Supporting and Sustaining Professional Development
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10/22/08 ESA Region 5 Workshop Supporting and Sustaining Professional Development Wednesday October 22, 2008 ESA Region 5 Workshop
description
Supporting and Sustaining Professional Development. Wednesday October 22, 2008 ESA Region 5 Workshop. Contact Information. [email protected] http://tm026.k12.sd.us http://chamberlain.k12.sd.us. Presentation Outline. Section 1 Learning is the Work Section 2 Research Section 3 - PowerPoint PPT Presentation
Transcript of Supporting and Sustaining Professional Development
10/22/08 ESA Region 5 Workshop
Supporting and Sustaining Professional Development
Wednesday October 22, 2008
ESA Region 5 Workshop
10/22/08 ESA Region 5 Workshop
Contact Information
http://tm026.k12.sd.us
http://chamberlain.k12.sd.us
10/22/08 ESA Region 5 Workshop
Presentation Outline
Section 1Learning is the Work
Section 2Research
Section 3Making it Work
Section 4Professional Learning Communities
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Section 1
Learning is the Work
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Theme
“Building Capacity Focused on Results”
Michael Fullan-2008 AASA NCE
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Learning is the Work
“Good is the enemy of great, and that is one of the key reasons
why we have so little that becomes great”
Jim Collins
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Learning is the Work
Accenture Tiger Woods ad:
“relentless consistency 50%; willingness to change, 50%”
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Learning is the Work
“Educational change depends on what teachers do and think—it is as simple and complex as that”
Fullan
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Learning is the Work
“Why does knowledge of what needs to be done so frequently
fail to result in action or behavior that is consistent with that
knowledge”Pfeffer & Sutton
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Learning is the Work
Most organizations already have all the knowledge they need to improve, they simply do not implement what they already
know
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Learning is the Work
The best way to improve a school or district is by
developing the people within it
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Section 2
Research
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McREL's Taxonomy
Consider these four types of knowledge when you are planning professional development:
Declarative-What do they need to learn?
Procedural-How will they apply it? Experiential-Do they know why it’s important?
Contextual-When will they use it?
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McREL's Taxonomy
Declarative knowledge- participants will leave with new knowledge about district/school-level effective professional development practices associated with increased student achievement.
Procedural knowledge- participants will be introduced to tools and processes that help develop district/school-wide effective professional development practices associated with increased student achievement.
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McREL's Taxonomy
Experiential knowledge- participants will understand why it is important to emphasize the use of district/school-wide professional development practices associated with increased student achievement.
Contextual knowledge- participants will be asked to implement district/school-wide professional development practices associated with increased student achievement during the 2008-09 school year.
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Balanced Leadership-Six Areas of Superintendent Responsibilities
1. Collaborative goal-setting process2. Non-negotiable goals for achievement and
instruction3. Board alignment with and support of district
goals4. Use of resources to support the goals for
achievement and instruction5. Monitoring goals for achievement and
instruction6. Defined autonomy: Superintendent relationship
with schools
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Balanced Leadership
Developing a Master Plan to coordinate professional development activities of the district so that all directly relate to district
goals
Providing professional development for board members
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New Research-South Dakota
South Dakota public school districts that are the most innovative and those that
have the ability to sustain school reform and organizational change have
greater professional development capacity.
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Conclusions
Most South Dakota public school district superintendents perceive themselves as highly innovative on an individual innovativeness survey.
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Conclusions
Public school district superintendents that perceive themselves as innovative are found in public school districts with larger enrollments, greater financial resources, greater professional development capacity, and teachers with more years of teaching experience. They are more likely to be female.
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Conclusions
There exists a strong positive relationship between innovative public school district superintendents and innovative public school districts. Respondents in this study perceive that leadership capacity is needed for a public school district to be innovative and organizational capacity is needed for a public school district superintendent to be innovative.
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Recommendations for PracticeLeadership is critical in innovative public school districts and that resources are needed by public school districts to develop leadership and organizational capacity to sustain innovation. Policy makers should note that investment in building capacity in leadership and organizational capacity is a critical factor in fostering innovation.Public school district superintendents need to consider the importance of building their own leadership capacity through professional development, securing advanced degrees, and establishing intra-personal networks through memberships in professional organizations.
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Recommendations for Practice
Funding is critical in innovative public school districts and resources are needed to sustain the teaching staff, to provide professional development activities to build leadership capacity, and to provide professional development activities to build organizational capacity.
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Recommendations for Practice
Public school district superintendents’ with higher educational degrees and a greater involvement in professional organizations perceive themselves as more innovative. Public school districts, policy makers, and federal agencies need to invest in life long learning for public school district superintendents and provide the resources to join professional organizations.
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Recommendations for Follow-Up
“The Six Secrets of Change: What the Best Leaders Do to Help Their Organizations Survive and Thrive”-M. FullanLove your employeesConnect peers with purposeCapacity building prevailsLearning is the workTransparency rulesSystems learn
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Section 3
Making it Work
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Making it Work
Planning professional development challenges even the best educators because they must strike a balance
between taking a systemic approach and allowing flexibility.
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Chapter 5-Tallerico
How to Develop Focus– Develop a Framework– Use the Framework to communicate and for
decision making– Provide structure to keep focus on goals
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Chapter 6-Tallerico
Enable the Culture-Lessons Learned– Map out successive steps toward desired
results– Understand the concerns– Tailor support for those concerns– Sustain supports long-term
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Chapter 7-Tallerico
Use of Resources-TIME– Schedule common planning time– Reduce teacher contact time w/students– Bank teacher contact time w/students– Buy additional time– Make a “Stop Doing List”– Take a “HARD” look at current time utilization
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Chapter 7-Tallerico
Use of Resources-MONEY– Focus on fewer goals– Link external funds to goals– Serve fewer teachers– Advocate assertively within your
district/school– Use existing time wisely– Set priorities and be creative
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Steps to Making Professional Development Work
1. Gather and analyze the data and identify gaps in student learning
2. Set student learning goals and align school improvement efforts with those goals
3. Define instructional strategies that address learning goals.
4. Identify what staff need to know and be able to do in order to implement new strategies
5. Define professional development initiatives and develop an action plan
6. Create professional development evaluation plan
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Step 1-Data Retreat
Four categories of data are needed:
student achievement
demographic
program
perceptions
Annual Data Retreat-August
Faculty Mini-Data Retreat-September
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Step 2-Goal Setting
Gathering and analyzing data enables you to identify areas of improvement and
determine gaps between current reality and goals.
Focus is critical to success, and so is alignment. Aligning school improvement
goals is an important prerequisite for making professional development work.
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Chapter 1-Tallerico
Big picture, school-wide data analysis to link PD with school improvement priorities
Smaller scale-improve one lesson, assessment, or student product at a time
You must: identify gaps in student learning and derive adult learning targets from those needs
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Step 3- Strategies
Once student learning goals are defined, you must determine what instructional strategies teachers might use to help
students achieve them.
What does the research indicate about how students best learn this content or
accomplish this goal?
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Step 4- Implement New Strategies
What do staff need to know and be able to do in order to implement this instructional
strategy?
What are teachers’ current competencies?
What theory, knowledge and skills do staff need?
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Step 5-Initatives & Action Plan
Instructional Leadership**Personal Professional Growth Plans**
Preservice/Inservice/Days Built into Calendar Summer Retreats & WorkshopsAfter school WorkshopsTuition Reimbursement ProgramMasters Degree Program National Board Certified TeachersNational Convention AttendanceEarly Release/Late StartFaculty Meetings
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Chapter 3-Tallerico
PD Models– Individually Guided– Collaborative Problem Solving– Observation & Assessment of Teaching– Training– Action Research
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Chapter 4-Tallerico
Effective Practices– Active engagement learning strategies– Relevance to current challenges– Integration of prior experiences– Attention to learning style differences– Focus on subject matter knowledge and pedagogy– Collective Participation– Coherence– Duration of learning activities and follow-up
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Step 6-Evaluation
Five levels of evaluation:
1) impact on student learning outcomes
2) participants’ use or implementation
3) organizational support and change
4) participants’ learning
5) participants’ reactions to experience
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Chapter 2-Tallerico
Five Levels of Evaluation– Teacher reaction– Teacher learning– Organization support and change– Teacher use of new knowledge– Student learning outcomes
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Section 4
Professional Learning Communities
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Change in Schools
“I wonder how many children’s lives would be
saved if we educators disclosed what we knew
to each other"Roland Barth (2001)
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The Three C’s of Community Building
Confront the Brutal Facts
Communication (Effective)
Collaboration
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CSD 7-1 Vision
We believe that the most promising strategy for achieving the mission of the CSD 7-1 is to develop our capacity to function as a professional learning community. We envision a school district in which staff:
Unite to achieve a common purpose and clear goals; Work together in collaborative teams; Seek and implement promising researched-based
strategies for improving student achievement on a continuing basis;
Monitor each student’s progress; and Demonstrate a personal commitment to the academic
success and general well-being of all students
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Confront the Brutal Facts
Working in teams we should:Focus substantially-though not exclusively
on assessed standards. Review simple, readily available achievement data to set a limited number of measurable goals in the lowest scoring subjects or courses and target specific standards where achievement is low within that course or subject
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PLCs
The most promising strategy for sustained substantive school
improvement is building the capacity of school personnel to function as a
professional learning community. The path to change in the classroom lies
within and through professional learning communities.
Rick DuFour PresentationASCD Pre-conference, 2004
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Three Critical Questions (PLCs)
Exactly what is it we want all student to learn?
How will we know when each student has acquired the essential knowledge and
skills?
What happens in our school when a student does not learn?
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PLCs
The question confronting most schools and districts is not “What do we need
to know in order to improve?” but rather, “Will we turn what we already
know into action?”
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Curriculum Mapping on the Edge
“Curriculum mapping makes teachers’ work transparent. This transparency can make mapping seem threatening. It also becomes a key tool for sustaining PLCs. Mapping becomes an electronic town square where educators can collaborate and exchange ideas”
Heidi Hayes Jacobs
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Collaborative Culture
“Successful schools are places where teams of teachers meet regularly to focus on student work through assessment and
change their instructional strategies accordingly to get better results”
Fullan
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Questions
