plans their plans Tom in the our meeting their plans were outstanding another way the culture the school supports us really is through peer observation that provides us with a chance to actually see each other in action and although Lucy's our graduate and learning a huge amount I'm also we're all learners and that's been very much promoted at the school that we're all here to actually improve our skills and our you know teaching that we had a chance to go into each other's classrooms and view teaching methods and then provide positive feedback and also room for improvement as well and that was a really important thing well some of the improvements would include induction processes that's been a positive we've done a lot of work on multiple sources of feedback looking at you know we do a lot of testing at San Luis and we do a lot of surveying and that data has proved to be really rich for teachers with the customized individual teacher learning plan help set priorities help set goals provides one of the sources of feedback they need to present when they come frame your review meeting I think goal-setting has improved the quality of my teaching in that I'm more explicit because my goals are very explicit I know what I want to learn and I know what I have to do to get there and when I go into the classroom I know what I want the kids to learn and what will help them achieve it I think the the structure for the actual setup of the goals was quite good you know knowing that you had your annual action plan which you can be a part of you know the development of you you take your goals from there and then it actually the goals actually formed the basis for your peer observations and your lessons studies and so on so in that way it was a great progression we've had a lot of discussions about the quality of the feedback so the reality is we're looking at a coaching mentoring model we'd like to appoint an external consultant to work with the school as a coach so to come in and work with the leaders to come and work with teams now just to you know to to it you know just kill us all up and provide the constructive feedback that's going to be able to cuz at the end of the day we want the children's outcomes to improve and and how that's going to happen is with constructive feedback performance and development gives schools the potential to develop an enormous capacity for ensuring that they get high quality teaching to get those high student outcomes capstone partners jobs LaGuardia Community College.

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