The Individual Leadership Plan (ILP)
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The Individual Leadership Plan (ILP) (1/26 th of the MAPA). MAPA Task Group. Introduce yourself to your elbow partner. Share your name, rank and duty location and one interesting fact about yourself. Welcome. What it is !. Promotes professional growth

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The Individual Leadership Plan (ILP)

(1/26th of the MAPA)

MAPA Task Group


Welcome

Introduce yourself to

your elbow partner.

Share your name, rank

and duty location and

one interesting fact

about yourself.

Welcome


What it is!

  • Promotes professional growth

  • Aligned to our Community Strategic Plan

  • Vehicle for dialogue with supervisor

  • Your plan, Your goal.

  • 1-2 page document

  • Short term (1-2 year) plan

  • Addresses one area of CSP

  • Data driven (multiple data sources

  • recommended)

  • Written in SMART format


  • A one-size fits all plan

  • Designed to address multiple goals

  • Expected to be lengthy or cumbersome

  • Expected to last more than 1 or 2 cycles

What it is not!


The individual leadership plan

O

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e

3.6

The Individual Leadership Plan

The administrator develops and

implements an ILP based on analyzed

data relevant to a specific need. The

ILP contains all components in

accordance with the specified

guidelines. The plan is modified

through on-going assessment and

results are measurable and

observable.


Smart objectives
SMART Objectives

Writing SMART Objectives is not a simple

task. These tips can help make your ILP

objective more powerful. The MAPA

indicates that the ILP should be based on

analyzed data that is relevant to an identified

and specific need in the school.


Notable quotable
Notable Quotable

Don't use words too big for the subject. Don't say 'infinitely' when you mean 'very'; otherwise you'll have no word left when you want to talk about something really infinite.

C. S. Lewis (1898 - 1963)


Let s get busy

ILP

S

M

A

R

T

Let’s get busy!


Checkpoint

What data will serve as the baseline? What data will indicate success?

Specific

State clearly observable actions that will lead to attainment.

Identify the data that will serve as the baseline or reference point.

List the criteria for the expected (successful) result.


EXAMPLE

Lead the infusion of technology so all teachers and students demonstrate proficiency in the ability to design, produce, and use multimedia in accordance with National Educational Technology (NET) Standards for Teachers and Students. Provide staff development opportunities targeted at use of video communication,

multi-media and on-line resources.

Clearly define what you will do and how you will do it.


Checkpoint

How and when are data collected?

Measurable

What measures and instruments will be used to determine progress and measure effectiveness?

List them.

Quantify the expected result. (Percentage, number, frequency)


Concrete criteria for tracking progress and determining success

EXAMPLE

Concrete criteria for tracking progress and determining success

The mean score of students’ performance on the technology assessment developed from the NET standards will be 80% or higher on the post test.

Teacher proficiency will be determined by the frequency, number, and quality of student produced multimedia products and an increase in positive perception of the use of technology as measured by feedback from parents.


Write your ilp
Write your ILP

Your turn!


Notable quotable1
Notable Quotable

By failing to prepare, you are preparing to fail.

Benjamin Franklin



Notable quotable2
Notable Quotable

The man who writes about himself and his own time is the only man who writes about all people and all time.

George Bernard Shaw (1856 - 1950)


SMART

Checkpoint

Are there barriers to the successful completion of this objective?

Are there sufficient resources available?

Attainable

List resources and tools.

Develop a realistic timeline.

Select task within your realm of authority and capability.

Are there factors beyond your control?

Is this objective challenging and realistic?


Show the connection between your actions and the desired result

EXAMPLE

Show the connection between your actions and the desired result.

Lead a review of the NET standards and the development of pre- post-test for students. Develop and administer needs assessment for teachers or use existing NET’s assessment. Ensure training is provided by the educational technologist, information specialist, and video communication teacher. Students will complete projects using technology throughout the school year.


Show the connection between your actions and the desired result1

EXAMPLE…continued

Show the connection between your actions and the desired result.

Resources: NET and PTS standards, on-line resources, International Society for Technology in Education (ISTE)

Research: AISV Project: The Development of Thinking Skills Report

The use of web 2.0 Technologies to promote HOTS

Redefining Literacy for the 21st century.


SMART

Checkpoint

Does the objective support an organizational or a strategic goal?

How does the successful completion of this objective influence staff, students or community?

Results-focused

Clearly define the results you expect to see. (Quantifiable)

What will be the impact on the organization?


Clearly define the result you expect to achieve be specific

EXAMPLE

Clearly define the result you expect to achieve. Be specific.

Students will attain a score of 80% or higher on the NET standards assessment and have demonstrated proficiency in the use of multimedia as measured by performance tasks completed as class assignments.

An increase in positive perception of the use of technology as measured by feedback from parents will be noted.


SMART

Checkpoint

Are there conflicting events that might not support success?

Timeline

Develop and insert the timeline and checkpoints.


List start date review dates and end date

EXAMPLE

List start date, review dates, and end date.

August 2009 – start

Sept – October 2009 – administer NET pre-assessments

November 2009 – staff development

December 2009 – teachers share products at faculty meetings

April 2010 – showcase students’ products

May 2010 – solicit feedback from parents; administer post-assessment


Write your ilp1
Write your ILP!

Your turn!


Notable quotable3
Notable Quotable

“Don't say you don't have enough time. You

have exactly the same number of hours per

day that were given to Helen Keller, Pasteur,

Michelangelo, Mother Teresa, Leonardo da

Vinci, Thomas Jefferson, and Albert Einstein."

H. Jackson Brown


Share reflect1

Turn to your table partner and share the final

parts of your SMART Objective.

Share & Reflect


Notable quotable4
Notable Quotable

The real man smiles in trouble, gathers strength from distress, and grows brave by reflection.

Thomas Paine (1737 - 1809)


Reflective self assessment
Reflective Self-Assessment

  • How did the objective help to improve your responsibilities as an administrator?

  • How does the objective impact your staff and students?

  • What have you learned that you will share with others?

  • What are the anticipated results of your objective?


Summary the important thing
Summary - The Important Thing

The important thing about the ILP is……



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