Mission Possible: Improving Academic and Behavioral Results for Children with Disabilities through S

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Mission Possible Improving Academic and
Behavioral Results for Children with Disabilities
through Sustained Research Based Professional
Development

• Deborah Bilzing, M.S./Ed.S.
• Wisconsin Department of Public Instruction
• OSEP Regional Meeting
• November, 2008

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For far too many teachers in the United States,
staff development is a demeaning, mind numbing
experience as they passively sit and get. As
one observer put it, I hope I die during an
in-service session because the transition between
life and death would be so subtle.

• Sparks, (2004, p. 247)

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In the Beginning The State Personnel Development
Grant, Wisconsins Personnel Development System
(WPDS).

• Focus to improve education results for children
  with disabilities through the delivery of
  research based professional development that is
  implemented and sustained by statewide and local
  training and technical assistance systems which
  include communities and family organizations,
  institutions of higher education, CESAs, and
  early intervention agencies.

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WPDSs Three Identified Goals

• Goal 1 Increase the application of a
  scientifically based personnel development model,
  WPDM, in identified core content areas through
  both preservice and in-service for educators,
  parents and early interventionists in targeted
  LEAs and communities.
• Goal 2 Sustain implementation of new knowledge
  and skills through regional infrastructure that
  provides and supports ongoing learning utilizing
  trained mentors, communities of practice and
  other proven strategies.
• Goal 3 Increase participation of communities,
  families and youth in the system change process
  that results in organizations with the capacity
  to engage, support, and transition children with
  disabilities birth-26.

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What structures are in place to meet the goals of
the WPDS? WPDS will utilize the 5 hubs to
deliver, support and provide impact data on
targeted professional development opportunities
at a regional, community or district level.

• 5 Hubs-
• Early Childhood Collaboration
• Responsive Education for All Children
• (REACh)
• Transition to Post-secondary
• Parent Leadership and Involvement
• Institutes of Higher Education

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Food for Thought

• Districts spend a lot of to buy teacher time
  for pd, however there is little accountability
  for the use of or impact on student achievement.
• In most districts a few departments control the
  majority of the district-level spending on pd
  with efforts usually not coordinated and
  inconsistent.
• With heavy reliance on federal, special program
  and private funds, pd in most districts lack long
  range planning.

Odden, 2005
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More Food For Thought
Districts (State Education Agencies) spend much
more on professional development than they think,
and most of it is neither actively managed nor
explicitly linked to a district (or state)
strategic plan
Odden, 2005
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Wisconsin Personnel Development Model (WPDM)(How
we deliver effective, sustained, professional
development that builds the capacity of service
providers to improve student outcomes)

• A structure for professional development that is
  focused, collaborative, and that directly
  supports a school improvement process and goals
  for student achievement.

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More Thoughtful Food

• The ultimate indicator of effective professional
  development is improved student outcomes.
  (NSDC, 2001)

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• We take what we know and we talk about what
  could be. We stretch what we are to help us be
  more than what we have already been successful
  at.. We envision a future that is a collage of
  the best. Because we have derived a future from
  reality, we know it can happen.
• C Pollard

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Questions/Comments/Observations

• Deborah Bilzing
• deborah.bilzing_at_dpi.wi.gov
• Wisconsin Personnel Development System
• wispdg.org