Learning and Leadership:
Standard 6: Candidate recognizes the importance of, demonstrates, and facilitates professional learning and leadership as a career-long effort and responsibility.
Exemplars: Interview report from time with a school district leader; Reflection from professional development I led at my district
During my Supervision course, I chose to interview my school district’s assistant superintendent, Terrie McNabb, to gain a better understanding of planning and supervising reading programs for a district. She has been with Aubrey ISD for over twenty years, and held many educational and leadership roles while working for the district. Many of the things that Mrs. McNabb discussed during our interview were reinforced throughout the semester from our readings and discussions. Graduating with a degree is not the final step for educators. Mrs. McNabb and her staff are continually attending professional development classes to guide their support of students’ learning, and to also guide improvements and change within the district regarding reading and writing instruction.
Through my education and discussion with this local literacy leader, I have gained foundational knowledge about reading education. I can see how change within a district happens over time, and how important it is to seek guidance through professional development to implement effective practices. School-wide professional developments must be planned, designed, and should include supportive features as changes are implemented. Literacy leaders must stay in contact with other professionals and teachers to build a strong supportive school culture.
I was able to lead a professional development session for my district. Through this positive experience I was able to design, facilitate, and lead an effective and differentiated informational session. In preparation for this session, I worked collaboratively with my peers in class and with individual educational leaders on my campus. I was able to hold effective conversations that aided in the planning and problem-solving to design the professional development plan I was going to lead. During the session, I provided my attending peers with a clear plan for the training, modeled specific strategies that could be used in various grade levels, provided small group activities where they practiced using the strategies, and discussed goals and feedback to offer support for educators as they began using the specific strategies they learned during the lesson.
Standard 6: Candidate recognizes the importance of, demonstrates, and facilitates professional learning and leadership as a career-long effort and responsibility.
Exemplars: Interview report from time with a school district leader; Reflection from professional development I led at my district
During my Supervision course, I chose to interview my school district’s assistant superintendent, Terrie McNabb, to gain a better understanding of planning and supervising reading programs for a district. She has been with Aubrey ISD for over twenty years, and held many educational and leadership roles while working for the district. Many of the things that Mrs. McNabb discussed during our interview were reinforced throughout the semester from our readings and discussions. Graduating with a degree is not the final step for educators. Mrs. McNabb and her staff are continually attending professional development classes to guide their support of students’ learning, and to also guide improvements and change within the district regarding reading and writing instruction.
Through my education and discussion with this local literacy leader, I have gained foundational knowledge about reading education. I can see how change within a district happens over time, and how important it is to seek guidance through professional development to implement effective practices. School-wide professional developments must be planned, designed, and should include supportive features as changes are implemented. Literacy leaders must stay in contact with other professionals and teachers to build a strong supportive school culture.
I was able to lead a professional development session for my district. Through this positive experience I was able to design, facilitate, and lead an effective and differentiated informational session. In preparation for this session, I worked collaboratively with my peers in class and with individual educational leaders on my campus. I was able to hold effective conversations that aided in the planning and problem-solving to design the professional development plan I was going to lead. During the session, I provided my attending peers with a clear plan for the training, modeled specific strategies that could be used in various grade levels, provided small group activities where they practiced using the strategies, and discussed goals and feedback to offer support for educators as they began using the specific strategies they learned during the lesson.
Exemplar 6.1 - Interview with School District Leader | |
File Size: | 79 kb |
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Exemplar 6.3 - Professional Development Reflection | |
File Size: | 106 kb |
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