Professional Development

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Professional Development

• Going to Scale With Innovation
• Exploring Possibilities

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Objectives

• Participants will learn about
• One states approach to implementing a large
  scale school improvement initiatives with a focus
  on PD
• How PD for increasing student achievement is
  different from other forms of PD
• Components of PD for Student Achievement

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Participant will explore

• Ways to move from intent to implementation
• Possibilities for improving PD as part of a
  Wisconsin state-wide effort
• How to involve stakeholders to be involved in
  large scale PD reforms
• Ways to overcome barriers to implementing
  comprehensive changes in PD

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Group Activity

• Introduce yourselves at your table.
• Read the PD Quotes.
• Discuss with your neighbors which quote holds the
  most meaning for you and why.

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The Iowa Story

• Context and policy
• Defining Professional Development
• Designing the System
• The Iowa Professional Development Model
• Path taken to develop a system

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Context and Policy

• Commitment to PD as a form of school improvement
• Large scale reading and math initiatives
• Emphasis on learning as the focus of reform
  rather than high stakes testing
• Iowa Student Achievement Teacher Quality Act
• 2001
• 2007
• NCLB

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NCLB Definition Activities that

• Improve and increase teachers knowledge of the
  academic subjects the teachers teach, and enable
  teachers to become highly qualified
• Are an integral part of broad school-wide and
  district-wide educational improvement plans

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NCLB

• Are high quality, sustained, intensive, and
  classroom-focused in order to have a positive and
  lasting impact on classroom instruction and the
  teachers performance in the classroom and are
  not one-day or short-term workshops or
  conferences, and
• Advance teacher understanding of effective
  instructional strategies that are?
• based on scientifically-based research and
• strategies for improving student academic
  achievement or substantially increasing the
  knowledge and teaching skills of teachers

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Iowa Purpose for PD

• Student achievement as per Iowa TQA
• Improve Teacher Quality
• Large scale - organizational PD and related
  systems

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Richard Elmore

• Professional development, in the consensus view,
  should be designed to develop the capacity of
  teachers to work collectively on problems of
  practice, within their own schools and with
  practitioners in other settings, as much as to
  support the knowledge and skill development of
  individual educators.

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• This view derives from the assumption that
  learning is essentially a collaborative, rather
  than an individual, activitythat educators learn
  more powerfully in concert with others who are
  struggling with the same problemsand that the
  essential purpose of professional development
  should be the improvement of schools and school
  systems, not just the improvement of the
  individuals who work in them.

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Iowa Wisconsin
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Creating Awareness

• Critical mass of consumers

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Wisconsins Organizational Purposes for PD

• to improve student academic and behavioral
  outcomes.
• to build the skills, knowledge an disposition of
  service providers (school staff, community,
  regional coaches etc.) in helping students meet
  identified targets and indicators.

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Professional DevelopmentSystemsfor Student
Achievement
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Iowa Teaching Standards
Quality Teaching Student Achievement Gains

• Pre-service Programs in Iowa
• Mentoring and Induction
• Professional Development
• District Building Individual
• Evaluation Processes
• Licensure/Renewal

Supports for Teachers
Career Paths
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Designing the Iowa System

• Recruited Beverly Showers
• Formed Stakeholder Group
• Studied effective PD
• Crafted model based on effective practices in PD
  and the Iowa context

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The Iowa Professional Development Model
Fully implemented high quality, robust PD become
the heart of school improvement.

• For Student Learning
• Operating Principles
• Action Research

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• ORGANIZATIONAL
• Collective school
• All teachers
• Student focused
• Sustained
• Emphasis on transfer
• Increases transparency
• Collaborative study
• Intensive sustained
• Goal is transfer

• TRADITIONAL
• Individual
• Voluntary
• Interest focused
• Event
• Emphasis on coverage
• Individual goals/wants
• Isolated - Allows egg crate
• Little transfer
• No expectations to use new skills

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• ORGANIZATIONAL
• Results oriented- formative and summative
  evaluation
• Analysis of student data shapes decisions (action
  research)
• Organizational goals -student learning
• Data-based
• Content is research based
• Focused on teaching learning

• TRADITIONAL
• Little accountability
• Discontinued without data
• Based on extraneous variables
• Popular opinion
• Availability
• Unfounded claims
• Content is often topical
• Not aimed at improving teachers repertoire in
  priority areas

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Issue of volunteers

• All teachers vs. volunteers
• Elmore

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Scaling up Not just the Stars

• Spread more people
• Building Level
• Across the district, AEA, state
• Replication with fidelity
• Integration into existing systems/structures
• System for recruiting and supporting
  trainers/external experts
• Policy
• Resources
• Sustainability

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Read CONSENSUS ON EFFECTIVE PROFESSIONAL
DEVELOPMENTBy Richard Elmore

• As you are reading check items that support the
  Wisconsin approach to leading professional
  development.
• Underline phrases that you can use to explain
  your PD model as you communicate with various
  audiences.

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Professional Development
Iowas professional development initiatives are
making a difference in student achievement .
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Achievement Gains
8th Grade ReadingPercent Proficient
2001-03
2005-07
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Achievement Gains
4th Grade ReadingPercent Proficient
2001-03
2005-07
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Achievement Gains
11th Grade ReadingPercent Proficient
2001-03
2005-07
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Reading Trends
ITBS/ITED
4th Grade
11th Grade
8th Grade
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Math Trends
ITBS/ITED
4th Grade
11th Grade
8th Grade
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Teachers Make a Difference
Most effective teachers are producing not just
a little more growth, but as many as six times
the learning gains produced by least effective
teachers.
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Reading First

• Ensures every child can read at or above grade
  level by the end of third grade.

Data shows this has been a good investment
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Reading First Goals

• Increase the percentage of students reading at
  grade level each year at each grade level from
  kindergarten through third grade.

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Teacher Development Academies

• Implemented in 2005-2006, Teacher
  Development Academies provide training in reading
  strategies for middle school and
  high school students.

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Teacher Development Academies
SPRING 44 grew 2 years or more on the same
instrument
SPRING 48 grew 2 years or more on the same
instrument
SPRING 42 grew 2 years or more on the same
instrument
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Truth in Advertising
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Implementation DoesntAlways Work as Planned
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Operating Principles and Why They are Important
Operating Principles

• Attend to these at all times
• Focus on Curriculum, Instruction, Assessment
• Participative Decision Making
• Simultaneity
• Leadership

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Participative Decision Making Collaboration

• Professional development for student achievement
  involves teachers learning and working together
• Effective collaborative processes are essential.

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Focus on Instruction, Curriculum, Assessment
What are students experiencing every day?

• Moves (Pedagogy)
• Rigorous and Relevant Content (Curriculum)
• Assessment FOR Learning
• Assessment to know how to adjust the training

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Participative Decision Making

• Collective action requires a democratic process.
• Teachers are engaged in decision making and
  planning for professional development that is
  aligned with identified student needs.

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States of Growth Research

• Gourmet Omnivores
• Active Consumers
• Passive Consumers
• Reticent Consumer

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• States of Growth Research
• Gourmet Omnivores 10
• Active Consumers 10
• Passive Consumers 70
• Reticent Consumer 10
• Teacher Leadership
• Administrative Leadership
• Evaluation Processes
• Implementation Data to Determine the Need for
  Pressure and Support

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Leadership

• PD Leadership Teams
• Principal
• Teachers representing various roles
• Central Office
• AEA

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How do you get school leaders started?

• Partnerships
• Iowa Association of School Boards
• School Administrators of Iowa (Wallace)
• Iowa State Education Association
• Higher Education
• Administrator Quality Act and Iowa Standards for
  School Leaders
• Bev Showers Clip

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Purpose of a Leadership Team

• To help organize and support various PD
  functions.
• To engage in participative decision making ? the
  democratic decision making processes for keeping
  teachers involved and informed.
• To help principals sustain a focus on instruction
  keep PD functions going.
• To distribute leadership up down the
  organization.
• To work together with the Teacher Quality
  Committee to facilitate communication and
  participative decision making.

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Clarify roles of the team

• Assisting with the collection and analysis of
  data
• Facilitating building meetings between training
  sessions
• Helping to collect and organize implementation
  data demonstrating strategies
• Supporting the establishment of collaborative
  teams.
• Using a protocol for meeting routines and a
  framework for agendas

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Simultaneity

• Avoid too many priorities
• Attend to Context, Content, Process
• 80 20 Rule of Thumb
• Christmas tree schools

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Implementation Difficulty

• Research on School Improvement Fullan and
  Pomfret

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Reflect and share at your table
MIP
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Action Research Cycle

• IPDM and Wisconsin PDM are similar.
• Identifying Needs and Priorities
• Data Collection and Analysis
• Goal Setting
• Selecting Content

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This cycle is the foundation for effective PD
plans.

• District
• Building Level
• Individual

All 3 levels are now required in Iowa
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Data Analysis and Goal Setting

• Look at all students
• Study subgroups
• Multiple Sources of data on instruction and other
  variables.
• ITBS/ITEDS
• Drill deeper - Item Analysis

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A word about selecting content

• Content needs to be complex enough to change
  something in teachers delivery of
  instruction/assessment to make a big difference
  in what students experience.
• Too familiar - wont yield much gain
• Too narrow - wont yield enough improvement in
  student performance
• Too light - wont enable teachers to understand
  well enough to generalize and apply with meaning

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Lessons Learned

• Not all PD needs this type of approach.
• Does this priority need skill development that
  requires theory, demonstration, practice and
  coaching
• Is content topical, procedural or challenging,
  needing sustained practice?
• Can content be learned without peer
  collaboration, without sustained attention,
  application?

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A Word About Design

• Teachers are not withholding what they know.
• Teachers need common explicit skills training.
• A skillful teacher does not necessarily know how
  to get other teachers to use good pedagogy and
  content.
• External experts may not always be able to
  deliver the demonstrations, set up practice, and
  support collaboration.

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Goal is Transfer to Classroom

• Theory Only
• Theory and Demonstration
• Theory, Demonstration, and Practice
• Theory, Demonstration, Practice, and Collaboration

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Percent of Participants Attaining Transfer

• 0 Theory only
• 5 Theory
• Demonstration
• 5 Theory, Demonstration, Practice
• 95 Theory, Demonstration, Practice,
  Collaboration

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Collaboration - Coaching

• Consolidating what is learned
• Collective work aroundcommon training and
  discourse
• Develop relationships
• around task

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Lessons Learned on Study of Implementation

• Most difficult piece to get in place
• Hard to define what is the correct formula for
  implementation
• Wont work if you cant define moves or
  practices that can be modeled, observed
• Teachers need to recognize that data are used
• PD Leadership team must be trained

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Lessons Learned - Collaboration

• Collaboration is not the same thing as a study
  group.
• Collaboration is not necessarily the same thing
  as school-based coaching
• For a School-based coaching model to get
  transfer you still must have a focus with theory,
  demonstration, practice

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Lessons Learned - Collaboration

• Professional Learning Communities could fit with
  IPDM if they include collective study of theory,
  demonstrations, etc.
• Some teams need work on how to facilitate
• Need administrative leadership

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Formative Data

• Are students responding to changes in practice?
  Are teachers implementing?
• Assessments used to help teachers adjust what and
  how they are teaching
• Assessments used to help with PD design
• More theory, demonstration, practice, etc.
• Leadership pressure and support

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Program Evaluation

• Did teachers implement?
• Did students learn?
• Teachers Implemented with Desired Student Gains
  
• New priority
• Not Fully Implemented with Limited Gains
• Continue - Renewed Emphasis on Implementation
• Fully Implemented with Limited Gains
• Revisit PD target and content selected

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Reflect Individually and share with a partner

• Why should I care about PD?
• How does the Wisconsin PD Model impact my work?
• How might you impact the effective implementation
  of the Wisconsin PD Model?

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World Cafe

• What have you heard today that has real meaning
  for you?
• What is emerging that is new?
• What new connections are you making?
• What one question would you like to ask now?

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• WEDNESDAY

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Whats your PROFESSIONAL DEVELOPMENT IQ
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• What percentage of public school teachers
  believe regularly scheduled collaboration with
  other teachers (excluding meetings for
  administrative purposes) improved their teaching
  moderately or better when they collaborated only
  a few times a year?
• a. 79 b. 73 c. 50 d. 35

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• What percentage of public school teachers
  believe regularly scheduled collaboration with
  other teacher (excluding meetings for
  administrative purposes) improved their teaching
  moderately or better when they collaborated at
  least once a week?
• a. 79 b. 73 c. 50 d. 35

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• What percentage of teachers believe that
  providing more time for ongoing professional
  development related to daily classroom activities
  would help a lot in attracting and retaining
  good teachers?
• a. 70
• b. 61
• c. 54
• d. 42

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• Which of the following strategies do the highest
  percentage of principals say would be very
  effective at improving teacher quality?
• Relying more heavily on alternative certification
  programs
• Requiring teachers to earn graduate degrees in
  education
• Increasing professional development opportunities
  for teachers
• Eliminating teacher tenure
• Reducing class size

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Questions from Tuesday

• Iowa Demographics
• 365 School Districts
• 10 AEAs
• 1,514 Buildings
• 34,175 Teachers
• 13 Students with Disabilities

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Student Population 2006-2007

• African American 25,749 5.3
• American Indian 2,859 0.6
• Asian 9,554 2.0
• Hispanic 29,959 6.2
• White 415,001 85.9
• Total 483,122 100.0

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Early Childhood Parallels

• Core Curriculum
• Special needs

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One Districts Story

• Listen for
• Organizational Elements
• Leadership
• Teacher Buy In

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Case Study

• What did you notice about the PD processes at
  this school?
• What were the benefits to students?
• What were the benefits to teachers?
• What did you notice about school leadership?

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Progress in Iowa

• Getting started
• Maintaining
• Scaling up

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Getting Started

• Stakeholder Work
• Workshops to train AEA with LEAs Partner Schools
• Partner Schools implement AEAs learn TA
• Case studies of partner schools
• Print, web based materials,
• Ongoing initiatives use the model
• Iowa Teacher Development Academies
• Administrator Capacity Building PL Academy
• Comprehensive School Improvement Plans site
  visits
• Ongoing Work with SAI, IASB, ISEA and others

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Look into the future!
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Themes Questions

• Meaningful, shared, distributed leadership
• Important to have a system that has capacity to
  differentiate need
• individualized local need
• Tiered system for variation among faculty (states
  of growth)
• Role groups (EC, hearing impaired)

• How can we create a plan that includes
  distributed leadership?
• What do we need to do to create a system that is
  responsive to local needs, different consumers,
  different priorities/goals?

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Themes Questions

• Challenge to get all of the elements in place to
  offer a value added systems
• Theory, demonstration, practice, collaboration
• Evidence based work
• Evaluation what is working in current
  initiatives
• Community

• What do we do next? How do we make it compelling?
  
• What does it look like?
• How do we evaluate to determine gains?
• How do we make the model a community model?
• What should the community be?

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Additional Questions

• What incentives are needed?
• Do we need legislation?
• What are the implications related to unions?
• Can state performance indicators inform the
  development of goals? especially non-academic?

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Where do we go from here?
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Ideas to think about

• Stakeholder work to shape some pilots create
  existence proofs
• ??Community stakeholder input
• Get TA providers and a few local districts to
  experience the cycle with front loaded PD work
  your way around the model, showcase results
• Application with some of your specialized groups
  (dont try everything at the same time)

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Consider

• Incentives
• be clear on predicted benefits to students,
  teachers, system
• stakeholder input about incentive hold value
• work with finance experts
• Evaluation seek out technical assistance
  (Guskey, Killion, others)

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Consider ways to

• Examine existing initiatives to look for ways to
  integrate the model into the work (successive
  approximations)
• What might these be?

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Stakeholder Work

• Who?
• Districts
• Organizations
• Role groups
• Influential individuals

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What?

• Bev attributes of schools/initiatives with
  effective PD
• Group work on how this model would work in our
  state
• Lots of drafts consensus building around what
  we wanted to build in, what language communicated
  the intent of the group
• Draft completed
• Selected members helped develop materials to
  present the model.

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Not everything is perfect!
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Discussion

• Who are your stakeholders that you want to
  involve in planning and sustaining?
• What role do you want them to play?
• How do you get them engaged, and keep them
  engaged?

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District Building PD Are you seeing gains?

• Does the plan have the attributes needed to get
  results?
• Is plan being implemented?

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District/Building Profile

• Detailed self assessment of IPDM at the district
  and/or building level
• Optional
• Review all or selected components
• Discuss with PD leadership team

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Profile may be completed by individuals or by the
PD Leadership Team
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2004-2005 2005-2006
Key to ratings 4 Fully implemented, ready to
showcase and use as an example for others 3
Adjustments and some refinement may be needed 2
Additional attention and effort needed to fully
develop this element 1 Intensive technical
assistance needed
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Use the profile to support planning and ongoing
dialogue to improve PD.
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Adjusting PD

• Data analysis and goal setting
• Are you confident that the priority needs have
  been identified?
• Have you drilled down into data enough to know
  what students are struggling with?

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Adjusting PD

• Content
• Powerful
• New repertoire (not just fine tuning)
• Address student needs
• Too narrow or too broad
• Training
• Sufficient opportunity to learn
• Access to qualified trainers

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Implementation

• Clear target?
• Frequency to ensure student effects?
• Monitored?

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Collaboration

• Regularly scheduled time?
• In depth planning?
• Clear agenda?
• Leadership support?

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Formative Data

• Are formative measures aligned with the practices
  you are trying to improve/increase?
• Do the formative measures provide information to
  help staff adjust instruction and implementation?
• Are data summarized and shared with staff?
  Students? Parents?