Clinical Field Experience A:Professional Development Program
Date of Artifact: October 23, 2024
Course #: EAD 523
Rationale: This reflection aligns with ELCC Standard 2, which focuses on the leadership of school improvement initiatives and the development of a collaborative school culture. The principal’s approach to professional development (PD) emphasizes the integration of data, feedback, and stakeholder input, ensuring that PD is responsive to the needs of teachers and directly linked to improving instructional practices. By collecting feedback from teachers and administrative teams, the principal fosters collaboration, a key element of ELCC Standard 2, which promotes shared leadership and decision-making. Furthermore, the principal’s practice of using data to assess the effectiveness of PD, particularly in tracking improvements in grading practices, exemplifies a commitment to evidence-based decision-making. This focus on continuous monitoring and adaptation reflects ELCC Standard 2's emphasis on using data to guide the improvement of educational programs and practices. This reflective process ensures that PD aligns with the school’s long-term goals and supports ongoing professional growth.
This field experience provided valuable insights into the principal's approach to professional development, offering a clear understanding of how school leadership shapes teacher growth and instructional improvement. One of the key takeaways was how the principal uses observed trends in the school, such as grading practices, to drive the topics of professional development. This approach ensures that PD is responsive to real needs within the school, a practice that aligns with PSEL Standard 6, which emphasizes developing the professional capacity of school personnel.
The principal’s process of collecting feedback from both teachers and administrative teams highlights the importance of collaboration in developing a relevant and impactful PD program. By involving different stakeholders, the PD topics are tailored not only to address problems but also to introduce new, innovative practices that enhance teaching and learning. This reflects PSEL Standard 7’s focus on the effective management of school systems and operations to foster a continuous improvement culture.
I was particularly impressed with the principal’s emphasis on using data and teacher feedback to assess the success of professional development initiatives. Monitoring gradebook practices after a grading-related PD session is an excellent example of how progress can be tracked in specific areas. This practice of data-informed PD aligns with a broader vision of school improvement, ensuring that professional development supports the Continuous Improvement Plan (CIP) and advances student outcomes.
Another key point was the focus on adapting professional development to the evolving needs of the staff and students. The principal spoke about regular check-ins with teachers and leadership teams to reassess and adjust the PD program, which ensures that it remains relevant over time. This adaptability is critical for a dynamic educational environment, where instructional strategies must continuously evolve to meet new challenges and opportunities.
Reflecting on this interview, I realize the importance of embedding follow-up and accountability structures into professional development. It is not enough to offer PD sessions; there must be systems in place to ensure that teachers apply what they learn. Moving forward, in my own practice as a school leader, I will prioritize designing PD sessions that not only address immediate needs but also incorporate ongoing support and progress monitoring to ensure the sustainability of these initiatives. Through continuous reflection and adjustment, I aim to foster a culture of professional growth that aligns with both PSEL standards and the long-term goals of the school.