Process for Professional Growth for Excellence

AISC’s Professional Growth for Excellence process offers one pathway with infinite possibilities for personalization. Ultimately professionals will be asked to show growth in the nine professional standards which represent the talents, knowledge and skills identified as necessary to be a fulfilled and successful professional at AISC

Professionals in their first two years at AISC will define success indicators with support of their supervisor in pre-selected standards Then, from year three onward, professionals, in consultation with their supervisor, will select three standards per year such that all nine are addressed over three years.

Should a professional find a particular standard challenging, it can be repeated for consecutive years with approval of the supervisor Further, a supervisor can request that a standard be repeated if adequate progress toward success indicators was not made. Finally, should a supervisor have a specific, ongoing, concern about performance in one or more standards, the professional may be moved to the Professional Improvement Pathway for more intensive support

The form for annual initial and final submission can be found here

Professionals, in consultation with their supervisor, select three standards per year such that all nine are addressed over three years.

This process continues in cycles of three years for the remaining tenure of the professional

STANDARD 1: Embraces Responsibility for Student Learning (# Embraces Responsibility)

Professionals create a culture for learning in which students and colleagues are both nurtured and challenged. Professionals regularly use data to inform instruction and other decisions. Professionals remain responsive to input from community members.

What might this look like?

● Having an awareness of each student’s strengths and areas of growth as evidenced by photos of artifacts or videos of classroom interactions that illustrate nurture and challenge

● Using a system for collecting, reviewing and acting on student input with student testimonials, exit tickets and survey data as support

● Considering and acting on student feedback with evidence of actions taken as a result

● Using the ATLAS protocol to consider student data with annotated student work, reflections and action steps for improvement.

● Using data to pivot at the lesson, unit and course level to improve student learning

● Other as determined in consultation with your supervisor

What is your success criteria? (2 - 3 statements)

Sample success criteria:

● To offer differentiated instruction as a means of providing individualized levels of challenge and support.

● To use student feedback data to measure perceived levels of challenge and support

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● Student feedback data (exit tickets, other surveys, etc )

● Reflection on feedback, next steps I identified, action taken and impact of the action

● Student feedback survey results indicating a positive change from semester one to semester two in relevant questions

STANDARD 2: Models Personal and Professional Growth (#Models Growth)

Professionals engage in lifelong learning by continually developing their craft in their areas of responsibility. Professional focus on improving student learning as well as systems, processes and structures that support student growth

What might this look like?

● Engaging in professional learning (eg: strand, webinar, conference) with evidence of putting learning into action in the classroom

● Engaging in a coaching cycle to improve an aspect of teaching.

● Refining of an aspect of curriculum, instruction or assessment with reflections and evidence (eg: photos, video, documentation) of improvement

● Identifying and taking action for improvement of collective and/or individual learners with reflections and evidence (eg: before and after annotated student work)

● Using the ATLAS protocol to consider student data with annotated student work, reflections and action steps for improvement

● Other as determined in consultation with your supervisor.

What is your success criteria? (2 - 3 statements)

Sample success criteria:

● To learn about differentiating instruction.

● To identify areas of strength and growth in students in mathematics

● To differentiate instruction to maximize individual and collective student growth

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● Reflections from professional development strand of data & differentiation.

● Summary of individual student strengths/growth areas

● An annotated list of differentiation moves used in the classroom.

● A reflection on MAP growth in mathematics from fall to spring

STANDARD 3: Leads Others Outside the Classroom (#Leads Others)

Professionals lead and/or mentor students, parents and/or colleagues beyond the academic day Professionals integrate with and support students and colleagues through engaging with community events

What might this look like?

● Leading an ASA, sport, club or extracurricular activity as evidenced by the Activity Office log, goals and reflection

● Serving as an HOD, GTL or Council lead with explicit facilitation, mentorship or leadership goals and supporting evidence

● Supporting professional learning for students, parents or colleagues (eg: coffees, meeting sessions, strand, book clubs, etc.) as evidenced by the development of materials, session outcomes and participant feedback.

● Other as determined in consultation with your supervisor

What is your success criteria? (2 - 3 statements)

Sample success criteria:

● To ensure balanced participation on my team

● To facilitate the collective growth of my team in the understanding of using data

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● Research and reflection notes on moves to ensure balanced participation

● Session plans for teaching teammates about data use.

● Survey data and reflection on feedback from colleagues about both product and process

STANDARD 4: Innovates Practices and Programs (#Innovates)

Professionals engage in reading, networking and learning related to their areas of responsibility as well as progressive and emerging trends. Professionals ideate, empathize, experiment and refine. Professionals share their learning with others

What might this look like?

● Engaging in professional learning specific to innovative practices (eg: strand, webinar, conference) with reflection notes and possible next steps

● Engaging with one new research based practice with evidence of putting learning into action in the classroom

● Modeling innovation in the classroom through peer observation, feedback and reflection

● Engaging in an “iLab” as evidenced by contribution to the group.

● Other as determined in consultation with your supervisor.

What is your success criteria?

(2 - 3 statements)

Sample success criteria:

● To develop student capacities for peer feedback in my classroom.

● To improve student self-direction and academic achievement through a more developed understanding of classroom assessments, rubrics and success indicators

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● Developed peer feedback protocols with video footage of their use.

● Student reflection data regarding peer feedback and its impact on clarity of understanding.

● Student data on academic achievement, learning habits and exit ticket comments analyzed and reflected on through the lens of self-direction and achievement.

STANDARD 5: Collaborates with All Community Members (#Collaborates)

Professionals create, seek and engage with opportunities to collaborate with parents, students and/or community members on meaningful work. Professionals model AISC’s Norms of Collaboration, take responsibility for supporting balanced participation and practice inquiry before advocacy

What might this look like?

● Co-planning, co-teaching, co-assessing and co-reflecting with a team member (eg: EAL co-teacher, grade team member, department member, etc.) with supporting unit development and documentation

● Engaging with parent, student or community volunteers to enhance classroom experiences with evidence of pre- and post- planning and reflection.

● Focuses on the development or refinement of one or two aspects of collaborative behavior as evidenced by reflection, testimonials or visual/video evidence

● Other as determined in consultation with your supervisor

What is your success criteria?

(2 - 3 statements)

Sample success criteria:

● To include authentic professional voices in the science classroom

● To co-create classroom experiences with identified experts to make them both relevant to the curriculum but inspiring and engaging for students

What evidence might you collect?

(2 - 3 pieces of evidence)

Sample evidence:

● A list of potential professionals from inside and outside our communities

● Meeting and planning notes from conversations with experts

● Video recording(s) of expert visits

● Student data from exit tickets measuring level of engagement and understanding.

STANDARD 6: Communicates with All Community Members (#Communicates)

Professionals meet all obligations by keeping current with school policies, procedures and publications. Professionals ensure timely, proactive and appropriate communication with all. Professionals share feedback and progress with team members, students, parents and leaders

What might this look like?

● Reading all newsletters and publications, making note of upcoming events and deadlines in personal calendars and planning documents

● Answering emails, submitting required documentation and communicating with colleagues, students and parents without prompting or reminders

● Raising awareness of events and initiatives by contributing to communication bulletins and newsletters.

● Clarifying understanding of achievement by sharing annotated student work/exemplars.

● Other as determined in consultation with your supervisor

What is your success criteria? (2 - 3 statements)

Sample success criteria:

● To increase direct communication with parents

● To balance the communication of positive achievement and areas of growth

● To celebrate the collective progress of my class monthly

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● Sample emails to parents.

● A log of connection points with parents (emails, calls, etc ) with at least one separate positive contact for each concern.

● Sample Seesaw posts celebrating collective student growth

STANDARD 7: Builds Community Through Action (#Builds Community)

Professionals volunteer, participate and engage with AISC initiatives, events and programs to support building community. Professionals share expertise and passions through such participation.

What might this look like?

● Shows support for the community by volunteering in support of various events (eg: Raptorthon, International Day, Diwali Mela, etc )

● Shows investment in school improvement by serving on and contributing to school initiatives (eg: community planning team, councils, HRT, etc )

● Shows interest in community development by attending and contributing to optional community education events (eg: inspiration conversations, portal project dialogues, etc.).

● Shares interests by offering sessions to colleagues, students or parents (eg: wellness academy, discovery days, India month, etc )

● Other as determined in consultation with your supervisor

What is your success criteria?

(2 - 3 statements)

Sample success criteria:

● To indicate my investment in our community by attending all sectional events.

● To indicate my investment in our community by volunteering for 2 all-school events in the year

What evidence might you collect?

(2 - 3 pieces of evidence)

Sample evidence:

● A list of sectional events attended (as chaperone, participant, etc ) for the academic year.

● An outline of duties performed during the two all-school events (MC at Raptorthon and Australian representative at International Day booth).

● A reflection on my experiences

STANDARD 8: Embeds Wellbeing (#Embeds Wellbeing)

Professionals practice wellbeing with intention and leverage an explicit plan or approach Professionals model and share their wellbeing practices with others

What might this look like?

● Modeling a wellbeing practice by leading a wellness academy or wellbeing afternoon session

● Sharing an interest or passion by facilitating a book club or learning series (eg: mindfulness, diversity book club, etc.).

● Practicing personal wellbeing by developing a plan and tracking progress

● Other as determined in consultation with your supervisor

What is your success criteria? (2 - 3 statements)

Sample success criteria:

● To cultivate a mindfulness practice to support my personal wellbeing

● To introduce a mindful moment to my class before each in-class assessment to support student learning

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● A log of learning, research and reflection of my personal mindfulness journey

● Sample scripts from classroom mindful moments.

● Reflections on comparative survey data from students from the start and end of the year regarding mindful moments.

STANDARD 9: Demonstrates Ethics and Integrity in All Interactions (#Demonstrates Integrity)

Professionals exhibit high standards of integrity and honesty Professionals act in keeping with shared ethical practices within the organization. Professionals assume responsibility for outcomes, actions and conversations Professionals admit mistakes, make amends and commit to improvement

What might this look like?

● Embraces constructive feedback of all kinds.

● Meets professional obligations regarding all submissions, deadlines and expectations without redirection or correction

● Admits mistakes, apologizes and takes action not to repeat mistakes with colleagues, students and parents.

● When disagrees with decisions, seeks to understand and process with grace

● Fosters growth by engaging with data honestly and without excuses

● Other as determined in consultation with your supervisor.

What is your success criteria? (2 - 3 statements)

Sample success criteria:

● To reflect on, accept and act on feedback that may make me feel uncomfortable or push me to grow.

● To see opportunities for growth in difficult conversations, even when in disagreement.

What evidence might you collect? (2 - 3 pieces of evidence)

Sample evidence:

● Evidence of embracing constructive feedback from a student, colleague, parent, or supervisor by adapting practice.

● Documentation of and reflection on a meeting to discuss a decision you disagreed with.

Glossary

Accountability

To be answerable for; to act in a credible manner.

Assessment

Processes that are focused on quantitative and/or testing approaches and less on judgment.

Assistance Teams Log

A diary maintained by the Principal of an assistance team detailing activities and resources provided in the assistance effort. Dates, meeting times, and funds expended are included.

Authentic Assessment

Sometimes called nontraditional assessment, it is an act or procedure that is nearer to measuring the real ability and achievement of a student than traditional, especially multiple-choice, tests. Examples might be products, portfolios, performances, and personal communication.

Due Process

Protection for an employee for proper procedure and fair treatment. In the case of performance evaluation it includes notice, explanation, assistance, and time.

Ethical Behavior

Behavior that displays commitment to treat the welfare of others as comparable to one’s own. Ethical behavior includes obligations to scientific practice, prudence, family, culture, and nation.

Evaluation

The process of determining the merit, worth or value of something, appropriately based on measures and synthesis of other valid evidence.

Excellence

Ever increasing quality of programs and products.

Formative Evaluation

The on-going collection of data used in the professional growth process.

Informal Observation

This casual, day-to-day observation can be of any length; doesn’t require conferences

Improvement Plan

A plan to assist a teacher whose performance does not meet AISC teaching standards.

Professional Improvement Pathway

The process used when an employee has not met certain specific performance standards. The employee is provided with assistance for improvement of teaching performance.

Multiple Sources of Input

Acquiring data about teaching performance from members of various stakeholder groups– students, parents, colleagues, and supervisors.

New Teacher Pathway

Ongoing evaluation for a 120-day probationary period (formative/summative).

Peer Advocate

A teacher, requested by a teacher who is placed on the Professional Improvement Pathway, who assists intensive assistance colleague to meet performance improvement goals, clarifies performance expectations and helps to assure due process.

Post-observation Conference

This conference is held following a scheduled observation for the purpose of discussing the observation and other factors relevant to the staff member’s performance of responsibilities as listed in the teaching standards.

Professional Growth Portfolio

A portfolio of supporting data about teaching performance. The examples may include, but not be limited to, work samples, student’s work, student, peer and parent feedback, assessments samples, growth plans, etc.

Professional Growth Plan

A plan with goal(s), methods for achieving them, designed to stimulate on-going professional growth for a staff member.

Professional Growth Pathway

The emphasis of this pathway is on setting goal(s) that are linked to the AISC teaching standards and then assessing achievement of the goal(s), after collecting multiple input data throughout the year.

Professionalism

To meet the teaching standards, to have strong and current content knowledge, to take initiative, to take risks, and take responsibility for continuously improving instructional practices to add value for our students, colleagues and our school.

Scheduled Observation

A process comprised of pre-observation, conf. class visit, and post-observation, goal(s), timeline, and assessment of goal(s).

Self-Assessment

Self-rating by an employee based on AISC teaching standards

Self-Assessment Pathway

While the process for the Self-Assessment Pathway is similar to the Performance Growth Pathway, the key difference is that on this pathway the teacher is responsible for assessing their performance against all fifteen of the AISC teaching standards. In a majority of the cases, a teacher would follow this pathway every three years.

Stakeholders

All persons in the school who have a stake in quality education; students, parents, teachers, staff members, supervisors, board of education, and community members.

Student/Parent Surveys

Feedback instruments to determine client satisfaction.