Transforming Professional Development KVEC/ARI PD Coordinators Cadre Meeting April 10, 2015.
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Transcript of Transforming Professional Development KVEC/ARI PD Coordinators Cadre Meeting April 10, 2015.
![Page 1: Transforming Professional Development KVEC/ARI PD Coordinators Cadre Meeting April 10, 2015.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649e025503460f94aecee8/html5/thumbnails/1.jpg)
Transforming Professional Development
KVEC/ARI PD Coordinators Cadre Meeting April 10, 2015
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Reflection
Where Are We?
Most teacher professional development occurs outside the school day.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
Most Teacher professional development occurs outside the school.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
Most teacher professional development is designed by teachers for teachers.
Strongly Agree Agree Not Sure Disagree Strongly Disagree
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How is that working for you?
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Where Do We Start?
FROM TOActivity –Driven Results-DrivenConsensus of Opinion Research-BasedPull Out Daily Job-EmbeddedProvider-Driven Teacher-DrivenIndividual Learning Team LearningGeneric Pedagogy Content-Specific PedagogyFocus on Adult Work Focus on Student WorkProcess Orientation Results OrientationProfessional Development Professional Learning *Adapted from Roberts, S. & Pruitt, E. (2003). Schools as professional learning communities: Collaborative activities and strategies for professional development. Thousand Oaks, CA: Corwin.
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Column A Column B NotesActivity Driven 1 2 3 4 5 Results Driven
Consensus of Opinion 1 2 3 4 5 Research-based
Pull-Out 1 2 3 4 5 Daily Job-embedded
Provider Driven 1 2 3 4 5 Teacher Driven
Individual Learning 1 2 3 4 5 Team Learning
Generic Pedagogy 1 2 3 4 5 Content-based Pedagogy
Focus on Adult Work 1 2 3 4 5 Focus on Student work
Process Orientation 1 2 3 4 5 Results Orientation
Professional Development 1 2 3 4 5 Professional Learning
Assessment of Current Reality of Professional Learning
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Option A
• Each staff member selects completes the survey Individually
• Ask individual staff members to meet with a team of three or 4 to share their ratings and evidence to support it. Teams are sharing ratings, NOT reaching consensus.
• After the discussion, collect the individual rating sheet to use to compile schoolwide results.
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Option B
• Individual Response• Mark individual responses on a large sheet of chart paper.• Make general observations about the distribution of responses.• Identify attributes for which there are agreement (within one
point)• Identify discrepancies in responses.• Share evidence to support • Identify where you want your professional learning to be along
the continuum in three months, six moths, one year, two years, etc.
• Identify strategies to get to the three month benchmark.
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Digging Deeper • What do you notice about the results of the
assessment?• What do we want professional learning to
produce in our school?• How do we want professional learning to look
in our school?• As we consider what we want, who else do we
want to involve in the discussion?• What are some steps we might take to move in
the direction we want to go?• Who will be responsible for these actions?
![Page 9: Transforming Professional Development KVEC/ARI PD Coordinators Cadre Meeting April 10, 2015.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649e025503460f94aecee8/html5/thumbnails/9.jpg)
Assessment of Current Reality
Repeat Assessment 3 Months
Repeat Assessment
6 Months
Repeat Assessment in One Year
• Compare distribution to previous one to assess progress.
• Repeat Steps of analysis and planning.
Part 1: Individuals complete RatingPart 2: They discuss their ratings and their rationale within small teamPart 3: The school scores are compiled and the there is a discussion of schoolwide results.Part 4: Assessment (evaluation) Continues.
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The Best Staff Development is in the Workplace, Not in a Workshop
by Rick DuFour
1. Does the professional development increase the staff’s collective capacity to achieve the school’s vision and goals?
2. Does the school’s approach to staff development challenge staff members to act in new ways?
3. Does the school’s approach to staff development focus on results rather than activities?
4. Does the school’s approach to staff development demonstrate a sustained commitment to achieving important goals.
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Kentucky Professional Learning Standards
Guidance
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Power UP Teaching and
Learning with icurio!
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What is icurio?
13
How does icurio address rigor in Kentucky Standards?
Professional Learning