five critical questions effective professional development
TRANSCRIPT
Five Critical
Questions
Effective Professional Development
What is Professional Development?
• “Professional development” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement –
» National Staff Development Council
What is high-impact professional development?
• High-impact professional development has three characteristics:
– A focus on student learning– Rigorous measurement of adult decisions– Focus on people and practices, not on programs
• Effective p.d. is intensive and sustained, directly relevant to needs of teachers and students and provides opportunities for application, practice, reflection and reinforcement. (Reeves, 2010)
Professional development fosters collective responsibility for improved student performance and must be comprised of professional learning that:
is aligned with standards improvement goals;
assesses the effectiveness of the p.d.
Evaluates needs through a review of data
has clear goals based on data
is facilitated by well-prepared professional development coaches,
provides support for transfer of skills
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Change is a journey—not an event!
• Where are we now?• Where do we want to go?• How will we get there?• How will we know that we are there?• How can we keep it going?
The “Wrong” Questions
• “We have written the mission and analyzed our data. We brainstormed concerns and prioritized goals. We chose research-based strategies. We decided what indicators to collect data on. Then we did action plans and tied them into a master plan. Now—how do we get buy-in?”
• “How do we overcome resistance?”
Mapping the Journey of Change
• Improvement does not occur by overcoming bad practices. It occurs by building commitment to students that becomes so strong that people are willing to voluntarily let go of the old and move forward. (Holcomb)
• “the benefits of participation—improved relationships, altered assumptions and beliefs, shared goals and purposes, increased maturity and cognitive complexity—emerge in a spiraling way: the greater the participation, the greater the development; the greater the development, the higher the quality of participation.” (Lambert,2003)
Professional Learning Communities
• Shared mission, values and goals.• Shared and supportive Leadership.• Collegial, intentional learning and its
application.• Supportive conditions—structural and relational• Peers supporting peers.
» Shirley Hord, 2003
Your own footer
•The journey of a thousand miles begins with a single step. If school change is a journey then colleagues and shareholders are the travelers.
•Serious travelers follow their maps.•Ramblers follow their noses.•Others stand on the side of the road and cheer or boo.
•Travelers have a destination in mind and they lay out a route from here to there.
•Knowing the starting point is just as important as knowing the destination.
•Travelers also check weather conditions, make lists, and assemble needed items.
School Portfolio
Where Are We Now???
Student Performance
• “Increased student achievement” is a common goal.• Few goals are related to the process of teaching and
learning.• Some reporting leads to myths such as the “Lake
Woebegone effect.”• Complacency occurs when schools that rank favorably
are compared to schools facing greater challenges.
Data is data, but. . .
• When data is attached to the faces of children. It makes a big difference. This can provide a louder “wake-up call” than rows and columns of faceless numbers.
• Teachers need to be involved in the gathering and analysis of the data. When they are, they begin to take ownership of the need for professional development.
Other Considerations
• Stakeholder perceptions• Organizational Culture and context• Do not rely on snapshot data. Utilize data from multiple
years and multiple sources.• Display data in ways which touch the heart as well as the
mind.• Seek clarity about the scope of decision making needed
and the parameters that are set.
List of concerns
• Draw up an extensive list of concerns– Consider every voice and perspective– Include all factors that may need attention.
• Prioritize the list to identify high-level concerns– Group process, weighted voting, color-coding,
priority grids– Narrow the list to a manageable number of high-
priority, high-impact goals.
The Priority ParadoxToo much is too much!
• There is an inverse relationship between the number of priorities that leaders pursue and their long-term effectiveness.
• Technology sometimes confuses people to equate busyness with effectiveness.
• When we fail to focus, concentrate and deliberately eliminate distractions, the cost to individual and organizational effectiveness is extraordinary. (Reeves, 2010; Gallagher, 2009)
If you think you are. . .
Are You Focused???
aa
•Six or more items—You are a card-carrying member of the ADHD (Adults Disoriented by Hyperbolic Demands)•Between two and five—You are stressed, unfocused, and a bit upset that someone is pointing out to you that you are less than perfect.•One or two—Either you are not reading very carefully or I owe you a deep apology for disrupting your meditative state.
• --Douglas Reeves, 2010
If you checked:
•In the 30 minutes before this session, how many of the following have you done:
• Talked on the phone• Listened to voicemail• Read e-mail• Text message• Instant message• Hold a personal conversation• Read something• Write an e-mail• Eat something• Make a note on your “to-do”
list
Check any of the following that apply
If you don’t know where you’re going, any road might get you there. It might be the wrong road, though!
Where Do We Want to Go???
Courageous examination of differences between beliefs stated in a mission statement and evidence of results gathered in a data portfolio will inevitably generate a set of concerns.
Identifying and Prioritizing Concerns
•What does the data seem to tell us? •What do they not tell us?
•What needs for school improvement might come from this data?
Affirming the Mission
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Plan the Journey
• Professional Development often involves training in the content knowledge (e.g. Differentiated Instruction) without sufficient consideration on what changes will need to be made in the school to implement its practice.
• Plans must be sufficiently developed to describe the magnitude of change needed to implement the plan in terms of time, resources and demands on people.
Planning RubricNeeds Assessment
3 2 1
•Evidence of leadership to support goals•Challenges are specified in student achievement, teaching and leadership practices.•Student data describes common formative assessments and student work samples.•Quantitative and qualitative data used.
•Plan provides evidence of school’s learning effectiveness.•Challenges specific enough to guide and facilitate other components of the plan.•School level data used to support district or state assessment data.•At least one need is based on both quantitative and qualitative data.
•No analysis of school’s learning effectiveness•Challenges limited to either student achievement or adult practices. Data insufficient•District-level achievement needs not supported.•Needs based on only one type of data.
Planning RubricInquiry Process
3 2 1
•School identifies prioritized cause-effect relationships from the needs assessment.
•Focus on leadership and learning effectiveness
•6 or fewer priorities linked to causes of current problems
•All factors are school-based issues within the direct control of educators
•Narrows the area of focus based on needs assessment.
•Focuses on learning effectiveness.
•6 or fewer priorities linked to causes of current problems
•Majority of factors are school-based issues within the direct control of educators
•Plan tends to address broad content area improvements . No links between student needs and actions of educators.•Causes unrelated to instructional practices or identifies so many causes that establishing a clear focus is unlikely.•Causes tend to be demographic rather than focused on actions of educators.
Articulating Goals
• It is essential to conduct goal setting as an internal, intrinsic activity.
• SMART goals (O’Neill and Conzemius, 2006)
– Strategic and specific– Measurable– Attainable– Results-based– Time bound
Goals must:
• Be challenging• Limited in number• Include some that will focus
direct attention on classroom practice.
SMART Goals RubricSpecific
3 2 1
• All goals are aligned to content standards and related sub skills
• All goals are related to specific grade levels and groups of students
•One or more goals are aligned to content standards and related sub skills•One or more goals are related to specific grade levels and groups of students
•Goals tend to address content areas but not standards.
•Tend to address general needs rather than specific grade level or student needs.
One Size does not fit all!!!!!
SMART Goals RubricMeasurable
3 2 1
•ALL goals are measurable
•Clear baseline data established for all goals.
•The majority of goals are measurable using quantifiable measures
•Clear baseline data established for the majority of goals.
•Less than 50% measurable
•Less than 50% identify baseline data needed to measure progress.
SMART Goals RubricAchievable
3 2 1
•Goals are sufficiently challenging to close learning gaps for targeted groups in three to five years.•ALL goals chosen are of sufficient significance that attaining them will contribute in important ways to the school’s overall record of student
achievement.
•The majority of goals are challenging and attainable for targeted groups or sub skills and will close achievement gaps in three to five years.
•Less than 50 % of goals are sufficiently challenging resulting in little difference in the overall level of student achievement.
Minimal growth from baseline to close gaps:
First quartile--≥20%Second quartile -- ≥12%Third Quartile-- ≥7%Highest Quartile—4%
NO ROOM FOR GROWTH??? ENRICH!!!!
SMART Goals RubricRelevant
3 2 1
All goals reflect critical needs within the school and align with priorities established through the inquiry process.
The majority of goals align with priorities established through the inquiry process.
Less than 50% of goals align with priorities established through the inquiry process
SMART Goals RubricTimely
3 2 1
All goals within the school action plan identify specific dates (season, month or day) for assessment, collection of data and analysis.
The majority of goals within the school action plan identify specific dates for measurement of the goals.
Less than 50% of goals identify specific dates for measurement of goals.
Visualizing the Culture of Collaboration
• Studying and planning for each of the priority goals will require collaborative work.
• Pay specific attention to structures and norms that are embedded in the culture. They may need explicit attention.
• In Leadership and Sustainability, Michael Fullan emphasizes our commitment to raise the bar and close the gap of student achievement for all students and schools.
Be honest about why you are not there yet.
How Will We Get There???
Use a graphic organizer.
Analyze Current Practice
Many schools see the district as an enemy rather than a partner.
Partner with your district
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If there are many possible routes, you must make choices to get as many possible on board and headed in the right direction
Select Strategies
Too many school leaders and shareholders learn about best practices, nod and say, “We already do that,” pat each other on the back and continue on with the status quo.
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The Brand Name FallacyPrograms, Practices or People?
• The single most important change we need is to elevate the status of teachers and transform the profession into one that is truly prestigious. (Calegari, 2009)
• Today’s programs have the potential to be tomorrow’s dinosaurs. People and practices endure; programs rarely do.
• It will be the people and the professional practices that they carry with them that will define success or failure. (ASCD,2010)
I want my route planned ahead of time.
How Will We Know We Are Getting There????
•Essential skills
•Relationships
•Responsibility
Evidence of impactEvidence of Implementation
•The bottom line is the mprovement of student learning.
•A balanced set of district and classroom assessments is necessary to provide evidence of student achievement.
Evidence of Student learning
•Fully implemented by all teachers
•Mostly in place
•Off to a good start
•Still catching on
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Implementation Essentials
• Teacher assignment
• Monitoring assignments
• Time allocation
Implementation Goals RubricTargeted research-based strategies
3 2 1
•All strategies based on sound research. Evidence strategies will improve student achievement.•All strategies identify the student group that needs the service.
•Most of the strategies based on sound research. Evidence strategies will improve student achievement.•Most of the strategies identify the student group that needs the service.
•Less than 50% of the instructional strategies informed by research. Many simply list programs or activities rather than instructional strategies.•Less than 50% identify the student group in need of the strategy/service.
Implementation Goals RubricMaster plan design
3 2 1•All action steps provide clear guidance for planning, implementation and monitoring.•Designated person responsible for implementation•Action plans and timelines coordinated for each goal;•No more than ten action steps for each goal.
•The majority of action steps provide clear guidance for planning, implementation and monitoring.•Designated person responsible for implementation of most goals.•Action plans and timelines coordinated for most goals;•No more than ten action steps for each goal.
•Less than 50 % are – purposeful in terms of timeline, sequence, adult learning needs, and implementation logistics such as assignment, application, and fidelity.–Coordinated
•No evidence of midcourse corrections planned•Action steps describe activities.•Too many action steps
Implementation Goals RubricProfessional Development Focus
3 2 1
•P.D. focus limited to not more than three p.d. initiatives that will impact student achievement—initiatives that are well aligned with school and district goals.•Administrators learn how to supervise and evaluate teachers in light of these strategies
•P.D. focus limited to not more than five p.d. initiatives that will impact student achievement—initiatives that are well aligned with school and district goals.•Administrators learn how to supervise and evaluate teachers in light of these strategies
•The p.d plan lacks focus, tends to be too extensive, has multiple/unrelated p.d. activities.•Has description of activities with little reference to implementation.
Implementation Goals RubricProfessional Development implementation
3 2 1
•ALL Initiatives supported by specific p.d. and targeted research-based strategies.•Clear evidence of planned coaching/mentoring •Consideration of change process and sustainability in all areas
•A majority of Initiatives supported by specific p.d. and targeted research-based strategies.•P.d. support is evident•Consideration of change process and sustainability in most areas
•Less than 50% of Initiatives supported by specific p.d. and targeted research-based strategies.•Support not identified/linked to initiatives.•Coaching/mentoring incidental.
Implementation Goals RubricParental Involvement Strategies
3 2 1
•Parents included in improving student achievement•Parent education and training included in goals.•Action plans describe frequent communication with parents.
•Action plans include parents in at least one goal area for each point in column 3.
•Parents are omitted from goals/action plans.
How Will We Sustain the Focus and Momentum?
Cope with Conflict
Strengthen the culture of Inquiry
Continue training and
coaching
Understand and Respond to Reactions
Support Leaders and
Followers
Network
ReaffirmOrganizational
Values andcommitments
Think of a professional learning presentation, seminar or conference that you attended 3 years ago. What do you remember about it?
Can you name one or two specific influences that this program had on your teaching and leadership practice today?
Consider your professional development calendar for the year ahead. What proportion suggests a commitment to the refinement, reinforcement and deliberate practice and perfection of the professional practices that you know are most essential for your school?
Don’t break down enroute!
Have Regular Check-ups
Audience appreciation becomes the heroin of p.d.
One size does not fit all
Good Good intentions are intentions are
insufficientinsufficient
Time to get on the road!
From Vision to Implementation
Don’t wait for a committee meeting! Or a Board resolution!
•Describe the evidence that you would expect to see if the vision is fulfilled.
•Describe how you will provide assessment for learning for adults in the system.
•Describe your preventive feedback (your preflight checklists)
•Describe your formative feedback (specific, constructive and timely) for teachers and administrators
Focus:Teaching, Curriculum, Assessment, Leadership
Teaching: Deliberate Practice—videotape and critique lessons.
Curriculum and Assessment: Consideration of content that is taught, explicit integration of content, and how essential learning will be assessed. Five-step process: identify priorities, create performance assessments, create exemplary responses, collaborate to appraise scoring rubrics, revise.
Leadership: maximize the impact of teaching on student learning. Essential elements—student achievement, equity of educational opportunity, developing other leaders.
Essentials for Sustainable improvement:
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Michael Fullan
Essentials of Sustainable Improvement
Public service with a moral purpose
Cyclical energizing
Lateral capacity building through networks.
Deep learning.
Commitment to changing context at all levels.
Intelligent accountability and vertical relationships.
Dual commitment to short-term and long-term results.✓
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The long lever of leadership.
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Monitoring RubricsMonitoring Plan
3 2 1
•Plan describes explicit datas to be monitored, when it will be monitored, and who will be responsible.•Range of assessment data included: annual assessments, benchmark assessments, formative assessments.•Plan includes examples of monitoring improved teaching practices in each goal area.
•Monitoring done for a majority of goals.
•Failure to describe explicit data to be monitored, when it will be monitored and who will monitor it.•Monitoring limited to annual assessments.•No monitoring of teaching practices described in plan.•Depends on one or two individuals to monitor data collection and analysis.
Monitoring Goals RubricMonitoring Frequency
3 2 1
Weekly monioring
Monitoring schedules described that review student performance, teaching practice and leadership practices.
Frequent monitoring—5 to 10 times annually
Monitoring schedules exist to review both student performance and teacher practice.
Monitoring done four times or less each year.
Monitoring schedules review one area only instead of both.
Monitoring Goals RubricEvaluation Cycle
3 2 1
Planned results compared with actual outcomes in ALL areas.
Planned results compared with actual outcomes in at least one goal areas.
The evaluation plan is not designed to compare planned with actual outcomes.
Six Domains:1. Planning and
preparation for learning
2. Classroom management
3. Delivery of instruction
4. Monitoring, assessment and follow-up
5. Family and community outreach
6. Professional responsibilities
Performance Assessments for Teachers and Administrators
Marshall, 2010
Reeves, 2009aReeves, 2009
Range of PerformanceDifferentiation
•Expert
•Proficient
•Needs improvement
•Does not meet standards
Learning Criteria to Support 21st Century Learners
Each moment we live
never was before
and will never be again.
