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Field Experience A - Professional Development Program
Field Experience A - Professional Development Program
Catherine Borowski
In my introductory field experience, I had the opportunity to speak with and observe Ms.
Rebecca F. Ms. F is an instructional coach who recently earned her Principal credentials. She
currently works at Todd Beamer High School in Federal Way, Washington. Within her current
role, she provides job-embedded professional development through the use of teacher consults,
facilitation.
The use of data is vital to the successful development of professional learning. Using
both quantitative and qualitative data collection, professional development needs are determined
and then targeted, metrics for success are set and measured, and the next steps are evaluated.
Program Development
identified needs, the school leadership team (Guiding Coalition), and school SIP, topics are
determined and planned for. Different teams work together to develop sessions for different
focuses. At the district level, the Teaching for Learning Director and staff design, procure, and
implement professional development. The Build level team is made up of Guiding Coalition
members and vetted teacher leaders (typically department heads). At the teacher and team level,
Data points used to direct the design and development of professional learning include
Incorporation of Technology
presentations are used in conjunction with personal technology (QR codes, padlet, jamboard)
where teachers can comment, share ideas, respond to prompts, etc. Smart boards are available,
data tracking and data display tools are used, and surveys are implemented for various purposes.
SIP
Many of the professional development opportunities that take place in the building come
from identified needs through the SIP committee. Professional development is a major part of
what SIP works with to achieve its goals. The SIP team works with the Guiding Coalition team
and with departments to help identify and prioritize the professional learning most likely to
There are several methods used to determine whether professional development goals
have been achieved. Through TPEP (the teacher evaluation tool used), Inquiry Cycle meetings
which are monthly and monitor student progress, and conversations. Data around growth goals,
achievement, behavior, and discipline. Surveys of students, teachers, and staff. And Instructional
coach data cycle reflections on improved teacher practice and scholar outcomes. Feedback is also
collected and reviewed after every large group professional development session or staff meeting
The role of instructional coach is what set me on the path to obtaining a master’s degree
in educational leadership. PSEL Standard 6 describes the role of leadership to be one that
facilitates many different approaches and provides guidance to help grow teachers in their
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practice in a way that supports the academic success of students (NPBEA, 2015). I anticipate the
opportunity to work with staff to identify and develop professional learning opportunities that
will apply to meeting the specific needs of the building I am working with.
together to build both student academic success and social-emotional growth (NPBEA, 2015).
By working with both the administration team and staff, I hope to create a community that is
both safe and supportive, and that encourages the pursuit of knowledge and growth in skills and
practice.
Having had the opportunity to watch Ms. F in her role and see the way that she builds
confidence in the adults that she is working with is both inspiring and motivating. I look forward
to continuing this path and learning from those that I am fortunate enough to work with.
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References
National Policy Board for Educational Administration (2015). Professional Standards for