2045.5.2 : Development of People and Talent
The graduate evaluates school and individual performance data to create professional growth plans for staff and personal development that promote leadership, well-being, and professional growth to support a school’s mission, vision, and values.
School principals are responsible for planning school-wide professional development programs that support their school or district’s mission, vision, and beliefs (or values) and that adhere to identified core strategies. School principals are also responsible for their own personal growth and development plans that align with the school or district as well as their own professional growth goals. This task will give you the opportunity to demonstrate competency in creating a school-wide professional development plan (PDP) for staff and a personal professional growth plan (PGP).
As the principal of Ridgeland Elementary School, you are responsible for creating the professional development plan for your staff for the coming school year. As part of the district performance evaluation process, you are also expected to create your own personal professional growth plan.
You began your planning by gathering several pieces of information and data as presented in the attached “Ridgeland Elementary School Information and Data.” Your next step will be to use this to inform the professional development path you will create for your staff and for yourself.
Your submission must be your original work. No more than a combined total of 30% of a submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Using the attached “School Professional Development Plan (PDP),” create a school professional development plan with three areas for professional development that align with the scenario.
B. Using the attached “School Principal Professional Growth Plan (PGP),” create a personal professional growth plan with two areas for professional growth that align to your personal goals as well as the scenario.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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NOT EVIDENT The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics. |
APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
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NOT EVIDENT 3 target areas for professional development and a rationale for each area are not provided. |
APPROACHING COMPETENCE 1 or more target areas do not align with the scenario. Or 1 or more rationales do not align with their corresponding target area or do not provide a logical basis for selection. |
COMPETENT Each target area aligns with the scenario. Each rationale aligns with its corresponding target area and provides a logical basis for selection. |
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NOT EVIDENT 3 professional learning goals and a professional learning activity for each goal are not provided. |
APPROACHING COMPETENCE 1 or more professional learning goals do not align with their corresponding target areas or rationales, or they are not actionable or measurable. Or 1 or more professional learning activities do not align with their corresponding goal or do not provide enough detail to be able to discern what the activity is or whether it aligns. |
COMPETENT Each professional learning goal aligns with its corresponding target area and rationale, and it is actionable and measurable. Each professional learning activity aligns with its corresponding goal and provides enough detail to be able to discern what the activity is and whether it aligns. |
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NOT EVIDENT Time, resources, and other considerations for each professional learning activity are not provided. |
APPROACHING COMPETENCE 1 or more entries of time, resources, and other considerations do not align with their corresponding activity. |
COMPETENT Each entry of time, resources, and other considerations aligns with its corresponding activity. |
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NOT EVIDENT 3 methods for determining goal progress and goal attainment are not provided. |
APPROACHING COMPETENCE 1 or more methods for determining goal progress or goal attainment do not align with their corresponding goal or activity, or they would not provide evidence of progress or attainment. |
COMPETENT Each method for determining goal progress and goal attainment aligns with the corresponding goal and activity, and it would provide evidence of progress or attainment. |
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NOT EVIDENT An explanation of the application of adult learning theory is not provided. |
APPROACHING COMPETENCE The explanation contains inaccuracies or does not logically connect adult learning theory to the professional development plan. |
COMPETENT The explanation is accurate and logically connects adult learning theory to the professional development plan. |
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NOT EVIDENT 2 target areas for professional growth and a rationale for each area are not provided. |
APPROACHING COMPETENCE 1 or more target areas or rationales do not align with the scenario. Or 1 or more rationales do not align with their corresponding target area or do not provide a logical basis for selection. |
COMPETENT Each target area and rationale aligns with the scenario. Each rationale aligns with its corresponding target area and provides a logical basis for selection. |
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NOT EVIDENT 2 professional growth goals and a growth activity for each goal are not provided. provides an unsatisfactory response. |
APPROACHING COMPETENCE 1 or more professional growth goals do not align with their corresponding target area or rationale, or they do not adhere to SMART criteria. Or 1 or more professional learning activities do not align with their corresponding goal. |
COMPETENT Each professional growth goal aligns with its corresponding target area and rationale, and it adheres to SMART criteria. Each professional learning activity aligns with its corresponding goal. |
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NOT EVIDENT 2 methods for documenting goal progress and 2 methods for goal attainment are not provided. |
APPROACHING COMPETENCE 1 or more methods for documenting goal progress or goal attainment do not align with their corresponding goal or activity, or they would not provide evidence of progress or attainment. |
COMPETENT Each method for documenting goal progress and goal attainment aligns with its corresponding goal and activity, and it would provide evidence of progress and attainment. |
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NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. |
COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
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NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT The candidate provides an adequate response. |