WHAT'S NEW - August 2002

PROFESSIONAL GROWTH PLANS

Welcome to the website for the Council on Alberta Teaching Standards (COATS). This area of the website changes monthly. The theme for August will interest teachers and administrators who are exploring the issue of Professional Growth Plans. The first section below identifies several weblinks related to the topic. Also listed below please find hard-copy sources of scholarly information, practical guidance, and peer-reviewed articles about this topic. We hope that you will find this website to be a valuable resource. For quick reference bookmark http://www.teachingquality.ab.ca today!

WEBSITES AND ARTICLES RELATED TO PROFESSIONAL GROWTH PLANS

Teacher Growth, Supervision and Evaluation

http://www.teachers.ab.ca/policy/papers.cfm?p_ID=82

This publication provides Alberta teachers with information about teacher growth, supervision and evaluation. Effective since September 1999, every Alberta teacher is required to annually develop and implement a professional growth plan. All teachers, including administrators, have a responsibility for their individual and collective continuing professional growth. The required growth plans are teacher authored, growth directed and reflect an assessment of the individual's professional learning needs. For further information on professional growth, and response to plans also see the following website:

http://www.teachers.ab.ca/Publications/monographs/administrators/monograph09
/monographs09a.html

Professional Growth, Supervision and Evaluation
Long-Range Policy & Current Directives

http://www.teachers.ab.ca/policy/policy.cfm?p_ID=56

This ATA article is dedicated to the policies that affect professional growth planning in Alberta. According to long-range policy, professional growth is characterized by (a) a career-long learning process, (b) individual reflection and dialogue with colleagues about professional practice, (c) development and implementation of a written plan that achieves goals that are consistent with the professional practice standard, and evolves over the school year as it is shared and reviewed with colleagues, and (d) clear expectations, processes and time lines. For more information on long-range plans and current directives click on the link above. A great resource!

Where Do Information and Communication Technologies Fit in a Professional Growth Plan?

http://www.ascd.org/readingroom/edlead/9802/darlinghammond.html

"Teachers need to know about curriculum resources and technologies to connect their students with sources of information and knowledge that allows them to explore ideas, acquire and synthesize information, and frame and solve problems. And teachers need to know about collaboration-how to structure interactions among students so that more powerful shared learning can occur; how to collaborate with other teachers; and how to work with parents to learn more about their children and to share supportive experiences at school and home." The full article is available at the website noted above. Also see the article by Margaret Riel, entitled Education in the 21st century: Just-in-time learning or learning communities at

Celebration of Learning: Staff Experiences Implementing Teacher Professional Growth Plans

http://www.ualberta.ca/~tfenwick/tpgp_files/tpgp.htm

This paper reports on the qualitative research conducted by Dr. Tara J. Fenwick and Anne Smulders on the implementation of teacher professional growth plans in three Alberta schools: an elementary, junior high and high school. The paper reports that the growth plan process, "for many teachers is self-affirming." It also includes suggested ways school board administrators can support the professional growth plan process and support a school culture of "continuous learning."

JOURNAL ARTICLES

Title:		Using action research to open the door to life-long professional learning.
Source:		Education. (2000). Vol. 121. Issue 1, Pages 120-128.
Author(s):		Auger, Wendy; Wideman, Ron
Abstract:		This journal article explores the potential place of action research in the Bachelor of Education program. Each of the forty-two student teachers developed and carried out his/her own action research project during their 13 weeks of practice teaching. Participants reported the process to be highly beneficial to their growth as teachers. The study supports the literature on action research that demonstrates how actively investigating one's own practice results in change at the classroom level. The paper concludes with a set of standards of professional practice for action research which apply specifically to student teachers preparing to enter the profession.
ISSN:		0013-1172
Title:		Sliding the doors: Locking and unlocking possibilities for teacher leadership.
Source:		Teacher College Record. (2000). Vol. 102. Issue 4, Pages 779-805.
Author(s):		Silva, Diane Yendol; Gimbert, Belinda; Nolan, James
Abstract:		This journal article describes the experiences of three teacher leaders who attempt to lead from within their classroom. Interview and biographical data were collected and analyzed. The results of the analysis identified a number of key points: teacher leaders successfully navigate the structures of schools, teacher leaders nurture relationships, teacher leaders model professional growth, teacher leaders help others with change, and teacher leaders challenge the status quo by raising children's voices. These findings suggest the need for rethinking organizational structures so that they can better facilitate teacher leadership from within the classroom.
ISSN:		0161-4681
Title:		Fostering Teachers' Lifelong Learning Through Professional Growth Plans: A Cautious Recommendation For Policy.
Source:		2001 Pan-Canadian Education Research Agenda Symposium. http://www.cmec.ca/stats/pcera/symposium2001
Author(s):		Fenwick, Tara J.
Abstract:		This article addresses the question: what approaches, experiences and resources foster lifelong learning among teachers? Based on a qualitative study of an approach to teacher development and supervision recently mandated in Alberta that requires all teachers to annually develop and implement teacher professional growth plans, the study interviewed teachers, principals, and superintendents in various jurisdictions about their experiences, perceptions and challenges as they implement their growth plans. The article first presents significant issues and current debates surrounding lifelong learning in general, and teachers' professional development in particular. The paper then describes its research findings in terms of approaches, experiences and resources that appear to best enable teachers' learning and concludes that when implemented with commitment and in a collaborative manner, growth plans are a positive steps schools can take to become learning communities. Recommendations and cautions for the development and implementation of growth plan policies are provided, based on the Alberta experiences.
BOOKS
Title:		Total leaders: Applying the best future-focused change strategies to education.
Source:		Scarecrow Press, Inc. (1998).
Author(s):		Schwahn, Chuck J; Spady, William G.
Abstract:		The authors, including a former superintendent and a national reform leader, spent the past 15 years reading and synthesizing more than 100 of the leading futurist and leadership theory books, and relating this knowledge to the realities of educational leadership today. This book is for you if you: are familiar with all the current leadership theory and would like to have it all put together in one practical model; haven't read much leadership research for some time and would like to catch up on it in an effective and efficient way; want to analyze your leadership performance and plan for future professional growth based upon what works.
ISBN:		0-876-52233-9
Title:		A new vision for staff development.
Source:		Association for Supervision & Curriculum Development. (1997). Pages 108.
Author(s):		Sparks, Dennis; Hirsh, Stephanie.
Abstract:		This book uses examples of schools to demonstrate the new staff development paradigm that is taking a much needed turn from the potpourri approach of the past to the research driven, school focused practices of the future. While many authors discuss the importance of mentoring, peer coaching and other ways of assisting teachers in professional growth. Sparks and Hirsh go beyond teachers and principals to everyone who plays a role in the life of a school. In fact, according to them, superintendents, assistant superintendents-must see themselves as teachers of adults and must view the development of others as one of their most important responsibilities. According to Speck, a mix of 75% of school improvement goals and 25% of individual professional goals will be the right blend needed to nurture school improvement. This book outlines the ways in which three powerful ideas (results driven education, systems thinking, and constructivism) are shaping the new staff development paradigm.
ISBN:		0-871-20283-2
Title:		The principal portfolio.
Source:		Corwin Press, Inc. (2001). Pages 96.
Author(s):		Brown, Genevieve; Irby Beverly
Abstract:		This book can help you, as a school principal, document your progress and pinpoint your strengths and weaknesses as you strive to maintain your focus on student performance, encourage teachers to develop their own professional growth plans, improve your school leadership performance, and evaluate your current and future professional development needs. Although the value of portfolios for teachers and students has long been widely acknowledged, only recently have administrators begun to recognize the great potential the administrative portfolio holds for improving schools. Such a portfolio can become a tool each principal can use as part of reflective practice.
ISBN:		0-761-97700-7