Empowering Leaders

Professional Development
Jorge Romero II
 Criteria for selecting faculty leader
● Academic success in classroom

● Rapport with peers & families

● Positive relationships with students

● “having close relationships with students motivates them to

collaborate with instructors in order to attain their mutual objectives”

(p. 2) – Xiuqin Zhou

 Criteria for selecting faculty leader
● Adequate years of experience in education

● Competency in communication, collaboration, and

motivation

● Accountable, trustworthy, and flexible

 Process for selecting faculty leaders

● 1) Panel with key individuals involved in leadership design

● 2) Create leadership positions based on needs/areas of growth

● 3) Create qualities/criteria of a leader in the position

● 4) Announcement of leadership positions

● 5) Schedule interview with interested individuals

 Process for selecting faculty leaders
● 6) Provide survey to measure competence of individual

● 7) Use information gathered from interview/survey to choose

candidate

● 7) Discuss expectations, positive traits, & areas of growth with

candidate

● 8) Induction meeting and orientation with team

 Coaching Cycle
 Build goals/objectives with teacher

• Areas of strength to build upon

• Areas of need that need enhancement

• Goals on instruction, classroom management, professional

development
 Coaching Cycle
 Pre-observation

• Discuss purpose of lesson

• Learning target

• Assessment

• Lesson flow/outline

• Look-for/Specific feedback preference

 Coaching Cycle
 Pre-observation
 Coaching Cycle
 Observation
• Facilitation

• Engagement

• Environment

• Planning

 Assessments are critical to measure quality of learning as explained by Iqbal Miftakhul Mujtahid

• Professionalism

• Reinforcement/Refinement
 Coaching Cycle
 Post-Observation

• Positive highlights

• Self-reflection on performance

• One area to improve for next coaching observation and next steps

to improve

• Reflect on overall performance/Rubric on 5 domains

 Feedback
● Positive feedback on 3 highlights

● 1 constructive feedback on reinforcement

● 1 constructive feedback on an area of growth/improvement

● Positive comments followed by constructive feedback

● “bring in a school climate which encourages and welcomes faculty

members” as noted by Marlow Ediger

 Implementation

● New teacher coaching to improve objective effectiveness

• Enhance use of verbs to help students comprehend the specific

expectations for the lesson

• Observation and post-observation feedback focused on objectives

• Use of objectives to create formative/summative assessments

 Implementation

● Support for instructional aid in SPED

● Enhance classroom management strategies

● Discuss behavior strategies

● Discussion on areas of

Improvement/reinforcement
 References
Ediger, M. (2009). The principal in the teaching and learning process. Education, 129(4), 574.

Mujtahid, I. M., Berlian, M., Vebrianto, R., & Thahir, M. (2021). Developing training evaluation instrument for teachers of elementary school and
early childhood education in pekanbaru, riau. Ilkogretim Online, 20(1), 880–886. https://doi-org.lopes.idm.oclc.org/10.17051/ilkonline
.2021.01.81

Xiuqin Zhou. (2021). Toward the positive consequences of teacher-student rapport for students’ academic engagement in the practical instruction
classrooms. Frontiers in Psychology, 12. https://doi-org.lopes.idm.oclc.org/10.3389/fpsyg.2021.759785