Professional Growth Plan



          I believe that all students can learn. "The failure of students to learn in any given classroom is considered the failure of the teacher to find a way to enable the students to learn" (Sergiovanni & Starratt, 2007, p. 4). For that reason, I align myself with the idea that effective teaching is the basis of successful learning. Effective teaching is supported through professional development. Professional development helps teachers improve their practice, implement innovation, and become familiar with current trends in education (Sharma & Bindal, 2013). As an educational technology leader, it is my objective to implement and provide support based on the needs of the organization and individuals within the organization.


“Life can only be understood backwards; but it must be lived forwards.”

Soren Kierkegaard


          As a building level school administrator and student in the Educational Technology Leadership Doctoral program these words resonate with me.  This quote can be summed up in one word “reflection.” As a student, educator, and leader my evolution and development toward life long learning can only happen effectively if I practice reflection. Experiences become richer and more meaningful when there is reflection (Costa & Kallick, 2000). Reflection causes me to think about my experiences, and in doing so; I can identify my strengths while overcoming my weaknesses. My continued reflection will help guide me in fulfilling my goal of obtaining a doctorate in educational technology leadership, obtaining a higher leadership position within K-12, and becoming a leader in the field.


          Reflecting on my leadership role, I maintain the desire to continue to develop my leadership style as a transformational leader. According to Northouse (2013) "…transformational leadership is the process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower” (p. 186). As an educational technology leader, this approach will be necessary as I seek to infuse technology, instill best instructional practices, and charter new ways to reach learners. Over the past year through grade level meetings and Professional Learning Communities, I have asserted the qualities of transformational leadership by being a role model, articulating district and building level goals, and having high expectations for staff and students. As I move forward, I will continue to employ these practices while I support staff needs, support staff in reaching their full potential and begin the process of reflection with staff.


          21st-century learners bring with them a varied background. Today's students attend school with a broad range of skills, interest, talents, and intellect. As an educational technology leader, my goal is to create opportunities to use technology to sustain and facilitate student learning. Technology leverages the playing field to reach a diverse group of learners allowing them to interact with the content (Carnahan, Crowley, & Holness, 2016).

          Inspire, motivate, encourage, and lead. As an educational technology leader, I am working toward instilling the before mentioned in the staff and students that I lead. The core of transformational leadership is to set goals, reform structures and cultivate people (Allison-Napolitano, 2013). Subsequently, my goal is to continue improving student and teacher performance.


Goals & Accomplishments


Accomplishments for 2016-2019


  • Collaborated with professor and classmate to introduce an emerging technology to an urban community

  • Collaborated with professor and classmate & published an article

  • Co-presented

    • NJASL Conference

    • NJECC Conference

  • Participated in the National Principals Leadership Institute NPLI 

  • STEM-Science Fair Competition Coordinator 

  • ISTE-NJCU Exhibitor  


Goals for 2019-2020


  • Present & Co-present at a Conference

  • Introduce an emerging technology to an urban community

  • Obtain my doctorate

  • Continue to Present at Conferences

  • Obtain a Higher Leadership Position in K-12  





Allison-Napolitano, E. (2013). In flywheel: Transformational leadership coaching for sustainable change. Thousand Oaks, California: Corwin Sage Publishing.


Carnahan, C., Crowley, K., & Holness, P. (2016). Implementing universal design for learning. Global Education Journal.


Costa, A., & Kallick, B. (2000). Getting into the habit of reflection. Educational Leadership: Sustaining Change, 57(7), 60-62. Retrieved from


Northouse, P. G. (2013).  Leadership: Theory and practice. (6th ed.). Thousand Oaks, California: Sage Publishing.


Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: A redefinition (8th Ed.). New York, New York: McGraw-Hill.


Sharma, V., & Bindal, S. (2013). Enhancing educational effectiveness through teachers' professional development. Indian Journal of Health and Wellbeing, 4(3), 545-549. Retrieved from