This standard deals with the idea of self-improvement, evaluation and professional development and growth. In order for learning communities to grow, there must be improvement on an individual level as well. Those who actively seek growth are often shown to be more open to feedback and trying new ideas and methods (Reed, 2010). Perhaps even more telling is the fact that those active participants often show improved knowledge and attitudes. But the benefits of professional growth are not limited solely to school faculty. Instead, students often show an increased level of achievement, while their schools display signs of positive change as well (Opfer & Pedder, 2010).

This rubric seems perfectly aligned with principle nine and was created in CI 6327: Social and Cultural Influences on Learning. Having a rubric like this on hand allows one to constantly evaluate oneself, in this case the content and delivery of a lesson plan. Ideally this would be filled out by the instructor or a reviewer. If a teacher were particularly ambitious, he could provide one of these for each of his lessons to see patterns or weaknesses individually or overall, then use them to guide continuous improvement. The importance of this artifact goes beyond the attachment provided below. The real value is an exercise in design and critical thinking. It requires one to develop objectives, and consequently, criteria by which to judge one's progress and success. The example here for lesson plans is a small piece of the bigger picture. The concepts learned can be applied to nearly any task or situation that must be evaluated.

References

Reed, P. (April 2010). Aligning professional development with school needs. Principal Leadership, 10(8), 62-64. Retrieved from ERIC database. (EJ894686)

Opfer, V. & Pedder, D. (December 2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21(4), 413-431. Retrieved from ERIC database. (EJ907110)

It has already been established that faculty, students, and schools benefit from continuous professional development (Opfer & Pedder, 2010), and that those who do participate show increased knowledge and flexibility in style (Reed, 2010). However, with so many programs and quick improvement plans, it behooves professionals to be able to evaluate more than themselves. Often, in an effort to improve student success and learning experiences, schools (or any community) may be quick to adopt what appears to be the newest research and methods. Consequently, it takes careful consideration and analyzing of the research and data supporting the claims of such programs in order to make informed decisions.

The artifact below was created in CI 6315: Problems in Instructional Supervision and examines Texas's Accelerated Instruction program. It reviews the programs purpose, data, and results in order to determine its effectiveness since it's introduction in 2003 (Texas Education Agency, 2005). It requires one to compare the goals of the item in question and compare hard numbers with the sometimes over complimentary descriptions of success. The ability to analyze data and determine the quality of a service, program, or product is something nearly everyone needs to do at some point, whether one is implementing a new reading program district-wide, or simply looking for new office equipment.

References

Texas Reed, P. (April 2010). Aligning professional development with school needs. Principal Leadership, 10(8), 62-64. Retrieved from ERIC database. (EJ894686)

Opfer, V. & Pedder, D. (December 2010). Benefits, status and effectiveness of continuous professional development for teachers in England. The Curriculum Journal, 21(4), 413-431. Retrieved from ERIC database. (EJ907110)

Texas Education Agency. (2005). Evaluation of the Accelerated Reading Instruction (ARI) and Accelerated Math Instruction (AMI) Program: 2003-2004 School Year. Austin, TX.