Providing Focused and Sustained Professional Development A Training Workshop

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Providing Focused and Sustained Professional
DevelopmentA Training Workshop
Welcome! To get geared up Please turn to
workbook page 4 and complete the chart.
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Overview Day One

• Types of Professional Development
• Attributes of Effective PD
• Looking at your PD data
• NSDC Standards
• Self Assessments about Professional Development
• PD Evaluation and beginning with the change
  process
• Team Planning 430-600

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Overview Day Two

• More talk about Change
• Learning Cultures That Support PD
• Creating a Team to Support PD
• Professional Development Strategies
• Choosing Strategies
• Mapping Out PD Improvements in
• My School

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Housekeeping

• Phone calls
• Restrooms
• Breaks
• Lunch 1200-1250
• Punctuality
• Sharing

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Just how important is professional learning?

• Lets test our knowledge as compared to national
  research findings.
• Why is professional learning important?
• Whats our responsibility to keep professional
  learning as a priority in our schools?

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Factors Influencing Student Achievement

• School Structure
• Teacher Quality
• Family and Community

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Why Professional Development

• What teachers know and do influences to a large
  degree what students know and do.
• To increase what teachers know and do, provide
  high quality PD.

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Why Professional Development

• Teaching quality.
• Closest link to student achievement
• Produces higher returns in student achievement
  than comparable expenditures in class size
  reduction, extending the school year, increasing
  salaries, or other reform strategies.

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Five Types of Staff Development Models

• Individually guided staff development
• Observation/assessment
• Involvement in a development/improvement process
• Training
• Inquiry
• --Sparks and Loucks-Horsley

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Essential Question 1

• What is best practice in Professional Development?

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Where in the world?PD Satisfaction/
Dissatisfaction

• Step 1 Reflect on your PD by completing page 4
  (WB).
• Step 2 Move to the meeting location for your
  state/ city.
• Step 3 Circle up and have someone chart your
  groups responses.
• Step 4 Briefly, introduce yourself and do a
  round-robin sharing about the bottom box on page
  4
• What caused the PD learning experience to be
  satisfying?
• Step 5 Repeat the round-robin sharing and chart
  responses for
• What caused the learning experience to be
  disappointing?
• Watch the clock. 25 minutes max for the
  activity.

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NCREL Formula

• Student Educational Goals
• - Actual Student Performance
• Student Learning Gaps
• Staff Skills Needed to Close Student Gaps
• - Actual Staff Skills
• Professional Development Needs

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Looking at Data Using SREB Survey DataPage 5
(WB)

• What do data tell us about perceptions of PD
  effectiveness or impact in our school?
• On what evidence do we base our conclusions?
• (Do other data back this up?)

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Principles of Adult Learning
Learning styles taken into account 

• Need to learn and input into what, why, and how

Climate minimizes anxiety, encourages freedom to
experiment
What is learned is relevant to needs and interests
Autonomy congruent with mode or method
Testing our agreement on Points to Ponder
Meaningfully relates to past experiences
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Motivating Adults A tip to remember foryour
adult learners

• ARCS
• Get the participants attention
• Make sure content is relevant
• Stimulate the development of participants
  confidence
• Provide experiences that are satisfying
• Keller

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Educators as Learners

• Teachers are reflective practitioners
• Make decisions based on a range of possibilities
• Try out decisions and evaluate effectiveness
• Modify their decisions  
• Simmons and Schuette

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Get the Most from Your Efforts

• Levels of Impact How will the PD impact the
  adult learner?
• Awareness
• Concepts and organized knowledge
• Principles and skills
• Application and problem solving
• Joyce and Showers

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Shifting the PD Paradigm

• Where is your table group in taking a step to a
  newer PD paradigm?
• As a table group complete page 7 in the workbook
  to identify this newer paradigm.
• Post 1-2 paradigm shift statements on the wall
  chart for your tables number
• Lets use CPS to see how we think our faculties
  fit this newer PD paradigm.

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A continuum of Professional DevelopmentWhere
is your PD planning and implementation on this
continuum?
Adult Performance Development
School Improvement Strategy
Personnel Benefit
Teacher-Focused
Performance-Focused
Student-Focused
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NSDC StandardsGrounded in research that
documents connection between staff development
and student learning.

• Provide a schema to organize the research
  findings (Sparks, 1983)
• Context- (Conditions)
• Process- (The How)
• Content- (The What)

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NSDC StandardsGrounded in research that
documents connection between staff development
and student learning.

• Provide a schema to organize the research
  findings (Sparks, 1983)
• Context- (Conditions) Organization,
  system, culture that must exist for successful
  learning of students and adults.

Place a good person in a bad system and the
system will win every time.
Killion
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NSDC StandardsGrounded in research that
documents connection between staff development
and student learning.

• Provide a schema to organize the research
  findings (Sparks, 1983)
• Process- (The How)
• The learning process for students and adults
  based on data, research, evaluation.

Training without follow-up is malpractice.
Killion
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NSDC StandardsGrounded in research that
documents connection between staff development
and student learning.

• Provide a schema to organize the research
  findings (Sparks, 1983)
• Content- (The What)
• The knowledge/skills that students need to know
  and therefore teachers/ administrators/
  instructional aides.

Not all content is created equal.
Killion You have to know where you need
to go.
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NSDC Standards

• Process
• 4. Data-driven
• 5. Evaluation
• 6. Research-based
• 7. Design
• 8. Learning
• 9. Collaboration
• Content
• 1 0. Equity
• 11. Quality Teaching
• 12. Family Involvement

• Context
• 1. Learning Communities
• 2. Leadership
• 3. Resources

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Homework for Day 2(Youll have 20 minutes
planning time with your work team on Tuesday
morning to plan for your presentation.)

• Your Choice.. (SIGN UP)
• School/ District Team PD Report and Feedback
  Present a brief overview of the plans or issues
  regarding your school/ district PD for next year.
  Feel free to ask several questions that youd
  like to have input from the group. Give a brief
  report out on Tuesday.
• PD Strategy Sales Pitch. Read about
  your strategy (Resource Booklet). Tomorrow,
  respond to page 44 (Workbook) (Tips for Looking
  at PD Strategies). Be prepared to sale the
  strategy to the group on Tuesday.

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PD Strategies for You!Sign-up before lunch

• YOUR CHOICE
• (1) School/ District Team
• (2) PD Strategies
• Action research
• Whole faculty study groups
• Japanese Lesson Study
• Mentoring
• Peer coaching
• Examining Student Work
• Tuning Protocol

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Enjoy lunch! 1200-1250

• Well begin our session again at 100

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PD Bingo shout it out!Page 33 in Workbook

• Find someone who fits one of the descriptions on
  the card
• Ask about his/her experience
• Ask him/her to sign the line below the phrase
• A person may sign no more than one line on your
  card
• MIX AND MINGLE!!!!

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Homework for Day 2(Youll have 20 minutes
planning time with your work team on Tuesday
morning to plan for your presentation.)

• Your Choice..
• School/ District Team PD Report and Feedback
  Present a brief overview of the plans or issues
  regarding your school/ district PD for next year.
  Feel free to ask several questions that youd
  like to have input from the group. Give a brief
  report out on Tuesday.
• PD Strategy Sales Pitch. Read about
  your strategy (Resource Booklet). Tomorrow,
  respond to page 44 (Workbook) (Tips for Looking
  at PD Strategies). Be prepared to sale the
  strategy to the group on Tuesday.

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Digging Deeper into Standards as a Work team

• Move to your standard table group and read about
  your standard (Workshop Resource Materials).
• Create a graphic organizer or chart to help you
  teach the standard to the entire group. Be
  prepared to give an example of what a school
  might do to implement this standard to a high
  quality. (You may pull examples from the Article
  2 case study on page 27 of the workbook if you
  need ideas.)
• TIME (20 minutes to read, discuss, and to
  prepare your 5 minute presentation. Well use the
  CPS to complete the self-assessment on page )

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Identify the Potential Barriers/Pitfalls for PD

• The standards sound good but what happens when I
  return to my school?
• What are 1-2 possible barriers that you could
  face that could derail your progress in the area
  of professional development?
• Post the barriers on the wall chart.
• Take a break!!!!

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Evaluation LevelsHow did the staff developers
evaluate the effectiveness of this PD?

• Level 1 Participants Reactions (Did you like
  it?)
• Level 2 Participants Learning (Posttest)
• Level 3 Organization Support or Change (Was
  there an organizational change?)
• Level 4 Participants Use of New Knowledge and
  Skills
• (How did you apply the new skills?)
• Level 5 Student Learning Outcomes (What did
  students do/ learn as a result of teacher/
  principal skills?

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TABLE TALK About Levels of Evaluation

• Count off 1-5 at your table and each person reads
  about his/her numbered level on pages 38-40
  (Workbook) (5 minutes)
• In a round-robin explain Guskeys level
• (20 minutes total for group)
• EXPLAIN
• (1) Here is what the evaluation level means
• (2) Here is how it gets measured
• (3) Here are advantages/ strengths in this
  level...
• (4) Here are weaknesses/ disadvantages with this
  level...

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Essential Question 2

• How can we better understand and address the
  effects of change on our school community?
• Why do the barriers exist?
• Why do people react as they do to change?

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• RESISTANCE
• The inevitable reaction of people opposed to
  change.

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RESISTANCE

• Is a predictable, natural emotion reaction
  against the process of
• (1) Being helped
• (2) and having to face up to difficult
  organizational problem.

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Stages

• Of LOSS
• Denial
• Anger
• Bargaining
• Depression
• Acceptance

• Of Gain
• Adjusting
• Imagining
• Taking Action
• Progressing
• Achieving

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If we want to change a situation, we first have
to change ourselves. And to change ourselves
effectively, we first have to change our
perceptions.CoveyIn what situation at work
have you faced this with others or yourself?
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The Concerns-Based Adoption Model (CBAM)

• CBAM- gives a structure to look at concerns from
  others as they are impacted by a new idea/
  innovation
• Change
• Is a process, not an event
• Is made by individuals first, then organizations
• Is a highly personal experience
• Entails developmental growth/ stages
• We must aim our strategies at people first, then
  the innovation

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7 Stages of Concern in CBAM

• 0 Awareness
• 1 Informational
• 2 Personal
• 3 Management
• 4 Consequence
• 5 Collaboration
• 6 Refocusing

Self
Task
Impact
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• Change is technically simple and socially
  complex. Fullan

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Homework for Day 2(Youll have 20 minutes
planning time with your work team on Tuesday
morning to plan for your presentation.)

• Your Choice..
• Team PD Report and Feedback Present a brief
  overview of the plans or issues regarding your
  school/ district PD for next year. Feel free to
  ask several questions that youd like to have
  input from the group. Give a brief report out on
  Tuesday.
• PD Strategy Sales Pitch. Read the
  strategy that you have selected from the resource
  material booklet. Respond to page 44 in your
  workbook (Tips for Looking at PD Strategies).
  Give a sales pitch report out on the strategy on
  Tuesday.

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Closing activity for todayWhat about the
culture!!!
Finish up with cultural graffiti!!
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Essential Question 3

• What type of culture is a learning culture, and
  how can we improve our culture to support
  excellence in Professional Development?

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A Learning Culture

• Break down isolation
• Encourage collaboration
• Agree on a focus
• Invest in professional development
• Provide leadership

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A Learning Culture

• Break down isolation
• Encourage collaboration
• Agree on a focus
• Invest in professional development
• Provide leadership

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Loosely Coupled

• Karl Weick
• Some of the characteristics
• Uneven application of decisions
• Unclear connections
• Disregard for what goes on in other parts of the
  organization
• Difficult to supervise
• Communication is difficult
• Education organizations fit the characteristics

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Results of Being Loosely Coupled

• Teachers are isolated
• Too much time away from others
• People do not see how their work connects
• The most at-risk teachers have no opportunity to
  learn from the best
• Learning organization is threatened
• Ultimately, student learning suffers

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How Can Teacher Isolation Be Broken Down?

• Redesign planning time
• Improve faculty meetings
• Improve departmental, team, grade level meetings
• Restructure school day
• Provide coaching and mentoring

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A Learning Culture

• Break down isolation
• Encourage collaboration
• Agree on a focus
• Invest in professional development
• Provide leadership

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Create Opportunities for Collaboration

• Find and eliminate barriers to collaboration
• Redesign meeting agendas, calendars, etc.
• Redesign how time is used
• Help people see the value in teamwork
• Focus on the whole school

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Collaboration Allows

• Teachers to support one anothers strengths and
  to accommodate weaknesses
• The ability to examine and test new ideas,
  methods and materials
• More systematic assistance to beginning teachers
• An expanded pool of ideas, materials, and methods

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Ingredients for Collaboration

• Time
• Focus and parameters
• A process to follow and guiding questions to
  pursue
• Training, resources and support
• Access to relevant, timely information
• Encouragement, recognition and celebration

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A Learning Culture

• Break down isolation
• Encourage collaboration
• Agree on a focus
• Invest in professional development
• Provide leadership

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Keep a Focus

• the greatest problem faced by school
  districts and schools is not resistance to
  innovation, but the fragmentation, overload and
  incoherence resulting from the uncritical
  acceptance of too many different innovations.
• Michael Fullan, 1991, The New Meaning of
  Educational Change

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Focus on Problem Solving

• Successful professional development no longer
  focuses on only the learning of individual
  teachers. The focus has shifted to include
  improvement in organizational problem-solving.

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A Learning Culture

• Break down isolation
• Encourage collaboration
• Agree on a focus
• Invest in professional development
• Provide leadership

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No One-Day Experts

• Although surveys indicate a high rate of
  participation in professional development
  activities, the time teachers actually spend in
  those activities is often less than 8 hours per
  activity.
• National Center of Education Statistics, 1999,
• as reviewed by Tom Ganser, University of Wisconsin

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Job-Embedded Professional Development

• Study groups
• Action research
• Demonstration classrooms
• Peer observation
• Reflective activities
• School improvement planning
• Mentoring new teachers

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Link it! OR CONNECT THE DOTS!

• School focus, aligned with district goals
• Focused on improving organizational
  problem-solving
• Based on a comprehensive school improvement plan
• Based on the things students need to know and be
  able to do and knowledge and skills teachers will
  need to help reach student achievement goals.

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A Learning Culture

• Break down isolation
• Encourage collaboration
• Agree on a focus
• Invest in professional development
• Provide leadership

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Principals As Learning Leaders

• Skillfully use questions
• Remain silent so other voices surface
• Promote conversation
• Keep schools belief system in focus
• Provide opportunities to struggle with tough
  issues

• Use data to challenge all ideas
• Model strategies
• Admit to mistakes with grace and candor
• Avoid bureaucratic approaches
• Ask for help

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Essential Question 2 and 3

• How can we better understand and address the
  effects of change (in our Professional
  Development efforts) on the school community?
• What type of culture is a learning culture, and
  how can we improve our culture to support
  excellence in Professional Development?

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Essential Question 4

• Who will lead our Professional Development
  effort, and how will they work together as a team?

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Teamwork and Professional Development
Data Analysis
Teamwork
Professional Development
Curriculum
Learning Environment
Assessment and Instruction
Communication
Culture
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Essential Question 4

• Who will lead our Professional Development
  effort, and how will they work together as a
  team?
• What are the PD goals of the team based upon our
  data?
• How does it plan to proceed next year?
• What barriers or issues will it need to address?
  What feedback would be helpful?

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Essential Question 5

• What are some recommended strategies for
  Professional Development, and when and how should
  they be used?
• How would I sell this strategy to others? When is
  it a good fit?

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Essential Question 5

• What are some recommended strategies for
  Professional Development, and when and how should
  they be used?

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Day Two

• More talk about Change Yes, You Can!
• Learning Cultures That Support PD
• Creating a Team to Support PD
• Professional Development Strategies
• Choosing Strategies
• Mapping Out PD Improvements in
• My School

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Essential Question 5

• What are some recommended strategies for
  Professional Development, and when and how should
  they be used?

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PD Strategies for You!

• Action research
• Whole faculty study groups
• Japanese Lesson Study
• Mentoring
• Peer coaching
• Examining Student Work
• Tuning Protocol

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Activity Rules

• Read your strategy for homework and be prepared
  to talk through the strategy tomorrow with your
  team.
• Use page 44 in the workbook and create a chart
  that serves as a sales pitch for the strategy. Be
  prepared to present this strategy so that it is
  memorable for the group.
• A presentation should be no more than 7-10
  minutes long each.

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When does the strategy work in your
school?Strategy follow-up

• As a table work team, turn to page 45 in the
  workbook.
• Think about 2-3 areas of content learning for
  teachers in your school. Complete the chart with
  with each area and decide which strategy might be
  appropriate for teachers to learn this content.
  Think about the pros and cons of using the
  strategy.

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Essential Question 5

• What are some recommended strategies for
  Professional Development, and when and how should
  they be used?

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Essential Question 6

• How can we make sure we have a sound Professional
  Development plan?

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NCREL Formula

• Student Educational Goals
• - Actual Student Performance
• Student Learning Gaps
• Staff Skills Needed to Close Student Gaps
• - Actual Staff Skills
• Professional Development Needs

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Criteria for Goals/Needs

• Linked to student performance data
• Linked to school improvement plan
• Set through a collaborative effort

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Criteria for Plans

• Address improving student achievement by focusing
  on the schools data
• Comprehensive is it schoolwide in scope
• Linked to the school improvement plan
• Realistic able to be implemented
• Developed through a collaborative process
• Can be implemented within the budget
• Includes goals, best practice strategies,
  resources, timeline, communication strategies,
  evaluation
• Strategies/activities are appropriate and
  sufficient

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Essential Question 6

• How can we make sure we have a sound Professional
  Development plan?

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Essential Question 7

• How can we make sure our Professional Development
  plan is followed?

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Supporting the Plan

• All faculty must understand the plan and believe
  in its importance
• Support by the principal and the district office
• Clearly outlined policies, rules and procedures
• Professional Development Plan and School
  Improvement Plan are a regular part of school
  discussions and staff meetings
• Commitment to creating on staff experts  
• Effective use of time
• Adequate funding

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Essential Question 7

• How can we make sure our Professional Development
  plan is followed?

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Essential Questions 8 9

• How can we figure out if our Professional
  Development plan is working?
• How can we let others know?

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Evaluation The Big Picture

• Evaluation of Professional Development should
• Have a purpose that is linked to student
  achievement
• Be part of the planning process and continue
  through all phases of implementation
• Involve people at all levels
• Be formative and summative
• Be systematic
• Be systemic
• Use multiple data sources
• Be presented clearly
• Include all five of Guskeys Levels of Evaluation
• from Tom Guskey and Dennis Sparks, What to
  Consider When Evaluating Staff Development,
• Educational Leadership,, 1991, 49 (3), 73-76.

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Essential Questions 8 9

• How can we figure out if our Professional
  Development plan is working?
• How can we let others know?

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Case Study Questions

• What strategies did they use?
• What strategies were effective/ineffective?
• Which principles were followed/not followed?
• In what way is this case like/unlike your own
  school situation?

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Evaluation LevelsHow did the staff developers
evaluate the effectiveness of this PD?

• Level 1 Participants Reactions (Did you like
  it?)
• Level 2 Participants Learning (Posttest)
• Level 3 Organization Support or Change (Was
  there an organizational change?)
• Level 4 Participants Use of New Knowledge and
  Skills
• (How did you apply the new skills?)
• Level 5 Student Learning Outcomes (What did
  students do/ learn as a result of teacher/
  principal skills?

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Self Assessment

• Choose a tool
• Complete the self-assessment individually
• Compare results as a group average, range,
  patterns, trends
• Create a poster that represents
• Your greatest strengths
• Your greatest challenges
• The one thing you need to work on most

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