please do now…. - prodev.dadeschools.netprodev.dadeschools.net/pdfs/october 2013 ppt - day...
TRANSCRIPT
Please Do Now….
As you enter the room please read the quotes about change on the posters
around the room. Select one that speaks to you and write a few
sentences that explain why you selected this particular quote.
Expected Outcomes • Develop clarity about the role of the Professional
Learning Support Team
• Reflect on characteristics of high-quality professional development
• Review the Standards for Professional Learning and the Florida Professional Development Protocol Standards
• Develop knowledge and skills to facilitate the implementation of Professional Learning Communities
Agenda – Day 1 • PLST Overview
• CBAM – Theory of Change
• Principles of Adult Learning
• Standards for Professional Learning
• Florida Professional Development Protocol Standards
• Team Self Assessment
• Reflections
• If schools are to meet the educational needs of all students, leadership must be shared.
• Teacher effectiveness and retention are enhanced by professional collaboration and support.
• Teachers should be supported through professional learning experiences relevant to their instructional responsibilities.
Beliefs
Emphasis on school-based professional development
Development of a professional learning
culture in every school
2013-2014
Transition from “training events” to collaborative processes
Focus on deep understanding of Common Core State Standards
Intentional, intensive support for collegial
learning teams
Alignment of professional learning and evaluation
through deliberate practice
Redevelopment of the District’s PD System
And Beyond
Knowledge & Skills
Collaborative Culture
Continuous Improvement
Shared Leadership
Collective Responsibility
Promoting a Culture of Professional Learning
Results Orientation
•Other key teacher leaders
•PD Liaison
•Assistant Principal
Recommended Team
Composition
So now, The Professional Learning Support Team
PLST Support Activities
Professional Development Plans are created based on results of the needs assessment
PLST Support Activities
Facilitate collegial models of professional learning • PLC • Lesson
Study • Book Study
PLST Support Activities
Evaluate the impact of professional learning on teacher practice and student learning
• Before CBAM – The assumption was that once a new innovation was introduced through publicity and training, its successful implementation was assured.
Change Theory
Change Theory
• Change is a process, not an event.
• Change is a personal experience involving developmental growth in feelings (stages of concern) and skills (levels of use).
• Personal concerns and resistance are legitimate.
Innovation Configuration Map
• Provides clear, specific descriptions of what the innovation/change should look like
• Describes what is ideal, acceptable or unacceptable
• Differs from a rubric: describes vs. rates
• Clarifies the expectations
Stages of Concern
Acknowledging Stages of Concern allows leaders a method of assessing readiness for
change and providing appropriate support/interventions
http://www.sedl.org/cbam/
Levels of Use
The CBAM Levels of Use is a continuum that identifies and
describes differing levels of use of an innovation/change…
from non-use to full integration and renewal.
http://www.sedl.org/cbam/
Professional Learning
• As you view the video clip, please think about how it relates to professional development.
I Love Lucy
Principles of Adult Learning
Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasizes the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasizes more equality between the instructor and the adult learner.
Standards for Professional Learning
• Learning Communities • Leadership • Resources • Data • Learning Designs • Implementation • Outcomes
http://www.learningforward.org/
Why Standards for Professional Learning?
• Standards make explicit that the purpose of professional development is for educators to develop the knowledge, skills, practices, and dispositions to help students perform at high levels
• Standards guide the design, implementation, and evaluation of professional learning
http://www.learningforward.org/
Linked to Student Results 1
Standards-based
professional learning
2 Changes in
educator knowledge, skills, and
dispositions
3 Changes in
educator practice
4 Changes in
student results
Standards Layout
• Stem: “Professional learning that increases educator effectiveness and results for all students…”
• Introductory paragraph
• 3 Core Elements
• Related research
http://www.learningforward.org/
Transfer of Learnning to Practice
TRAINING
STRATEGIES
OUTCOMES
KNOWLEDGE Level
DEMONSTRATION OF BEHAVIOR
TRANSFERED TO WORK SETTING
PRESENTATION OF CONCEPTS AND
RESEARCH THEORY 85 15 10 DEMONSTRATION OF
BEHAVIOR 85 18 10 LOW RISK PRACTICE
WITH FEEDBACK (MICRO-TEACHING) 85 80 15 COACHING IN THE
WORK SETTING RE: BEHAVIORS AND
DECISIONS 90 90 80
Research: Bruce Joyce & Beverly Showers
Florida Professional Development Protocol
• Standards for Professional Development in Florida
• All Florida Districts are reviewed on a four-year cycle
• We receive a rating on each standard at each level: Educator, School, District
• Standards fall under 4 strands: Planning, Learning, Implementing, and Evaluating
Plan for Site Visit
District Review
Action Plan
Implement
Plan for Site Visit
District Review •Approximately 20 reviewers • 5 days
Action Plan •District creates an Action Plan for Improvement for ratings below 2.0 Implement •District implements Action Plan for Improvement
District Review Cycle
•District reviews the standards •Conducts self-assessment
Interview with administration
Private interviews with pre-selected staff
One full day
Approximately 35 schools
District Review – School Site Visits
Research and/or
Evidence-based
Learning
Rigorous and Relevant Content
Evaluation –
Parallel standards
across all 3 levels
Learning Communities
Emphasis
Judgment Scale
1 Unacceptable Little or no evidence that the district is implementing standard
2 Marginal Inconsistent evidence (observed in a few faculty
or schools, a few components of the standard)
3 Good Considerable evidence (observed in many faculty or schools, many components of the standard)
4 Excellent Pervasive evidence (almost all faculty and
schools, almost all components of the standard)
Documents Reviewed Educator Level • IPDP • Inservice Record • Learning Communities
• Agendas • Schedules
• Other
School Level • Data related to PD at school
site • Last 2 years of SIP • FCIM documents if
appropriate • Last 2 years IPDP for all
educators
Overall: 3.26
Educator Level 2.88
School Level 3.13
District Level 3.79
2009 Protocol Review- Results
M-DCPS 2009 Excellent Ratings
School Level Educator Level 2.1.1 School Needs Assessment 2.1.4 Coordinating with SIP 2.2.1 Relevance of Professional Development 2.2.2 Learning Strategies 2.2.5 Time Resources 2.2.7 Coordinated Records
1.2.6 Coordinated Records
3.5 and above
Florida Professional Development Protocol
• Planning: What planning occurs to organize and support the professional learning for teachers?
• Learning: What is the quality of the learning in which educators participate?
Florida Professional Development Protocol
• Implementing: How do educators apply the skills and knowledge gained through professional learning?
• Evaluating: What evaluation occurs to ensure that the professional learning resulted in educators applying what they learned in the classroom and improvements in student learning occurred as a direct outcome?
Self-Assessment PLANNING
What planning occurs to organize and support the professional learning for teachers?
What are we currently doing? New ideas and strategies we should consider:
LEARNING What is the quality of the learning in which educators
participate?
How do we determine the quality? What are our criteria? New ideas and strategies we should consider:
IMPLEMENTING How do educators apply the skills and knowledge gained
through professional learning?
How do we currently monitor and support implementation? New ideas and strategies we should consider:
EVALUATING What evaluation occurs to ensure that the professional learning resulted in educators applying what they learned in the classroom and improvements in student learning occurred as a direct outcome?
How do we currently evaluate the effectiveness of professional learning? New ideas and strategies we should consider: