designing school level professional development
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Designing School Level Professional Development. Overview. Assessing prior knowledge of professional development Defining professional development Designing professional development plans Investigating formats and models of sustained professional development Monitoring and leadership roles. - PowerPoint PPT PresentationTRANSCRIPT
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Designing School Level Professional Development
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Overview Assessing prior knowledge of professional
development Defining professional development Designing professional development plans Investigating formats and models of
sustained professional development Monitoring and leadership roles
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What is Your Professional Development IQ?
Let’s take a quiz…..
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What is professional development?
Professional development is the process of improving staff skills and competencies needed to produce increased educational achievement for students by creating a new classroom culture.
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West Virginia Board of Education Professional Development Goals
Title IX of No Child Left Behind
National Staff Development Council Standards for Staff Development
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What are the standards for professional development recommended by the National Staff Development Council?
Context Standards
Process Standards
Content Standards
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Context Standards
Organizes adults into learning communities
Requires administrators to guide continuous instructional improvement
Requires resources to support learning and collaboration
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Process Standards Uses disaggregated data to determine priorities
for professional development Uses multiple sources to evaluate effectiveness Prepares educators to apply research to
decision making Designs learning strategies appropriate to
intended goal Applies knowledge of human learning and
change Provides educators with skills to collaborate
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Content StandardsPrepares educators to create safe and
supportive learning environments
Challenges educators to set high expectations for all students
Increases educators content knowledge
Provides educators with research-based instructional strategies
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Content Standards (cont’d)
Prepares educators to use a variety of classroom assessments to guide instruction
Provides educators with skills to involve parents appropriately
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The Planning Process
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Questions To Be Considered For Planning
Met AYP? Identified for school
improvement? Met additional
performance measure?
All teachers highly qualified?
Percentage of staff that received high quality professional development?
If the school has met AYP and is NOT identified for improvement, what indicators would support a need for continuous school improvement?
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Comprehensive Data Driven Needs Assessment
Categories of Data
Student achievement dataDemographic dataProgram dataPerception data
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Long Range Planning for Professional Development
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What is the main purpose of long
range professional development?
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. . . to align teacher learning with student achievement goals
and objectives.
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What has research found regarding
traditional forms of professional
development?
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What has research found regarding traditional forms of professional development?
Fragmented Piecemeal Simplistic Too many topics Lack of focus Lack of school-related learning Don’t measure change in instructional practice Lack of integration with classroom practice Passive role of teachers Lack of financial support
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Considerations Before Planning Personnel Schedule Incentives Measurement criteria Facilitation Budget Location and facilities (retreat setting) Approval or veto Commitment Trust Knowledge
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Guidelines for Developing Professional Development Plans
1. Keep teachers reading2. Focus on one or two topics – connect all sessions to
these topics3. Start with the greatest need4. Use a variety of teacher activities 5. Keep track of hours/consider time of year/avoid too
much at once6. All staff receives all training7. Provide a plan for ample classroom
practice/feedback8. Scaffold instruction for teachers
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Research-Based Guidelines for Professional Development
Guideline 1: Focus on students and student performance
- Topics of workshops
- Activities
- Standards
- Informal assessments
- Evaluation of students’ work
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Research-Based Guidelines for Professional Development
Guideline 2: Teachers Need to be Involved
- Study groups
- Needs assessment
- Informal data analysis
- Grade level teams
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Research-Based Guidelines for Professional Development
Guideline 3: Professional Development Needs to be School-Based
- In-school coaches
- Class observations
- Class feedback
- Demonstrations and model teaching
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Research-Based Guidelines for Professional Development
Guideline 4: Teachers Need to Solve Problems Collaboratively
- Grade level teams
- Analysis of student work and data
- Collaborative decision-making about content
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Research-Based Guidelines for Professional Development
Guideline 5: Professional Development Needs to be Ongoing and Supported
- Same presenter over time
- Coaches working directly with teachers/follow-up meetings
- Micro-teaching with peers
- Practice teaching with feedback
- Ongoing support from the principal
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Research-Based Guidelines for Professional Development
Guideline 6: Teachers Need Theoretical Understanding
- Competent presenters
- Books,articles to read
- Topics for workshops,study groups
- Learning spaced out over time
- Follow-up in the classroom
- Coaches with theoretical knowledge
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Research-Based Guidelines for Professional Development
Guideline 7: Professional Development Must Be Part of a Comprehensive Change Process
- District-level support- Addressing barriers to implementation
- Adequate resources- Sufficient time to learn, plan and
implement new practices
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Research-Based Guidelines for Professional Development
Guideline 8: Avoid Fads- Appropriate and relevant materials- Topics related to student learning
- Readings, related to coursework, workshop, and study group learning- FOCUS on instruction- Stay focused for 3-5 years- Avoid presenters with pre-packaged presentations
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Formats and Models for Sustained Professional Development
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Considerations
Current knowledge level of participantsExpected outcomes for the professional
development Intended use for the information gained
from the professional developmentResearch
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Joyce and Showers (87-88)Staff
Development
Knowledge & Understanding
Ability to Use New Skill
Transfer to Classroom
Theory 90% 25% 5%
Demonstration 90% 50% 5%
Practice and Feedback
90% 90-95% 5%
Peer Coaching or Collegial Support
95-100% 95-100% 90%
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Joyce and Showers (2002)Staff Development
Knowledge
(thorough)
Skill
(strong)
Transfer
(implementation)
Theory 10% 5% 0%
Demonstrations 30% 20% 0%
Practice &
Feedback
60% 60% 5%
Peer Coaching or Collegial Support
95% 95% 95%
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Long Range Planning for Professional Development
Robby Champion suggests that professional development be planned in a three to four year period which permits professional development to be differentiated and delivered in four levels:
Awareness
Developmental
Transfer
Institutionalization
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Once completed a draft plan should be evaluated based on the following .
. .
National Staff Development Council standards
State initiatives Content standards and objectives Research based practices Student learning goals Staff needs and preferences District/school calendar and master
schedule
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monitoringmonitoring is the is the key to successful key to successful implementation of implementation of
any plan.any plan.
Remember . . .Remember . . .
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For further information, For further information, counties should contact the counties should contact the
respective coordinator respective coordinator assigned to the district.assigned to the district.
Contact Information . . .Contact Information . . .