Planning for High Quality Professional Development

1. Planning for High Quality Professional Development Cricket F.L. Kidwell, Ed.D. Trinity County Office of Education February 2, 2012

2. Outcomes • Provide an overview of 10 Design Elements for high quality professional development • Provide resources for planning • Brainstorm challenges and solutions for rural schools

3. High Quality Instruction - Teaching Mattersand Collaboration • “Efforts to improve student achievement can succeed only by building the capacity of teachers to improve their instructional practice and the capacity of school systems to advance teacher learning” Wei et al., 2009 “ …. replaces the notion of the isolated teacher relying solely on what they know with a learning community where members share collective responsibility.” National Staff Development Council

4. Design is a Process, Not a Blueprint High Quality Professional Development • helps teachers address the learning needs of every student • designs will vary depending on teachers’ needs • the planning process is long-term • the process is collaborative • the process uses on-site expertise Designs for Learning [CPDRI)

5. Professional Learning is Organized around Continuous Cycle of Improvement

6. The Continuum of Professional Development • Develop Awareness • Build Knowledge • Deepen Understanding • Translate new knowledge into practice • Reflect on teaching and learning • Contribute Expertise and Collaborate • Adjust on-going professional development goals

7. Design Element 1Data • Uses a variety of student achievement and performance data as well as qualitative data • Collaborative professional dialogue to analyze and discuss data • Create a collaborative plan for PD that will increase student learning • Focuses on teachers as central to student learning [US Dept. of Ed)

8. Design Element 2Planning • Driven by a long-term plan • Connects to the school plan and goals • Plan is Ongoing (revisited regularly) and flexible • Planned collaboratively by those who will participate in and facilitate that development

9. Design Element 3Time • Time for professional learning to occur • Scheduled in advance and for long-term coherent goals and objectives • Requires Substantial Time and other Resources

10. Design Element 4 Leadership • Requires skillful school and district leaders who guide continuous improvement • Respects, nurtures and encourages the leadership development of teachers,principals, and other stakeholders • Identifies and capitalizes on staff members talents and interests to support ongoing job-embedded professional learning[National Association of Secondary Principals]

11. Design Element 5:Content and Pedagogy • Develops, refines, and expands teachers’, pedagogical repertoire, content knowledge, and the skill to integrate both • Enables teachers to develop further expertise in the uses of technologies and other essential elements in teaching to high standards [US Dept. of Ed) • PD should be job-embedded and site specific [AFT]

12. Design Element 6Inquiry • Promotes continuous inquiry, reflection and improvement • Professional dialogue maintains the momentum to explore deeper understandings • Professional development is a part of the school culture

13. Design Element 7Collaboration • Provides for collaboration and collegial work, balanced with opportunities for individual learning. • Collaboration time is scheduled and honored • The plan is developed through the PLC process

14. On-Site Professional Development and PLCs – the Practice • Regularly scheduled sessions • Pre-determined agendas • Norms, Vision, Values, Goals • Resources to review, discuss, and reflect upon • Shared responsibilities • Roles (time keeper, recorder, facilitator, etc.) • On-going evaluation, reflection, and reference to goals and objectives

15. On-Site Professional Development and PLCs – Examples • Teachers examine and critique lessons, student work, and classroom case studies (video and print) based on protocols and standards. They use accountable talk. • Teachers have time and structures to engage as a professional community to reflect on their practice, school programs, and curricula. • The school community works in collaboration to determine school goals, plans, and instructional decisions.

16. Design Element 8Adult Learning • Follows the principles of good teaching and learning • Provides comfortable, respectful learning environments • Recognizes that learning is life-long and on-going

17. Active, Research-based Learning • Teachers use and reflect on practices they will use. • Learning environment is knowledge-centered, learner-centered, assessment-centered, community-centered. Bransford, J. et al, (1999). How people learn. Washington, DC: National Academy Press. • Adapted Susan Mundry, WestEd

18. Design Element 9Support • Creates broad-based support of professional development • Draws upon resources within educational community and with the public • Provides sufficient support and resources to enable teachers to master new content and pedagogy and to integrate these into their practice[ American Federation of Teachers]

19. Design Element 10Accountability • Builds in accountability practices and evaluation of PD to provide foundation for future planning • Evaluation is on-going • Evaluated ultimately on the basis of teacher effectiveness and student learning

20. Six Effective Criteria • It is sustained, intensive, long-term, and content focused. • It is aligned with and directly related to state academic content standards, student learning goals, student achievement standards, and assessments. • It improves and increases teachers’ knowledge of the subjects they teach. • It advances teachers’ understanding of effective instructional strategies founded on scientifically based research. • It is regularly evaluated for effects on teacher effectiveness and student achievement. • It is part of a coherent system that schedules adequate time and resources, is collaboratively determined, regularly reviewed, evaluated, and revised as needed.

21. Addendum • Reflects the best available research and practice in teaching, learning, and leadership • PD should take a variety of forms,including some we have not typically considered.

22. Professional Development for Rural Schools • Barriers • Success Stories • Solutions and Ideas

23. Professional Development Planning Worksheet • GANs • Evidence/Data • Goals and Expectations • Resources • High Quality Professional Development Checklist • Evaluation • PLC Site Plan

24. Resources • Designs for Learning:California Field Guide for Teachers’ Professional Development • Principles of High Quality Professional Development : United States Department of Education • Professional Development: Learning from the Best: NCREL • Creating a Culture of Literacy: NASSP • Susan Mundry, WestEd National Staff Development Council (http://www.nsdc.org/stateproflearning.cfm • AND YOUR REGION 2 APLE-CORE TEAM!!!!!