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Changing Teacher Practice. Changing Student Outcomes. Summer Institutes. 2013. How to use Professional Development to Ensure Improved Student Outcomes. This presentation was adapted from Learning Forward, 2012. Our Outcomes . Define evaluation in relationship to professional learning;

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ChangingTeacherPractice

ChangingStudentOutcomes

Summer Institutes

2013


How to use professional development to ensure improved student outcomes

How to use Professional Development to Ensure Improved Student Outcomes

This presentation was adapted from Learning Forward, 2012


Our outcomes
Our Outcomes Student Outcomes

  • Define evaluation in relationship to professional learning;

  • Examine the process of teacher change and its impact on student learning; and

  • Acquire strategies, tools, and resources to assist in evaluating professional learning- Building PD Capacity Toolkit (link)


Our essential questions
Our Essential Questions Student Outcomes

  • How can evaluating professional learning leverage school, school system, and state improvement effort?

  • How will I align professional learning objectives to measurable short, medium and long-term results for educators and students?

  • How will I collaborate with others to construct a framework that outlines a detailed plan for evaluation?

  • How do I incorporate evaluation into my work and normative practice?


Group norms
Group Norms Student Outcomes

  • We’re all in this boat together, so lets agree to…

    • Listen as an Ally

    • Value Differences

    • Maintain Professionalism

    • Participate Actively

  • If we start sinking, and we need some help, we’ll be clear about whether we need a bucket or a boat.


The standards for professional learning
The Standards for Professional Learning Student Outcomes

Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

-Standards for Professional Learning, 2011

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-learn-quick-ref.pdf


Link to student results
Link to Student Student OutcomesResults


Dufour questions
DuFour Student Outcomes Questions

  • What do we want students to learn?

  • How will we know if they have learned it?

  • What will we do if they have?

  • What will we do if they haven’t?

    Apply this to Professional Learning:

    What does it mean in your district: Full implementation vs. Full Participation

    • How do you know you have full implementation?


Full implementation evaluation
Full Implementation - Evaluation Student Outcomes

A systematic, purposeful process of studying, reviewing, and analyzing data gathered from multiple sources in order to make informed decisions about a program. – Killion, 2008

The systematic investigation of merit and worth. – Thomas Guskey, 2000



Shifting perspectives
Shifting Perspectives Student Outcomes


Your evaluation process
Your Evaluation Process Student Outcomes

Write 4-5 sentences that describe the evaluation process/steps you currently use as a leader responsible for assisting others with evaluating professional learning.

Tech Tool Idea:

Penzu – online writing journal


Group think table talk share out or padlet
Group Think – Table talk, share out or Student OutcomesPadlet

  • What aspect of evaluating professional learning do you find essential?

  • How do we know that the professional learning is making its way to the classroom?


How and why of evaluation
How and Why of Evaluation Student Outcomes

Good evaluations are the product of thoughtful planning, the ability to ask good questions, and a basic understanding about how to find valid answers. In many ways they are simply the refinement of everyday thinking. Good evaluations provide information that is sound, meaningful, and sufficiently reliable to use in making thoughtful and responsible decisions about professional development processes and effects (Guskey & Sparks, 1991).


? Student Outcomes

Input

Output

Lead Box Evaluations

Superman X-ray

A simplistic approach to professional learning evaluation that fail to amplify the underlying theory and operation of the professional learning program.

Glass Box Evaluations

Results

Actions

A comprehensive approach to professional learning evaluation that illuminates how professional learning program components interact to produce results.


Lead box
Lead Box Student Outcomes

?

Professional

Learning

Action

Student

Achievement

Results

Focus on outputs rather than what occurs in the program or what is presumed to be causing those outcomes and why


Lead box1
Lead Student OutcomesBox

Curriculum

Development

?

Student

Achievement

Results

Professional

Learning

Focus on inputs and fail to shed light on HOW a program’s activities and resources interact to produce results.

Nonacademic

factors


Glass box
Glass Student OutcomesBox

Focus on what occurs and how it occurs within the program.

Student

Achievement

Results

Professional

Learning

Actions


Glass box1
Glass Student OutcomesBox

Coaching/Follow-up

Instructional Resources

Implementation Monitoring

Student Assessment

Student

Achievement

Results

Professional

Learning

Focus on illuminating factors contributing to transformation process.


Lead box vs glass box
Lead Student OutcomesBox vs. Glass Box

What is the difference?




8 smooth evaluation steps
8 Student OutcomesSmooth Evaluation Steps

  • Reporting

  • 7. Disseminate and Use Findings

  • Evaluate the Evaluation

  • Planning

  • Determine ‘what’ to evaluate

  • Formulate Evaluation Questions

  • Construct Evaluation Framework

  • Conducting

  • 4. Collect Data

  • 5. Organize, Analyze, & Display Data

  • Interpret Data


3 types of evaluation
3 Types of Evaluation Student Outcomes

  • Planning – before program design to provide information on conditions or needs to address

  • Formative – during implementation to provide information on whether the program is working as designed

  • Summative – after completion to provide information on outcomes or overall impact


Tiers and benchmarks
Tiers and Benchmarks Student Outcomes

  • Multiple settings

  • Data sources – affective, quantity, performance data

  • Initial vs. embedded

  • 5 year plan for data collection

  • Universal Design for Learning (UDL)


Reflection
Reflection Student Outcomes

  • Review your 4-5 sentences about evaluation

  • Look at the Padlet responses

  • ‘Steal’ ideas to take back to your district

  • Reflect on what you can do differently as result of your new knowledge


Change is learning
Change is Learning Student Outcomes

Concerns-Based Adoption Model : Developed by Bill Rutherford, Gene Hall, Shirley Hord, and Susan Loucks-Horsley

4 Components:

  • Stage of Concern – 7 stages of responses

  • Levels of Use – eight ranges of intervention use

  • Innovation Configuration – described actions

  • ‘Change’ facilitators – leaders of learning


Change learning exchange
Change Learning Exchange Student Outcomes

  • Distribute numbered cards (#1-4) at your table.

  • Read and the corresponding article on change.

  • Prepare a two-minute talk about your article. Use any of the following to prepare.

    • Why your focus area is important.

    • Implications of the change process.

    • Ways to facilitate your area of change.

    • Challenges you anticipate when helping others understand this area of change.


Change spotlight
Change Spotlight Student Outcomes

  • Find a partner that read a different article.

  • Take two minutes each, discuss your article.

  • Focus on any of the following:

    • Why your focus area is important.

    • Implications of the change process.

    • Ways to facilitate your area of change.

    • Challenges you anticipate when helping others understand this area of change.

  • Listen for the timer to repeat the process.


Note to self
Note to Self Student Outcomes

What new insights did you gain as a result of your reading and discussion with others?

Share Out


Weebly activity
Weebly Student Outcomes Activity

  • Access the Toolkit

  • Find the ‘Evaluation’ Tab

  • Read and Complete the activities

    Share big ideas as a group


Summary wrap up
Summary & Wrap-up Student Outcomes

Set Standards for Acceptable Performance

  • Specify how good is good enough

  • Specify “success” in advance

  • Provide a benchmark/baseline for comparison before and after professional learning


Teachers participate in collaborative learning experiences. Student Outcomes

Teachers implement new learning in their instruction.

Student performance increases.


Evaluation assumptions
Evaluation Assumptions Student Outcomes

  • The staff development program is data-driven, research-based, and well-defined.

  • The school, district, or regional agency has the capacity, including fiscal and human capital, to implement both the program and evaluation with fidelity to their designs.

  • Key stakeholders in the school, district, or agency intend to use the evaluation results to make decisions about the program.


Toolbox
Toolbox Student Outcomes


Debrief
Debrief Student Outcomes

  • How are the ideas presented today CONNECTED to what you already knew?

  • What new ideas did you get that EXTENDED or pushed your thinking in new directions?

  • What is still CHALLENGING or confusing for you to get your mind around? What questions or wonderings do you now have?


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