2

The combination of three concepts constitutes the

foundation for results:

1) meaningful teamwork; 2) clear, measurable goals; and

3) regular collection and analysis of performance data.

Schmoker, 1996

3

Model offers guidance to help districts implement

the required:

• District Career Development Plans

• Individual Teacher Career Development Plans

• NCLB definitions for “Quality Teachers” and “Quality Professional Development”

• District Career Development Plans

• Individual Teacher Career Development Plans

• NCLB definitions for “Quality Teachers” and “Quality Professional Development”

4

District Career Development Plan

Requirements IAC 281--83.6(2)

– Incorporated into CSIP– A long-term plan

designed and implemented to increase student achievement

– Include all site and district personnel responsible for instruction.

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

5

The district career development plan documents that:

• PD is based on student data and other needs assessment;

• PD is aligned with district student achievement goals; and

• PD is focused on instruction, curriculum, and assessment.

Iowa Professional Development Model:

Student Learning at the Center ofSchool Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting andStudent Learning

Selecting Contentand Providers

Designing Processfor Professional

Development

ProgramEvaluation

(Summative)

Collecting/AnalyzingStudent Data

Ongoing Data Collection(Formative Evaluation)

Training/LearningOpportunities

Collaboration/Implementation

Iowa Professional Development Model:

Student Learning at the Center ofSchool Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting andStudent Learning

Selecting Contentand Providers

Designing Processfor Professional

Development

ProgramEvaluation

(Summative)

Collecting/AnalyzingStudent Data

Ongoing Data Collection(Formative Evaluation)

Training/LearningOpportunities

Collaboration/Implementation

6

District Plans document that:

• PD learning opportunities are research-based and aligned with the Iowa teaching standards and criteria.

• Identification of the approved professional development provider(s).

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

7

District Plans describe:

• a process that includes theory, demonstration, practice, observation, collaboration, and the study of implementation.

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

8

District Plans describe:

• a program evaluation design for formative and summative evaluation processes.

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

9

Read & Discuss

• Review the District Career Development Plan Requirements

• Form a group of 3

• Discuss – When fully implemented, how will the District Career Development Plan differ from past practice?

10

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

Iowa Professional Development Model:

Student Learning at the Center of School Improvement/Staff Development

Operating Principles

Focus on Curriculum, Instruction, and Assessment Participative Decision Making (School/District)

Simultaneity Leadership

Goal Setting and Student Learning

Selecting Content

Designing Process for Professional

Development

Program Evaluation

(Summative)

Collecting/Analyzing Student Data

Ongoing Data Collection (Formative Evaluation)

Training/Learning Opportunities

Collaboration/ Implementation

What do data tell us about our student learning needs?

What do we do/will we do to meet student learning needs?

How do/will we know student learning has changed?

How will we evaluate our programs and services to ensure improved student learning?

11

Individual Teacher Plan

• Individual Plans are required July 2005

• Read the requirements in your handout packet.

12

Individual Teacher Career Development

Plan– supports learning needs identified in the

teacher evaluation process– provides opportunities to personalize

learning on content and skills that are delivered through the District Career Development Plan

– supports learning needs that are unique to his/her particular assignment

13

District Career Development Plans &

Individual Plans– Both focus on the district’s student

achievement goals– Both are based on the Iowa Teaching

Standards

Individual Plans should be a direct fit with

District Career Development Plans.

14

Consider the Individual Plan

• Check practices that are already in place in your school

• What will need systematic development?

15

Ongoing Data Collection(Formative Evaluation)

• Ongoing, frequent measures of targeted outcomes are used to guide training decisions– Select tools for collecting information about

student learning and teacher application

– Determine a workable schedule for collecting data

16

Monitoring Your Implementation

• Describe how you will collect data on both the frequency and skill of use with your planned change.

• Who will collect these data and at what intervals?• How will these data be shared and with whom?• How often will you compare implementation data

with formative data on student responses to your planned change?

• Will this occur in collaborative teams, school-wide, and/or district-wide?

17

  Instrument1

NAME:   

Instrument2

NAME:

Instrument3

NAME:

Teacher Measures      

 Frequency of use of strategy or other planned changes that are content of SD [Frequency]

     

 Measures accuracy of/ skill with newly implemented strategies, etc. [Fidelity]

     

Student Measures      

 Measures how well students are learning and applying the skill/behavior that is the focus of the PD effort

     

18

What might you discover from studying

formative data?• Will you know what instructional and curricular changes

your students are experiencing?

• Is each student getting enough instruction in this strategy to yield positive results?

• Will you know whether teachers are implementing the PD content with sufficient frequency and skill that students get the intended benefit?

19

Formative ????

• Will you be able to track student progress/growth on the targeted knowledge/skills?

• Will you have enough information to adjust the training and workplace supports to help those teachers who are not transferring the skill into their classrooms? 

• What else might you need to include in your formative data collection?

20

Teacher Implementation Data

Student Learning Data• Combine 3 sources of information to get an

implementation level• Observations using a checklist (indicators of

implementation) – Rate 1-5 for accuracy• Document Analysis – lesson plans reviewed

over a set period of time – ranked on fidelity • Minutes from collaborative team meetings –

rated for evidence of strategies, problems solving, etc

– Combine the three sources – High, Medium, Low

21

Compare Implementation Scores

to Student Data• What patterns do you see?

• In every school, for various reasons there are variations in implementation.

• Discuss with your team if changes in training and supports are needed.

22

Program Evaluation(Summative Evaluation)

• Summative evaluation occurs at greater intervals than formative process (yearly)

• The effectiveness of professional development is judged by student learning outcomes.

23

Program Evaluation• Determination of the efficacy of a

professional development program is based on two factors: – whether or not the content was

implemented as planned and – whether or not students acquired the

desired knowledge/skills/behaviors.

• This judgment is based on both formative and summative evaluation data.

24

Program Evaluation

– The quality of the evaluation is contingent upon having clearly stated goals that target improvement in student performance.

– A professional development program is successful when it achieves its student learning goals.

25

Goal-Oriented Summative Program Evaluation

• CSIP materials on Web site http://www.state.ia.us/educate/ecese/asis/csi/documents.html

• Review list of questions in handouts

• Discuss with a partner how this list compares to other processes you have seen.

26

Analyzing and Reporting Our Data:

Program Evaluation

• Worksheet for preparing your report

• Share results with faculty, board and community

• Data and findings become part of the next CSIP – Question 1

• Cycle begins again

For Additional Information Contact

Deb Hansen, Consultant

Iowa Department of Education

deb.hansen@ed.state.ia.us