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Embedding Feedback Data into Your Professional Development

Embedding Feedback Data into Your Professional Development

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Embedding Feedback Data into Your Professional Development

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  1. Embedding Feedback Data into Your Professional Development • Ronda Jenson(UMKC ,SPDG Implementation Consultant) Pattie Noonan & Amy Gaumer Erickson (KU, Evaluators) • Pam Williams & Ginger Henry (Missouri Dept of Elementary Secondary Education) SPDG National Meeting, March 2013

  2. Mini-Presentation Overview • Current Reality— • Missouri Statewide System of Support • Collaborative Work • Moving Forward— • Conceptualizing High Quality Professional Development (HQPD) • Early implementation stages: Plans, tools, & steps taken

  3. 2 Learner Objectives • To describe one approach to conceptualizing HQPD • To describe one approach to implementing HQPD at the early implementation stages

  4. Current Reality • Statewide System of Support • 9 Regional Professional Development Centers • Collaborative Work • 248 of buildings in 105 of districts • Foci • Effective Instructional Practices • Collaborative Teams • Data-based Decision-making • Common Formative Assessments CONTEXT

  5. Collaborative Work: How it will be done

  6. Collaborative Work Process

  7. By the numbers… As of February 28, 2013

  8. Moving Forward with HQPD High Quality Professional Development (HQPD) yields a direct impact on teacher practice for improved student outcomes.

  9. 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 Synthesis

  10. 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 Synthesis

  11. 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 practice • Measurable impact on student learning MO Synthesis

  12. PD2Practice: Revitalizing the System • Adult learning principles • Fidelity of training delivered • Matching the need with a balance of training, coaching, & technical assistance • Assessment of adult learning

  13. PD2Practice: Learning Packages Support Alignment *Hattie (2009)

  14. HQPD Tools & Support • HQPD structure for learning packages • Online collaborative workspace • Observation Checklist for HQPD training • Pre/Post assessment guidance • Coaching at multiple levels • Regional Implementation Coaches • Building-level internal coaching

  15. HQPD Structure • Preparation • Opening & introductions • Why the topic is important • Overview of the topic • Unpacking the topic • Topic in practice • Topic in action • Assessment & reflection • Closing & follow-up

  16. Online Collaborative Workspace • 18 groups • 255 participants

  17. Observation Checklist for HQPD Training 21 Item Checklist • Preparation • Introduction • Demonstration • Engagement • Evaluation • Mastery

  18. Pre/Post Test Guidance Checklist

  19. 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.”

  20. 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

  21. Lessons Learned Thus Far… • Teams are critical/ Leadership is even more critical • HQPD mindset does not equal HQPD practice • Measuring fidelity and assessment of learning can be uncomfortable, but yet so highly valuable • Typical methods of formative assessment during PD often misses the mark