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The contents of this presentation were developed under a grant from the US Department of Education, #H323A120018. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c eEmbedding Feedback Data into Your Professional
Development
SPDG National Meeting, March 2013
Ronda Jenson (UMKC ,SPDG Implementation Consultant)
Pattie Noonan & Amy Gaumer Erickson (KU, Evaluators)
Pam Williams & Ginger Henry (Missouri Dept of Elementary Secondary Education)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Mini-Presentation Overview
Current Reality—Missouri Statewide System of SupportCollaborative Work
Moving Forward—Conceptualizing High Quality
Professional Development (HQPD) Early implementation stages: Plans,
tools, & steps taken
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
2 Learner Objectives
To describe one approach to conceptualizing HQPD
To describe one approach to implementing HQPD at the early implementation stages
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Current RealityStatewide System of Support
9 Regional Professional Development Centers
Collaborative Work248 of buildings in 105 of districtsFoci• Effective Instructional Practices• Collaborative Teams• Data-based Decision-making• Common Formative Assessments
CONTEX
T
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collaborative Work: How it will be done
Effective Teaching and Learning Practices
Common Formative Assessments Data-Based Decision -making
Collaborative Data Teams help each other learn to select and use effective teaching and learning practices which are intentionally used to improve student outcomes
Collaborative Data Teams use common formative assessments to monitor the value of the teaching and learning strategies and of student acquisition of knowledge and skills
Collaborative data teams collectively analyze data to determine who needs more help and what practices are most likely to work for re-teaching. Re-testing validates their decisions.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Collaborative Work Process
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
By the numbers…
Total Districts = 105 (20%) of Missouri Districts
Total Buildings 248
High School 9
Middle School 26Elementary 213
Total Teachers 8993General 7517
Spec. Ed. 1297Ancillary 179
Total Enrollment 109900 SWD 15077
As of February 28, 2013
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Moving Forward with HQPD
High Quality Professional Development (HQPD) yields a
direct impact on teacher practice for improved student
outcomes.
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
What does HQPD look like? Has defined learner objectives Aligns with school goals, state and district
standards and assessment, and other professional learning activities including formative teacher evaluation.
Builds shared vocabulary and common goals required to sustain instructional improvements through rigorous feedback.
Focuses on core content and modeling teaching strategies of the content
Has structure with well thought out delivery Makes efficient use of time MO
Synthe
sis
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
What does HQPD look like? Has a purposeful design to be ongoing and to include
guided practice and learning in the teaching environment
Utilizes adult learning principles Systematically and continually evaluated for impact
on increased knowledge and skills Includes opportunities to practice and/or rehearse
new skills Includes opportunities for teachers to share and
reflect on learning Embedded and continuous feedback in the form of
technical assistance and resources for ongoing improvement
Includes coaching to improve fidelity of implementation
MO Syn
thesis
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
How will we know if HQPD is occurring?
Pre and post event assessment of knowledge
Formative and summative assessment of participant knowledge and skills
Adherence to standards of high quality professional development (fidelity)
Fidelity of learned teaching practiceMeasurable impact on student
learning
MO Syn
thesis
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PD2Practice: Revitalizing the System
Adult learning principlesFidelity of training deliveredMatching the need with a balance of
training, coaching, & technical assistance
Assessment of adult learning
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
PD2Practice: Learning Packages
Selected high effect size
instructional
practices*
Spaced vs massed instruction
Reciprocal teaching
Student self-report grades
Feedback
Foundations Focus Areas Effective
Instructional Practices
Collaborative Data Team
Data-based
Decision-making
Common Formative
Assessment
Internal Coaching
Alignment
Supp
ort
*Hattie (2009)
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
HQPD Tools & SupportHQPD structure for learning
packagesOnline collaborative workspaceObservation Checklist for HQPD
trainingPre/Post assessment guidanceCoaching at multiple levels
Regional Implementation CoachesBuilding-level internal coaching
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
HQPD Structure
1. Preparation2. Opening &
introductions3. Why the topic is
important4. Overview of the topic5. Unpacking the topic6. Topic in practice7. Topic in action8. Assessment &
reflection9. Closing & follow-up
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Online Collaborative Workspace
18 groups255 participants
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Observation Checklist for HQPD Training
21 Item ChecklistPreparationIntroductionDemonstrationEngagementEvaluationMastery
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Pre/Post Test
Guidance Checklist
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
MO SPDG Implementation Coaches
9 Regional Implementations Coaches work closely with Regional Professional Centers to…
“support both intervention and implementation fidelity. Implementation fidelity refers to the degree to which high quality professional development is delivered as intended and has the effect of promoting adoption and usage of evidence-based instructional practices. Intervention fidelity refers to the degree to which educators apply the evidence-based instructional practices to their teaching as intended.”
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Building-level Internal Coaching
Are building-level educators who demonstrate fluency in the instructional practice necessary for modeling and describing the practice in daily teaching.
Possess critical skills for effective instructive interactions with colleagues
Are fluent in using implementation measures to monitor progress toward fluency
P r o f e s s i o n a l D e v e l o p m e n t t o P r a c t i c e
Lessons Learned Thus Far…Teams are critical/ Leadership is even
more criticalHQPD mindset does not equal HQPD
practiceMeasuring fidelity and assessment of
learning can be uncomfortable, but yet so highly valuable
Typical methods of formative assessment during PD often misses the mark