Standard SIX

Strategic Planning-EDU 689 A, B 

In the context of school administrators developing the professional capacity of school personnel, the "what" encompasses the processes of recruiting, hiring, supporting, developing, and retaining effective and caring teachers and professional staff, ultimately forming them into an educationally effective faculty. It also involves planning for and managing staff turnover and succession, with a focus on providing opportunities for effective induction and mentoring for new personnel. The "so what" here is that these efforts are crucial for maintaining a high-quality educational environment. Effective and caring educators play a pivotal role in student success, and a well-managed staff turnover process ensures a seamless transition, preserving the school's instructional integrity. Now, the "now what" entails school administrators actively engaging in strategic recruitment practices, professional development opportunities, and mentorship programs for both new and existing staff. They should create a culture of continuous improvement, encourage collaboration among educators, and establish clear pathways for career development and growth. By doing so, they not only enhance the professional capacity of school personnel but also strengthen the overall educational experience for students. 

Mentoring, Equity, and Data-EDU 623 C, E 

In the context of school administrators developing the professional capacity of school personnel, the "what" involves the deliberate development of teachers' and staff members' professional knowledge, skills, and practice through tailored and differentiated opportunities for learning and growth. This process is guided by an understanding of professional and adult learning and development principles. Additionally, it entails delivering actionable feedback regarding instruction and other professional practices through valid, research-anchored systems of supervision and evaluation to actively support the ongoing development of teachers' and staff members' knowledge, skills, and practice. The "so what" here is that investing in continuous professional development and providing constructive feedback are essential components of cultivating a highly effective and adaptable educational workforce. It not only enhances the quality of instruction but also contributes to improved student outcomes and overall school excellence. Now, the "now what" requires school administrators to design and implement professional development programs that are responsive to the unique needs and preferences of teachers and staff, foster a culture of reflective practice, and utilize evidence-based evaluation systems. They should also encourage a collaborative environment where educators can share best practices and collectively advance their professional knowledge and skills, thus strengthening the overall professional capacity of the school personnel. 

Facilitative and Directive Coaching-EDU 623 D, F, G 

In the context of school administrators developing the professional capacity of school personnel, the "what" involves fostering the continuous improvement of both individual and collective instructional capacity to achieve desired outcomes for each student. It also entails empowering and motivating teachers and staff to reach the highest levels of professional practice and encouraging a culture of continuous learning and improvement. Furthermore, it involves developing the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community. The "so what" is that these efforts are central to creating a dynamic and effective educational environment. Continuous improvement enhances instructional quality, leading to better student outcomes, while empowerment and support for professional growth contribute to staff satisfaction and retention. Encouraging teacher leadership and involving various stakeholders in leadership roles can strengthen school collaboration and innovation. Now, the "now what" requires school administrators to provide resources, mentorship, and professional development opportunities that enable educators to continuously refine their instructional practices, engage in self-directed learning, and pursue leadership roles within and beyond the classroom. They should also actively cultivate a culture of collaboration and shared leadership to tap into the collective expertise of the school community, ultimately enhancing the professional capacity of school personnel and improving overall educational quality. 

Disequilibrium Paper- EDU 681, H, I

In the context of school administrators developing the professional capacity of school personnel, the "what" involves the promotion of both personal and professional health, well-being, and work-life balance among faculty and staff. It also entails administrators tending to their own learning and effectiveness through self-reflection, continuous study, and improvement while maintaining a healthy work-life balance themselves. The "so what" here is that prioritizing the well-being of school personnel is integral to building a resilient, motivated, and high-performing workforce. When educators are supported in achieving work-life balance and personal well-being, they are more likely to be effective in the classroom and have a positive impact on student learning. Moreover, when administrators model a commitment to their own professional growth and well-being, they set a valuable example for the entire school community. Now, the "now what" requires school administrators to implement wellness programs, support networks, and professional development opportunities that address the holistic needs of faculty and staff. This includes creating spaces for self-care, offering access to counseling and health resources, and providing time and resources for educators to engage in ongoing professional learning. By doing so, administrators not only enhance the professional capacity of school personnel but also contribute to a more positive and productive school environment.