The attached paper discusses the similarities and applications of two prominent adult learning theories: andragogy, the theory of "knowing the why", and transformative learning, the theory of "extending learning to create change" (Anderson & Boutelier, 2021; Cox, 2015).

Using the first three steps of the ADDIE instructional design model, the future IC created a sample of the proposed T-TESS Improvement Plan Professional Development series (Heaster-Ekholm, 2020).

Analyze: The IC conducted a task analysis and needs assessment to determine the starting point of participants' knowledge and performance of the T-TESS.

Note: Designing the needs assessment and collecting and analyzing data are newly acquired skills for the IC. Therefore, the corresponding needs assessment is filed under the portfolio's Personal and Professional Develop tab.

Design: The IC determined the desired learning objective as improving -TESS scores, the learning activity as a PD series, and the mode of delivery as a combination of direct and inquiry-based learning.

Develop: The IC developed the T-TESS Improvement Plan's curriculum timeline, scope, and sequence. In this step, the IC also calculated the cost for PD implementation, including facilities and materials.

Implement: The IC will implement the curriculum four times, one session per domain of the T-TESS.

Evaluate: After each implementation, the IC will use teacher feedback to adjust instruction before the next session.

Heaster-Ekholm, K. L. (2020). Popular Instructional Design Models: Their Theoretical Roots and Cultural Considerations. International Journal of Education & Development Using Information & Communication Technology, 16(3), 50–65.

Summary: Using the principles of Andragogy, the Systems Approach Model of instructional design, Indirect instruction, and Inquiry-based learning, the IC creates differentiated coaching sessions to support teachers during the implementation of selected Proficient+ strategies within the T-TESS Improvement Plan PD series (Anderson & Boutelier, 2021; Dick et al., 2013; Lee, 2020; Smets 2017).

Plan of Action: After delivering the first the T-TESS Improvement Plan PD session, the IC offers additional individualized support through coaching sessions.

The IC created a revised Know, What, Learn, How (KWLH) chart to use for ongoing, formative assessment to monitor the implementation of selected strategies from the PD series.

Know: Identify what Proficient+ strategies are currently used and how they work.

What: Identify the dimensions, descriptors, and strategies teachers are interested in improving.

3-2-1 Learning Reflection: Identify which areas of the PD benefitted teachers the most, which areas need additional support, and further questions they can answer through coaching sessions.

How: Teachers have an opportunity to plan and determine how to measure the success of strategy implementation.

Formative assessments are stored for use in a summative assessment the IC created.

The summative assessment is a portfolio that contains evidence of planning, implementing, and reflecting upon Proficient+ strategy implementation. Using the rubric the IC created, the portfolio is evaluated to measure mastery of strategy implementation.

The attached OIP uses the current Campus Improvement Plan and state data for Madison Middle School to identify areas needing improvement at the campus level and determine appropriate goals and strategies used to obtain them.

A Needs Assessment created via Google Forms was administered to a sample population of teachers. A copy is included in the appendix of the Needs Assessment Plan.

The IC used Google Sheets to collect data and applied qualitative data measures to analyze and interpret data. The analysis sheet is recorded in the appendix of the Needs Assessment Plan

The IC uses data from the needs assessment to determine the scope and sequence for the T-TESS Improvement Plan PD. The results showed that teachers identify as Proficient in many dimensions of the T-TESS. Domain 2 scored the lowest on average, with two teachers identifying as Developing. All teachers stated they would like additional support from the campus IC in Domain 3, classroom management

Implementing the Proficient+ Instructional Strategies aligns with the goals of the district’s partnership with TIA. The PD series increases student outcomes by providing professional learning and increases the probability of rewarding quality instructors, which improves teacher retention in the district (AISD, 2024; Boudreaux & Faulkner, 2020; Hendricks, 2014; Pham et al., 2017; TIA, 2023a).