Designing and Delivering Effective Professional Development

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Designing and Delivering Effective Professional
Development

• NSDC Coaches Academy
• Memphis City Schools
• Day 4 -- July 26, 2007

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Session Outcome

• Participants will acquire knowledge and skills
  about the six elements of effective training
  design.

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Norms

• Be an active learner
• Pay attention to what has meaning to you
• Ask questions
• Take responsibility for your own learning
• Think of applications for your learning

4
Pair Share

• What do you consider to be your strengths as a
  presenter?
• What is an area you would like to further develop
  as a presenter?

5
Think about the most effective training program
or session you have either participated in or
conducted.
Describe it. Why were the participants
motivated? What kinds of instruction materials
were used? What support was provided during the
training? What kind of follow-up was
there? What were the characteristics of the
instructor/facilitator?
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Training

• Knowledge is the activity or process that permits
  us to know about something..the level of
  knowledge the Greeks call gnosis. Education leads
  to knowledge and comprehension.

• Training is the activity or process that permits
  us to do something the Greeks called this
  level of knowledge teche.

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Presence

• Comfort
• Voice
• Eye Contact
• Gestures
• Body Movement
• Transitions
• Overall Energy

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Content Analysis

• Gather the information to teach.
• Identify the important characteristics of the
  learning.
• Write the outcome.
• Develop the learning sequence.
• Prepare the script and teaching and learning
  materials.

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Building Blocks of Training Design

• Set expectations (learning and behavioral)
• Activate background knowledge
• Explore content
• Integrate information
• Summarize learning

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Set Learning and Behavioral Expectations

• Identify what you need and want for behavioral
  expectations
• Outline performance expectations
• Be clear about desired outcomes

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Setting ExpectationsOutcomes

• What will the participants know and be able to do
  as a result of the training?
• Are there implementation expectations?
• Are the objectives specific?

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Setting ExpectationsPerformance

• What will the participants do for the course?
• What are all of the expectations? Are there
  criteria, guidelines, rubrics?
• How will it be assessed?
• Are there samples/models?
• When are the various performances to take place?
• Will there be feedback?

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Questions to Consider When Planning Participant
Outcomes

• What knowledge, skills, or concepts do
  participants need to learn?
• What activities must they engage in to learn
  these?
• How will I involve them in the learning process?
• What will participants know and be able to after
  we are done?
• How will I know that they have acquired the
  learnings?
• What thinking processes will participants apply?

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Hints for Setting Behavioral Expectations

• Be cognizant of the needs of learner and trainer
• Be specific
• Be positive
• Be adult-focused
• Be considerate
• Be honest

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Process for Setting Expectations

• Trainer sets expectations for outcomes
• Trainer identifies his/her needs for particular
  behaviors
• Group makes suggested additions and/or revisions

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Setting expectationsSamples

• Norms
• Be open to outcomes, not attached to them.
• Pay attention to what has heart and meaning.
• Be fully present.
• Limit side conversations.
• Provide equal air time.

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Set ExpectationsSamples

• I would like each of you to make it your
  purpose to get value out of todays session. For
  each of you that might look different. Some of
  you may need to take notes, some may need to ask
  questions, and some may need to listen and think.
  I can not learn for you, so please be sure you
  do not waste your precious time. Make it
  meaningful.

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• What are possible performance and outcomes for
  your next training session?

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Activate Background KnowledgePurpose

• Share learning goals or expectations
• Raise questions about the course
• Relate knowledge and experience to the course
• List successes and problems associated with the
  course content
• Explore opinions and attitudes about the course

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Activating Background Knowledge

• K/W/L
• Write and Comment
• Carousel brainstorm on what you know/remember
  about particular topics
• Word Splash

• Past experiences
• Create a web
• Card sort
• Student work
• Successes and problems

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With a partner, identify 1 strategy you will or
do use and 1 strategy you would consider using.
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Introduce the ContentEverything we consider
doing has to promise some personal benefit or we
are unmotivated to do it.

• PURPOSE
• Secure attention
• Create interest
• Lead into content
• Types
• Question
• Quote
• Cartoon
• Continuum
• Storytelling
• Literature

WHAT?
WHY?
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Explore Content

• Lecture /
• Discussion
• Group Investigation, i.e. Jigsaw
• Demonstration / Modeling and Debriefing
• Case Study
• Read and Respond

• Consider
• Purpose
• Outcome
• Audience
• Time of day
• Interest level
• Need level
• Participation level
• Complexity of Topic
• Time

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102 Theory

• Mary Budd Rowes research

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Integrate InformationPurpose

• Gain confidence and competence by reinforcing the
  learning
• Extend understanding
• Practice with content
• Get feedback (trainer and participant)

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Strategies for Integrating Information

• Intelligent Interruptions
• PMI
• 3-2-1
• Sentence Stems
• Read and Comment
• Ideas/Feelings and Questions

• Similarities and Differences
• Museum Tour
• Lecture Bingo
• Think-Pair-Share
• Carousel Brainstorming

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Integrate InformationParticipation Strategies
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Intelligent Interruptions

• Apply Present a personal action plan and explain
  how you would implement the strategies.
• Disagree Identify flaws in or raise major
  issues with the ideas of the most recent part of
  the presentation.
• Illustrate Share real or imaginary examples of
  the concepts and principles presented.
• Paraphrase Summarize key points in the most
  recent part of the presentation.
• Personalize Share your personal reactions to the
  most recent part of the presentation.
• Question Answer one or two questions. Explain
  why you think these are important questions to be
  answered.

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Closure

• The Five Rs
• Recall
• Reminiscence
• Rehearse
• Reconsider
• REcognize

• Considerations
• Wrap-up (5 Rs)
• Assignments
• Feedback exit slips, evaluations
• Appreciations and farewells
• Clean-up

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Strategies for Summarizing / Closure

• Most / least useful
• What will you say? Who will you talk with?
• Intention statement
• Stir the class
• Start / stop and continue doing
• Notes to self or trainer
• Give one / get one

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After the Training Follow-up

• Purpose
• To strive for implementation of the new learning
• To promote the transfer of the new learning to
  the work setting
• To offer coaching with feedback and support

• Examples
• Observation/feedback
• Written feedback
• 2 person conversations
• Follow-up session that looks at work and that has
  reflection
• Written goals that are sent to the participant in
  one month, with a return response.

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Types of Follow-up Support

• Non-Classroom
  Classroom-based
• Follow-up Support Follow-up support

Killion, J. What Works, 1999, 2002
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Follow-up
Research Bruce Joyce Beverly Showers
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Team Task

• Design a professional development event for your
  staff.
• Use the template in the packet or create one of
  your own.
• Discuss your rationale for the strategies you
  include in your design.
• Be prepared to share your work with another team.

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When I leave this workshop, I will use the
following strategies as I design my next training
session . . .

• Complete the following question in round robin
  fashion at your table