Implementing the Year 2 Residency Plan
Under the guidance of the mentor, the Resident implements his/her Year 2 Residency Plan, which focuses on :
- development and implementation of a job–embedded Action Research Project and actions planned by the Resident to address barriers to effective teaching and student learning or school climate and culture in his/her district/school that were identified during the Year 1 Standards Study.
- participation in one professional development workshop that addresses his/her professional growth targets and supports actions planned by the Resident to address the identified barriers to teaching and student learning.
Year 2 Job-Embedded Action Research Project
The job-embedded Action Research Project is planned and developed by the Resident under the guidance of his/her mentor, and will address the barriers to effective teacher practice, student learning, and school climate and culture in the Resident’s district/school that he/she identified during the Year 1 ISLLC Study.
The project is planned, developed, implemented and evaluated by the Resident so that it may be used as evidence to demonstrate that State requirements for the Year 2 Residency were met, and that actions he/she has taken have effectively addressed the identified barriers and enhanced his/her professional growth.
The mentor is responsible for assessing the Action Research Project using the NJL2L Action Research Rubric, and will provide feedback to the Resident.
Residents share their Action Research Projects in a presentation to their Peer Support Groups at the end of the Year 2 Residency.
Year 2 Formative Assessment of Residents
In accordance with State requirements, Mentors complete two (2) Formative Assessments during the Year 2 Residency (at the end of 15 and 20 months) for each Resident. The Formative Assessment is based on the mentor’s ongoing observations, formal conferences and interactions with the Resident during the Year 2 Residency, and the mentor’s review of evidence related to the Resident’s:
- progress toward and/or completion of the job–embedded Action Research Project during the Year 2 Residency
- demonstration of essential leadership knowledge, skills and personal dispositions for effective school leadership practice, as indicated by the New Jersey Professional Standards for School Leaders
- professional growth in the leadership knowledge, skills and personal dispositions, as indicated by the New Jersey Professional Standards for School Leaders
The mentor holds a conference with the Resident to review the Formative Assessments, and to provide feedback for continuing professional growth.
Note: All assessments and interactions between the mentor and Resident are confidential. Formative Assessments will not be provided to the Resident’s school district or any agency or individual without the written request and consent of the Resident.
Year 2 Post/Self–Assessment
Prior to the mentor’s Year 2 Summative Assessment at the end of 24 months, each Resident completes an online NJL2L Post/Self-Assessment to determine his/her professional growth during the two–year Residency as measured by a comparison to the Pre/Self–Assessment completed at the beginning of the Year 1 Residency.
This information will be used as a basis for discussion with the mentor for the Summative Assessment, and will inform the Resident in development of his/her State–required Professional Growth Plan (PGP) for Year 3.
Year 2 Summative Assessment of Residents
Mentors complete a Summative Assessment Report at the end of 24 months, which includes the mentor’s:
- verification of the Resident’s completion of all Year 1 and Year 2 Residency requirements
- assessment of the Resident’s job–embedded Action Research Project
- assessment of the Resident’s professional growth during the Year 1 and Year 2 Residency
- recommendation for Standard Principal Certification
The mentor holds a conference with the Resident to review the Summative Assessment Report, and to provide feedback for continuing professional growth.
The signed original of the Summative Assessment Report is submitted by the mentor to the NJL2L Program Coordinator within two weeks of the summative assessment period following the required Mentor/Resident Conference. NJL2L transmits the Summative Assessment Report to the NJDOE. A copy of the Summative Assessment Report is retained by NJL2L in the Resident’s file. Residents keep a copy for their records.
Note:All assessments and interactions between the mentor and Resident are confidential. Summative Assessment Reports will not be provided to the Resident’s school district or any agency or individual without the written request and consent of the Resident.
The Mentor’s Summative Assessment allows the Mentor to rate the Resident’s overall performance based on the State’s criteria, and will be accompanied by one of the following recommendations to the State Board of Examiners for Standard Principal Certification:
- “Approved” for certification — This rating should result in issuance of Standard Principal Certification; however, the District is under no obligation to retain the Resident even though he/she has received a favorable recommendation for certification.
- “Insufficient” progress manifested — This rating means that the Resident will not be issued Standard Principal’s Certification, but may continue employment and the Residency for up to one year under provisional certification. The District is under no obligation to retain a Resident with this rating, although it may choose to do so.
- “Disapproved” for certification — This rating means that the Resident will not be issued Standard Principal Certification, may not be retained in the district, and will not be permitted an extended time period as a Resident or seek future employment under provisional certification.
Planning for Year 3: New Jersey’s Professional Development Requirement
At the end of the Year 2 Residency, under the guidance of his/her mentor, the Resident prepares to address New Jersey’s professional development requirement for all school leaders, which was waived during the two-year Residency and will be required in Year 3 of employment.
In accordance with the New Jersey Professional Learning for School Leaders requirements, all school leaders must identify one or more professional development goals and develop a three-year Professional Growth Plan (PGP), which is based on a self-assessment that is aligned with the New Jersey Professional Standards for School Leaders.
The professional development goals and PGP must be approved by the school leader’s superintendent and be directly linked to improving teaching and student achievement.
Year 2 NJL2L Program Evaluation
All Residents and mentors are required to complete an online NJL2L Year 2 Program Evaluation at the end of Year 2, which will provide data related to NJL2L program design and implementation to inform continuous program improvement. A sampling of participating Districts will also be included in the annual program evaluation.