State-Required Exploration #1: Exploring the District/School Vision for Student Learning

YEAR 2 RESIDENCY GUIDE & LOG

RESIDENT: ______RESIDENCY START DATE: ______

DISTRICT: ______MENTOR:______

INSTRUCTIONS

The NJ-L2L Year 2 Residency Activity Log is designed for use by Residents to: (1) focus on activities they must complete in order to fulfill Year 2 Residency requirements and support their continuing professional growth; (2) the evidence they will provide to their mentors to demonstrate their progress toward and completion and impact of their Year 2 residency activities; (3) the standards and criteria formentor conferences, assessments and feedback; and (4) provide a running record and documentation related to fulfillment of Residency requirements (i.e. mentoring contact hours, Peer Support Group meetings and reflections, Leadership Portfolio, Action Research Project).

Ongoing discussion between Residents and their mentors should focus on planning and implementation of their Action Research Projects, with particular emphasis on discussing their findings and conclusions, recommendations and actions planned or taken, and the impact of those actions on improving their districts/schools, teaching, and student learning.The focus also remains onthe Residents’ continuing professional growth through discussions between Residents and their mentors that provideguidance and constructive feedback, and stimulate reflection on the part of Residents related to areas where they may enhance their preparedness and readiness for effective school leadership practice. The following General Questions will also be routinely applied by mentors in discussions with their Residents related to their Residency and job-related experiences: (1)What decisions did you make, and what was the basis for those decisions? (2) What actions did you take, were they successful, why/why not? (3) What problems did you encounter, and how did you handle them? (4) What would you have done differently? (5) What will you do the next time?

Residentsare expected to enter all relevant information related to their Year 2 Residency activities in this Activity Log. Residents may add to and/or modify the Activity column as appropriate and should include all relevant activities in which they engage during the Year 2 Residency. Residents will enter a brief description and/or list evidence related to each activity in the appropriate column.Evidence that the Resident determines is most representative of the progress toward and completion and impact of Year 2 Residency experiences must be provided as part of each Resident’s Leadership Portfolio for review and discussion with mentors during regularly scheduled conferences and online communications. Evidence of Progress and Completion of Activity refers to evidence demonstrating the progress toward and completion of required and other activities (i.e. the Action Research Project, Leadership Portfolio, and professional development activities). Evidence of Impact of Activitiesrefers to the impact of the activity and/or actions taken by the Resident on improving teaching and student learning.Evidence of Professional Growth refers to the impact of activities on enhancing the Resident’s professional growth and levels of preparedness and readiness for effective school leadership practice, as indicated by the Professional Growth Rubric (see page 2). The evidence provided by the Resident forms the basis for: (1) dialogue, feedback, reflection, and professional growth planning between mentor and Resident; (2) documentation that verifies completion of required Year 2 experiences; and (3) State-required formative and summative assessments of Residents’ performance. Examples of evidence include but are not limited to: teacher observation reports; meeting agenda; memoranda; curriculum; planning documents; student/staff handbooks; budgetary documents. Evidence included in the Resident’s Leadership Portfolio forms the basis for his/her Summative Assessment at the end of 19 months during Year 2 of the Residency,

NOTE: This document is for internal use by the NJ-L2L Program and is considered CONFIDENTIAL. The document will only be shared with the mentor by the Resident and may be shared with other relevant parties as appropriate and in accordance with State regulations and NJ-L2L policies, and with the knowledge and written consent Resident. Upon completion of the Year 2 Residency, this document will become part of the Resident’s NJ-L2L file as supporting documentation for his/her completion of all State requirements for the Year 2 Residency, and for State-required formative and summative assessments.

NEW SCHOOL LEADER

PREPAREDNESS and READINESS RUBRIC

InstructionsMentors will use multiple assessment methods (i.e. observations, evidence reviews) to determine the extent to which Residents demonstrate“preparedness” and “readiness”as a new school leaderand their continuing professional growth as indicated by the NJ Professional Standards for School Leaders.The intent is to provide feedback for Residents’ personal reflection and continuing professional growth as they engage in Residency experiences. “Preparedness (P)” refers to the Resident’s level of theoretical and conceptual knowledge and understanding of effective school leadership practices. “Readiness (R)” refers to the Resident’slevel of self-understanding as related to their personal dispositions and leadership skills, and their demonstrated ability to apply effective school leadership practices to specific situations, fulfilling the requirements of theirschool leader positions, and continuously improving teaching and student achievement in theirdistricts/schools. The following rubric will guide mentorsin assessing Residents’ preparation and readiness, and providing feedback to Residents for their reflection and continuing professional growth:

3= Proficient

(P)Demonstrates both depth and breadth of theoretical knowledge and understanding of the concept(s) and/or skills required;

(R)Demonstrates high-level of self-understanding and the requisite personal dispositions, leadership skills and experience, as evidenced by consistent application of the concept(s) and skills to effective leadership practices, specific situations, and fulfilling requirements for the position.

2= Limited/Basic

(P)Demonstrates lack of depth and breadth of theoretical knowledge and understanding of the concept(s) and/or skills required;

(R)Demonstrates limited self-understanding; personal dispositions do not consistently support effective leadership practices; limited experience in applying the concept(s) and/or skills; inconsistent application of the concept(s) and/or skills to leadership practice, specific situations, and fulfilling requirements for the position.

1= Very Limited

(P)Demonstrates minimal theoretical knowledge and understanding of the concept(s) and/or skills required;

(R)Demonstrates very limited self-understanding; personal dispositions rarely support effective leadership practices; very little experience in applying the concept and/or skills; extremely inadequate application of the concept and/or skills to leadership practice, specific situations, and fulfilling requirements for the position.

0 = None

(P)Demonstrates no theoretical knowledge and understanding of the concept(s) and/or skills required;

(R) Lacks self-understanding; personal dispositions do not support effective leadership practices; no experience in applying the concept(s) and/or skills; ineffective application of the concept(s) and/or skills to leadership practice, specific situations, and fulfilling requirements for the position is poor or non-existent.

ASSESSMENTS / DUE DATE / DATE SUBMITTED TO NJ-L2L
Formative #4 (end of 16 months)
Summative (end of 19 months)
IMPORTANT DATES
(On-Site Visits, Conferences, Peer Support Group Meetings) / HOURS / NOTES

NEW JERSEY LEADERS TO LEADERS (NJ-L2L)

YEAR 2 RESIDENCY PLAN CHECKLIST

INSTRUCTIONS: Check the appropriate column for each required Residency activity and update informationat the end of the formative and summative assessment periods. / IN
PROGRESS / COMPLETED
Implement Year 2 Residency Plan, which focuses on addressing 2-3 barriers to effective teaching and student learning in my district/school
Plan and implement Job-Embedded Action Research Project, which addresses 2-3 barriers to effective teaching and student learning in the district/school
Continue Leadership Portfolio to organize evidence of Year 1 and 2 Residency experiences
Participate in a minimum of 30 contact hours of mentoring, which include on-site visits, observations, conferences, and Peer Support Group meetings
Participate in regularly scheduled Peer Support Group meetings and complete individual Peer Support Group Reflections
Engage in ongoing communications with Mentor and Peer Support Group members using the NJ-L2L Online Learning Community
Engage in professional development activities that support learning related to identified professional growth targets and Year 2 Residency experiences
Participate in Formative Assessment Conference #4 with Mentor(end of 16 months)
Share Action Research Project in a PowerPoint presentation with Peer Support Group
Complete NJ-L2L Post/Self-Assessments
Participate in Summative Assessment Conference with Mentor(end of 19 months)
Based on Year 1 and Year 2 Residency experiences, identify 1-2 professional development goals specifically linked to district/school needs and goals that are focused on improving schools, teaching and learning;and begin development of the State-required 3-year Professional Growth Plan (PGP) for Year 3
Complete NJ-L2L Year 2 Program Evaluation

RESIDENT: ______START DATE: ______

MENTOR:______COMPLETION DATE: ______

NEW JERSEY LEADERS TO LEADERS (NJ-L2L)

ACTIVITY / EVIDENCE OF PROGRESS and COMPLETION / EVIDENCE OF
IMPACT OF ACTIVITY / EVIDENCE OF
PROFESSIONAL GROWTH
Job-Embedded Action Research Project
Identify 2-3 barriers to teaching and student achievement
Project planning
Develop problem statement
Develop research questions
Develop research base
Data collection and analysis
Findings, conclusions and recommendations
Action Plan
Final draft project report
Final Project Report
Action Research Project Presentation
Actions to Improve Teaching & Learning
Mentoring
Mentor Consultation/Conferences
Peer Support Group Meetings
Peer Support Group Reflections
Participation in Online Learning Community
Continuing Professional Development
Leadership Portfolio
Professional Growth Planning for Year 3
Post/Self-Assessment
Identify one or more professional development goals
Develop Professional Growth Plan (PGP)
Obtain superintendent approval

GENERAL COMMENTS