Building Effective Professional Development

Building Effective Professional Development

Campus Instructional Coaches (CIC) Conference

Conrad High SchoolAugust 2013

Presented by:Marelenise Phillips-Roberts

Rockell StewartGina Collins

Leading Adult PDOutcomes:

1.Campus Instructional Coaches will come to a common understanding of the Living the Learning Framework for Leading Effective Adult PD.

2.Campus Instructional Coaches will understand how to effectively implement Airtight Activities.

3.Campus Instructional Coaches will articulate the importance of including adequate time for Sharing, Framing, Reflection, and Applying while facilitating adult learning.

Based on Leverage Leadership by Paul Bambrick-Santoyo

Do Now:

On your own, reflect on a PD session you planned and led. What went well? What didn’t go well? WHY?

(3 minutes)


Leading Adult PD:

THE “LIVING THE LEARNING” FRAMEWORKAirtight ActivitiesSharingFramingReflectionApplying


Living the Learning:

Design airtight activities that lead participants to the right conclusions with minimal re-directing

Facilitate substantive sharing time that allows participants to draw the conclusion from the activity

Frame the participants’ conclusions with the formal vocabulary of the associated principles so that participants share one common language

Provide ample opportunities for participants to reflect and to apply their learning in simulated and real-world experiences


“LIVING THE LEARNING” FRAMEWORK:

AA

S R

F

A

Leading Adult PD:


Comparison of Three Approaches to Adult PD:

Component

Lecture (Sage on Stage)

Guided Practice(I do, we do, you do)

Living the Learning(AA, R, S, F, A)

Format Formal presentation on core principles

Question & Answer

I do: Formal presentation on core principles

We do: Shared presenter-participant activity modeling the core principles

You do: Application: try it on your own

Activity sparks learning

Facilitated Sharing Framing: formal

language around participants’ sharing

Reflection Application: put it

into practiceApprox. Leader Talk

90-95% 40-50% 15-30%

Learning Beliefs

We learn best by listening to the expert on the topic

We learn best by listening to the expert and then having a chance to apply it

We learn best by generating the knowledge through experience and then applying it to our context

Limitation

Adults retain 5-10% of what they hear

Leader does the heavy cognitive work: participants imitate but don’t build their own conclusions, limiting investment & retention

Requires precisely built activities that lead to the proper conclusions; takes far more time to plan & more work to facilitate


CORE IDEA

If you want to get good at a skill, you have to implement it yourself.

Participants – not the presenter – need to do the heavy lifting in a

workshop.


Four Common Airtight Activities:

Video Clips of Teaching/Learning Movie Clips Case Studies (written) Role Plays/Simulations (acted)


Airtight Activities, Part I – Video Clips:

What are all the actions Aja takes in leading the session?

What does she do in order to teach her objective effectively?


Airtight Activities, Part I – Video Clips:

During her PD workshop, what does Aja do after showing a video clip?


Video Clips – How to Use Them Effectively:

Precise Question(s)Keep Video Clips ShortFollow Video Clips with a Think-Pair-Share (R-S)


Reflection – Core Principles:

Keep it Brief• Most participants only need 1-3

minutes to reflect on a given topic

Have a Place to Write• Provide participants with a

colorful handout where they can record all reflections


Leading Adult PD:“LIVING THE LEARNING” FRAMEWORK:

AA

S R

F

A


Leading Adult PD:“LIVING THE LEARNING” FRAMEWORK:

AA: Video Clip R

S

F

A


Reflection – Writing Takeaways:

What are your big takeaways for how to use video clips and Reflection effectively?


Large Group Sharing:“LIVING THE LEARNING” FRAMEWORK:

AA

S

F

A


Leading Large Group Sharing:

What does Julie do in leading large group sharing?

How does she lead participants to the right conclusions?


Leading Large Group Sharing:

Start from the End Goal• Identify what you want the participants to say

during the sharing

Ask Questions that Lead Participants to that Goal• Precisely word the questions to guide the

participants to the big ideas• Think volleyball, not ping pong• Celebrate good answers!


Small Group Sharing – Key Tips:

Have explicit instructions/protocolBe intentional about group

selectionKeep finger on pulse of group

progress


Managing Time:

Keep your eye on the clock

Never sacrifice your core objective


Framing – Keys to Creating a Common Vocabulary:

Wait Until the EndLimit the WordsBe Precise


Leading Adult PD:THE “LIVING THE LEARNING” FRAMEWORK

Airtight Activities Sharing

o Large Group: Questioningo Small Group: Protocols, checking pulse

Framingo Precise, post-sharing

Reflectiono Brief, written

Applying


Reflection:

What are your big takeaways for how to lead sharing and manage time effectively?







Applyingo Relevant, follow-up


Apply:

How does Emily get participants to apply what they’ve learned in her Professional Development session effectively?


Apply:

Directly relevant application

Easy-to-monitor follow-up


CORE IDEA

Make practice as directly connected to the work as

possible.

Combine with follow-up activities post workshop to guarantee effective implementation.

Building Airtight Activities


Four Common Airtight Activities:

Video Clips of Teaching/Learning Movie Clips Case Studies (written) Role Plays/Simulations (acted)


Keys to Airtight Activities:

Align Activities to Your ObjectivePlan Activities as Tightly as

Teachers Plan LessonsActivities Relevant and Meaningful







Applyingo Relevant, follow-up

PD RubricEVALUATING YOUR OWN PROGRESS

Final Reflection

BIGGEST TAKEAWAYS FROM THIS WORKSHOP

Documents

Building Effective Professional Development