Arrange The Field Experience For This Course In A PK-12 Scho

Arrangethe Field Experience For This Course In A Pk 12 School Setting

Arrange the field experience for this course in a PK-12 school setting in which you observe and collaborate with a certified school principal. Prior to the field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your principal mentor detailing the requirements for all field experiences for this course, and what is being requested of your mentor. This document should include the scheduling required to complete all assignments. Each leader’s approach to professional development is different.

This field experience will provide you with one leader’s perspective. You can use what you learn as a basis for developing professional development sessions as a school leader and for the second assignment in this topic. Allocate at least 2 hours in the field to support this field experience. Interview the principal mentor or another instructional leader on the topic of professional development. Discuss the mentor's current role and how it relates to professional development, how the professional development program was developed, the incorporation of technology, the school's CIP, and how the mentor knows the PD goals are achieved.

Consider the following questions in your interview: What are the major functions and activities related to the responsibilities of developing teachers and staff through professional development? What topics are present in the professional development program at your school? How were the topics in the professional development program determined? How was the program developed, and who were the participants in the development process? Were any data points reviewed when developing the program?

How is technology incorporated into professional development sessions? How does professional development support the school’s Continuous Improvement Plan? How do you know if the professional development achieved its goals/outcomes? Ask at least two additional questions of your choice. Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor.

Complete a word reflection of your experiences. Incorporate PSEL Standards 6 and 7 into your reflection, along with any additional PSEL standards you choose, and describe how you will apply what you have learned to your future professional practice. Submit your reflection along with your notes from the interview. APA format is not required for the body of this assignment, but solid academic writing is expected. The PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

Introduction

The field experience outlined in this assignment provides a critical opportunity for aspiring school leaders to engage directly with the professional development (PD) processes within a PK-12 educational setting. Collaborating with a certified school principal offers insightful perspectives on how PD programs are developed, implemented, and evaluated to support teacher growth and align with school improvement goals. This paper documents the planning, interview process, and reflections from this field experience, highlighting the integration of PSEL Standards 6 and 7 to inform future leadership practices.

Preparation and Planning for the Field Experience

Prior to the field experience, I reviewed the entire set of clinical requirements, ensuring I understood the scope of activities needed for a comprehensive observation and collaboration with my mentor principal. I drafted a detailed document to share with the principal, outlining all necessary components such as scheduling, objectives, and responsibilities. This document emphasized the importance of understanding the principal's role in professional development, aligning with the leadership standards that promote effective school administration. The scheduling was designed to allocate at least two hours for direct observation, interviews, and participation, ensuring substantive engagement.

Interview with the Principal Mentor

During the planned two-hour window, I conducted an in-depth interview with the principal mentor. The discussion centered on their role in developing and facilitating professional development programs for teachers and staff. The principal explained that their responsibilities involve identifying faculty needs, reviewing student achievement data, and selecting PD topics that support continuous improvement. They emphasized that PD topics are determined through a combination of teacher feedback, student performance metrics, and district or state mandates. The development process is collaborative, involving instructional coaches, department heads, and sometimes teachers, reflecting best practices in participatory leadership.

The principal highlighted how technology is embedded in PD sessions through interactive platforms, online modules, and digital resource sharing, which enhance accessibility and engagement. They also shared that the school's Continuous Improvement Plan (CIP) guides PD themes and objectives, ensuring alignment with the broader school goals for student learning outcomes. The principal tracks PD effectiveness through feedback surveys, post-session assessments, and follow-up observations to gauge if objectives are met and school improvement is progressing.

Further into the interview, additional questions addressed how leaders foster a culture of professional learning, how data informs PD planning, and strategies for getting staff buy-in. The principal discussed their use of student achievement data and teacher evaluations to tailor PD offerings, making sessions more relevant and impactful. They also stressed the importance of ongoing professional learning communities and coaching to sustain growth beyond formal sessions.

Assisting and Observing in the School Setting

Using the remaining time, I assisted the principal in coordinating upcoming PD sessions, observed a brief faculty meeting where PD topics were discussed, and shadowed aspects of the principal's leadership role. These hands-on experiences deepened my understanding of how strategic planning and teacher support are integral to effective school leadership.

Reflection on Learning and Application of PSEL Standards

In reflecting on this experience, I recognize the significance of PSEL Standards 6 (Professional Capacity of School Personnel) and 7 (Professional Community for All) in shaping effective school leadership. Standard 6 emphasizes developing and maintaining a culture of continuous learning among staff, facilitated through targeted PD aligned with school needs. The principal’s approach exemplifies this by utilizing data-driven decisions and integrating technology to enhance learning.

Standard 7 underscores the importance of fostering collaboration and a sense of community among school personnel. The collaborative development of PD and ongoing support strategies reflect these values. As a future leader, I plan to promote similar practices by encouraging data-informed decision-making, leveraging technology, and building inclusive professional learning communities.

Furthermore, I observed that sustained professional development must be tailored to the unique context of the school, affirming that leadership is adaptive and responsive. My future practice will involve designing PD programs based on comprehensive needs assessments and fostering an environment where teachers feel supported and engaged in their professional growth.

Conclusion

This field experience provided invaluable insight into the leadership practices involved in developing effective professional development programs. Anchored in the principles of collaborative decision-making, data utilization, and technology integration, these practices contribute significantly to school improvement efforts. By applying the lessons learned and aligning my leadership approach with PSEL standards, I am better equipped to foster a professional community committed to continuous learning and student achievement.

References

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• Collay, M., & Newmann, F. (1997). Professional development for school improvement: Strategies & tools. National Center for Innovation in Education.
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• Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics. Corwin Press.
• National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for educational leaders. NPBEA.
• Schmoker, M. J. (2016). Focus: Elevating the essentials to transform teaching and learning. ASCD.
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• Zepeda, S. J. (2017). Professional development: What works. Routledge.
• National Staff Development Council. (2001). Comprehensive Staff Development: Schools Using Research to Improve Instruction. NSDC.