NATALIE BOGDANOFF'S E-PORTFOLIO
Guiding Question 1:
How does an effective leader develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning?
Guiding Question 2:
How does an effective leader provide opportunities for collaborative examination of practice, collegial feedback, and collective learning?
Standard 7:
Professional Community for Teachers and Staff
Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.
How does an effective leader develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning?
As an effective leader, Natalie has worked with staff and community members to develop a true Professional Learning Community (DuFour and Eakers). The school focus is on every student learning to her/his potential. Schedules are adjusted so that grade levels can meet together to plan; interventions are set-up for students at risk and are monitored by Leadership Team members; Community members are involved in the school as mentors and partners; data is collected and reviewed monthly in each team meeting, etc.
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Establish a Culture of Continuous Learning: Foster a culture of continuous learning and professional growth within the school. Emphasize the value of ongoing development and create an environment where teachers feel supported and encouraged to improve their practice.
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Collaborative Learning Communities: Encourage the formation of collaborative learning communities among teachers and staff. Facilitate regular meetings, workshops, or study groups where educators can share expertise, discuss instructional strategies, and learn from one another's experiences.
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Time for Collaboration and Reflection: Allocate dedicated time for collaboration, reflection, and professional dialogue. Provide structured opportunities for teachers to come together to discuss student work, analyze data, and reflect on instructional practices. This can be done through regular team meetings, professional learning communities, or common planning periods.
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Instructional Coaching and Mentoring: Provide instructional coaching and mentoring to support teachers in their professional growth. Assign skilled coaches or mentors who can work closely with teachers to provide feedback, model effective practices, and offer guidance and support.
How does an effective leader provide opportunities for collaborative examination of practice, collegial feedback, and collective learning?
Natalie participates in book studies with staff members who want to learn about specific ideas and/or strategies. Part of the study includes teachers using strategies in their own classrooms and debriefing with their peers.
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Peer Observations and Feedback: Encourage peer observations and feedback as a means of professional growth. Establish a system where teachers can visit each other's classrooms, observe instructional techniques, and provide constructive feedback. Promote an environment where feedback is seen as a valuable tool for improvement rather than criticism.
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Professional Learning Communities (PLCs): Facilitate the formation of professional learning communities within the school. These communities can be organized around grade levels, subject areas, or specific topics of interest. Provide support and structure for PLCs to engage in collaborative discussions, share resources, and learn from one another.
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Facilitate Professional Learning Opportunities: Organize and facilitate professional learning opportunities within the school. This can include workshops, seminars, guest speakers, or training sessions on relevant topics. Encourage teachers to share their expertise by leading professional development sessions for their colleagues.
