Design

1. Describe your action plan and how each of your four chosen competencies will influence its design and implementation.

My action plan is to implement standards-based grading for one standard during each quarter in five teacher’s classrooms. Collaborate on analyzing standards, developing learning goals, and creating aligned assessments. The PLC team will support each other throughout the process to ensure fidelity and consistency in practice.

After implementing an aligned assessment in each of the PLC teachers classroom I (along with the other PLC members) will lead two rounds of all staff development on the process we followed.

Overarching Competencies: Interpersonal Relationships & Adult Learning 

I will; 

-Lead discussion to identify and define a shared vision. 

-Encourage and inspire others to take action in a shared vision that will benefit students.

-Identify and involve specific colleagues to utilize their unit areas of expertise to positively impact adult learning.

-Lead professional learning activities to enhance the practice of others.

Instructional Leadership Competency: Facilitating Collaborative Relationships

I will;

-Develop and participate in a PLC.

-Connect and support colleagues to meet their developmental needs.

-Establish data based structures to engage with colleagues about their practice.

Diversity, Equity, and Cultural Competence: Collaborate Purposefully

I will;

-Guide cultural group dynamics in setting goals and/or solving problems.

-Create learning environments for adults to include and value cultures beyond their own.

-Identify and explain the shared visions, shared goals, and shared perspectives of culturally different staff.

2. How will your leadership leverage the strengths and address the needs of diverse stakeholders to support the action plan, develop capacity, broaden decision-making, and learn collaboratively?

By listening to each individual stakeholder's reservations and concerns with empathy we will collaborate to create a template for implementing standards based assessment and proficiency scales that is accessible to all teachers regardless of content and personal experience. 

3. How will you use collaboration, questioning, data, and reflection during the implementation of your action plan?

Collaboration will be central to the work of the PLC, as we analyze standards, set learning goals, and design aligned assessments together. I will foster an environment where all voices are valued, and where teachers feel comfortable sharing expertise and challenges. I will encourage the group to think critically about current grading practices, student learning evidence, and how our work aligns with the shared vision of equitable, student-centered learning. Reflection will be implemented within the PLC after each assessment by discussing what worked and what could be improved. After each of the two rounds of professional development we will talk through how to support teachers in the next steps.

4. How will you address obstacles that you may encounter in implementing your plan?

I anticipate possible obstacles such as skepticism about standards-based grading, inconsistent implementation among staff members, and time constraints. To address these, I will clearly articulate the purpose and benefits of SBG tied to our school mission and vision of student centered learning. I will build trust by celebrating early wins and showing evidence of improved student learning from the PLC teachers implementing these processes already. I plan to provide additional support to teachers who need it and continue to model the process in my classroom. I will remain flexible and responsive to feedback, adjusting timelines or expectations to keep momentum without overwhelming staff.

5. How will you know if your action plan is successful?  What evidence would support your claim? 

The success of the action plan will be measured by the extent to which teachers outside the PLC begin implementing proficiency scales in their own classrooms, indicating a school-wide systems change and shift in assesment methods.