Aka Personal Plans for Self-Improvement and Continuous Learning
This CAS program requirement challenges students to reflect, self-assess and plan next steps, in terms of a defined set of criteria. The criteria are the knowledge, skills and characteristics that comprise NYS standards for building- and district-level educational leaders. The purpose of the Personal Plan requirement is to cultivate students’ responsibility for their own learning, to supplement faculty and field-supervisors’ assessments.
Three main goals for Personal Plans are:
- critical self-appraisal of strengths and weaknesses;
- integrative synthesis of multiple learning experiences;
- thoughtful planning for coursework, internships and beyond; and
- clear and succinct communication.
Quality, rather than quantity, should drive all components of your plan.
See "Criteria for Assessing Person Plans" for pre-Internship and end-of-Internship expectations.
The three required components of Personal Plans are to:
- Identify where you are, in terms of the learning outcomes specified in NYS State Standards. For example, you may have considerable knowledge and skills in some dimensions of leadership (e.g., mentoring, supervising and evaluating teaching), but limited or no experience in others (e.g., developing and managing a budget). Similarly, you may be familiar with comprehensive planning for your school, yet have no such awareness at the district level. Self-assessments must identify both strengths and areas for growth (weaknesses).
- Compose an integrative essay that concisely summarizes your critical self-assessment. When applicable, relate your current appraisal to the analyses and plans developed earlier in your CAS program of study.
- Plan and list the next steps you will take to address selected weaknesses and advance toward mastering NYS standards for building- and district-level educational leaders. Ideally, the candid stock-taking accomplished in steps #1 and #2 above will help focus needs for self-improvement and continued learning. For example, your planned next steps might include specific research, field-based projects, internship experiences, elective courses, professional development opportunities, job exploration or career pursuits. The more concrete the plan, the more useful it can be to your future growth as an educational leader.
A new Personal Plan should be composed and submitted at three distinct times in your program of study:
- When you take EDUC 673, as part of course requirements. EDUC 673 is Leadership in Educational Settings, offered every year, during the May-June Summer Session.
- When you submit Internship Proposal. Upon completion of 24-credit hours in the CAS program (inclusive of at least four of its seven core courses), at which time possibilities for the capstone internship will be deliberated and planned, again in the context of refining knowledge and skills reflected in quality standards and aimed at progressing toward personal career goals. You should submit this new plan, along with your Internship Proposal form, to the program coordinator.
Another new Personal Plan serves as a final product for EDUC 692, the required seminar that accompanies your capstone Internship for the CAS. This adds a third occasion to reflect, assess leadership competencies and plan for the future. Satisfactory-unsatisfactory grades for EDUC 692 will be issued after the internship is satisfactorily completed and the Personal Plan is judged acceptable by the seminar instructor. See "Criteria for Assessing Personal Plans."