NASP 2016 Professional Learning Mini Skills.pptxfloridarti.usf.edu/resources/.../1PD_PowerPoint.pdf · (3) primarily occurs several times per week among established teams of teachers,

Professional+Development:+Best+Prac4ces+in+Design,+Delivery,+&+Evalua4on+

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March,+Dorman,+&+Jenkins+ 1+

Professional Development: Best Practices in Design,

Delivery, & Evaluation

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Amanda March, Ph.D., NCSP

Clark Dorman, Ed.S., NCSP Jayna Jenkins, Ed.D.

University of South Florida

Welcome!(

•  Introductions.

•  Current Responsibilities for Professional Development?

•  Materials.

•  Expectations of Mini-Skills?

•  Questions Before Starting?

Materials: www.floridarti.usf.edu/resources/presentations/

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Connect(with(Us!(

Florida’s Problem-Solving/Response to Intervention Project –  http://www.floridarti.usf.edu/ –  Email: [email protected] –  Facebook: flpsrti –  Twitter: @flpsrti

Florida Positive Behavioral Interventions & Support Project –  http://flpbs.fmhi.usf.edu/ –  Email: [email protected] –  Facebook: flpbis –  Twitter: @flpbis

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Objectives(

After this session, participants will be able to: 1.  Identify best practices in educator professional learning 2.  Demonstrate understanding of the Standards for Professional

Learning, and how to apply these standards within their local settings

3.  Apply knowledge of effective adult learning techniques to facilitate the design, delivery, and evaluation of comprehensive professional development plans

4.  Employ the High Quality Professional Learning Indicator Checklist to plan and execute professional development efforts

5.  Utilize and adapt various resources, tools, materials, and planning documents to facilitate job-embedded professional learning at the school, district, and state level(s)

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Agenda(•  Introduction

–  Professional Learning (PL) Defined –  Overview of the Standards –  School Psychology and Professional Learning

•  Best Practices in Professional Learning –  PL Indicators & Examples –  High Quality PL Indicator Checklist –  Professional Learning Plan –  Checklist Spreadsheet Tool

•  Practice Activities –  Reviewing & Planning for Professional Learning

•  Closing & Reflections •  Q & A

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Norms:(The(“A(E(I(O(Us”((

A few agreements for our work together: •  Ask questions •  Engage fully •  Integrate new information •  Open your mind to

diverse views •  Utilize what you learn

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WHAT(IS(PROFESSIONAL(LEARNING?(

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Professional(Learning,(Staff(Development,(&(Continuing(Education(

•  Professional Learning is a broad term that describes processes used to build skills needed for one’s job expectations

•  Within education, Professional Learning is: –  Also called Professional Development, Continuous

Learning, Continuing Education, and Staff Development –  Considered a comprehensive, sustained, and intensive

approach to improving teachers’ and principals’ effectiveness in raising student achievement (Hirsh, 2009, p. 12)

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•  Learning Forward (formally the National Staff Development Council; NSDC) –  an international membership

association of learning educators focused on increasing student achievement through more effective professional learning. •  www.learningforward.org

•  Standards for Professional

Learning (2011) is the third iteration of standards outlining the characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results.

•  http://learningforward.org/standards-for-professional-learning

1.  Learning Communities 2.  Leadership 3.  Resources 4.  Data 5.  Learning Designs 6.  Implementation 7.  Outcomes

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Professional(Learning(Defined(

According to Learning Forward, the term “professional development” means a comprehensive, sustained, and intensive approach to improving teachers’ and principals’ effectiveness in raising student achievement --

(A)  Professional development fosters collective responsibility for improved student performance and must be comprised of professional learning that:

(1) is aligned with rigorous state student academic achievement standards as well as related local educational agency and school improvement goals;

(2) is conducted among educators at the school and facilitated by well-prepared school principals and/or school-based professional development coaches, mentors, master teachers, or other teacher leaders;

http://www.learningforward.org/standfor/definition.cfm 10

Professional(Learning(Defined,(cont.(

(3) primarily occurs several times per week among established teams of teachers, principals, and other instructional staff members where the teams of educators engage in a continuous cycle of improvement that —

(i) evaluates student, teacher, and school learning needs through a thorough review of data on teacher and student performance;

(ii) defines a clear set of educator learning goals based on the rigorous analysis of the data;

(iii) achieves the educator learning goals identified in subsection (A)(3)(ii) by implementing coherent, sustained, and evidenced-based learning strategies, such as lesson study and the development of formative assessments, that improve instructional effectiveness and student achievement;

(iv) provides job-embedded coaching or other forms of assistance to support the transfer of new knowledge and skills to the classroom;

(v) regularly assesses the effectiveness of the professional development in achieving identified learning goals, improving teaching, and assisting all students in meeting challenging state academic achievement standards;

(vi) informs ongoing improvements in teaching and student learning; and

(vii) that may be supported by external assistance.


Professional(Learning(Defined,(cont.(

(B) The process outlined in (A) may be supported by activities such as courses, workshops, institutes, networks, and conferences that:

(1) must address the learning goals and objectives established for professional development by educators at the school level;

(2) advance the ongoing school-based professional development; and

(3) are provided by for-profit and nonprofit entities outside the school such as universities, education service agencies, technical assistance providers, networks of content-area specialists, and other education organizations and associations.



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Relationship(Between(Professional(Learning(&(Student(Results(

Relationship between professional learning and student results

1. When professional learning is standards-based, it has greater potential to change what educators know, are able to do, and believe.

2. When educators’ knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use to adapt their practices to meet performance expectations and student learning needs.

3. When educator practice improves, students have a greater likelihood of achieving results.

4. When student results improve, the cycle repeats for continuous improvement.

This cycle works two ways: If educators are not achieving the results they want, they determine what changes in practice are needed and then what knowledge, skills, and dispositions are needed to make the desired changes. They then consider how to apply the standards so that they can engage in the learning needed to strengthen their practice.

3. Changes

in educator practice

2. Changes

in educator knowledge,

skills, and dispositions

1. Standards-

based professional

learning

4. Changes in

student results

Quick reference guide STANDARDS for PROFESSIONAL LEARNING

STANDARDS FOR PROFESSIONAL LEARNING

Professional learning that increases educator effectiveness and results for all students ...

LEARNING COMMUNITIES: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

LEADERSHIP: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

RESOURCES: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning.

DATA: 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.

LEARNING DESIGNS: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

IMPLEMENTATION: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.

OUTCOMES: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

QUICK REFERENCE GUIDE Standards for Professional Learning 800-727-7288 www.learningforward.org

http://www.learningforward.org/standards/StandardsReferenceGuide.pdf 13

Professional(Learning(as(Continuous(Improvement(through(ProblemSSolving(

“Good teaching occurs when educators on teams are involved in a cycle in which they analyze data [Problem ID], determine student and adult learning goals based on that analysis [Problem Analysis], design joint lessons that use evidence-based strategies & have access to coaches for support in improving instruction [Plan Development & Implementation], and then assess how their learning and teamwork affects student achievement [Program Eval/RtI]”

Hirsh, 2009 14

JobSEmbedded(Professional(Development((JEPD)(

•  JEPD is reform-based professional learning in which the majority of educator learning takes place in the schools and is directly related to the needs of the school, its educators, and its students (Croft et al., 2010)

•  Examples: – Coaching, Problem-Solving/Data Teams, Lesson

Study, Mentoring, Professional Learning Communities (PLCs), Study Groups, Action Research

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School(Psychology(&((Professional(Learning((

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BEST(PRACTICES(IN(PROFESSIONAL(LEARNING(

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7(Standards(for((Professional(Learning(

•  Learning Communities •  Leadership •  Resources •  Data •  Learning Designs •  Implementation •  Outcomes

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Professional(Learning((Best(Practices(

Best Practice Indicators •  Planning •  Leadership Support •  Establishing Readiness to

Learn •  Delivery •  Evaluation “High Quality Professional Learning Indicator Checklist”

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Planning(

•  Goals & Objectives •  Scope & Sequence •  Needs assessments •  Alignment with professional and state

standards •  Foundational knowledge •  Evaluation plans

Data

Outcomes Learning Designs

Resources

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Leadership(Support(•  Alignment with district initiatives •  Prioritizing initiatives •  Time •  Resources •  Positive environment •  Ongoing support

Leadership Resources

Learning Communities

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(Establishing(Readiness(to(Learn(

(•  Alignment with previous learning •  Alignment with current initiatives & student

outcomes •  Assessing participant needs •  Learning environment

Learning Designs


Implementation

Outcomes 22

Delivery(

•  Learning Designs –  Evidence-based supports –  Variety of learning approaches –  Flexibility

•  Engagement

– Collaborative – Diversity of Perspectives –  Plan Development –  Problem Solving

Learning Designs


Implementation

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Delivery,(cont.(

•  Transfer of Training – Rationale & research – Demonstration & applicability – Practice & feedback

•  Job-Embedded Coaching/Follow-Up – Evidence-based strategies – Frequent & diverse communication – Resources –  Implementation coaching

Learning Designs


Resources

Data

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Evaluation(

•  Alignment with PD purpose •  Outcome/goal oriented •  Acquisition of knowledge, skills, practices,

and dispositions •  Continuous data collection •  Attainment of goals •  Data-based decisions

Data

Outcomes

Leadership

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HQPLIC(Companion(Guide(

The Checklist can be used in a number of ways to enhance the practices of professional learning providers: •  Self-Reflection •  Peer Observation •  Continuous

Mentoring

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HIGH(QUALITY(PL((INDICATOR(CHECKLIST(SPREADSHEET(TOOL(&(

EXAMPLE((

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High(Quality(PL(Indicator(Checklist(Spreadsheet(Tool(

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Professional(Learning(Plan((PLP)(

•  Planning –  Needs Assessment Data –  Resources

•  Learning –  Content/Focus –  Format/Type

•  Implementing –  Learning Outcomes (Knowledge,

Skills, Beliefs, Practices) •  Evaluation

–  Evaluation –  Homework/Follow Up 31

•  Long Term Goal(s) & Objectives •  Aligns with Florida Department of Education’s Professional

Development System Evaluation Protocol

Professional(Learning((Best(Practices(–(An(Example(

Best Practice Indicators •  Planning and Design •  Leadership Support •  Establishing

Readiness to Learn •  Delivery •  Evaluation

SGPPS Facilitator Professional Learning Plan

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PRACTICE(ACTIVITY(

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Practice(Activity(

•  Consider a past professional learning event: –  Practice Using the High

Quality PL Indicator Checklist & Companion Guide

•  Consider an upcoming professional learning event: –  Practice Using the PL Plan

Template

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Closing(

•  Please share with us: – How helpful was the information provided to you

today? – Do you have confidence that what you learned,

completed today will be useful back at your site? – Are there any questions of clarification about what

was shared today? – Are there questions/concepts/issues that you’d like

to see in future presentations?

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Project(Websites(

•  Florida Positive Behavior Support Project: A Multi-Tiered Support System – http://flpbs.fmhi.usf.edu/

•  Florida’s Problem-Solving/Response to Intervention Project – http://www.floridarti.usf.edu/

•  Florida’s Multi-Tiered System of Supports – http://www.florida-rti.org/

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Thank(You(

Amanda March [email protected] @AmandaLMarch Clark Dorman [email protected] Jayna Jenkins [email protected] @JJenkins_USF

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Resources(&(References(

•  Croft, A., Coggshall, J.G., Dolan, M., Powers, E., & Killion, J. (2010, April). Job-embedded professional development: What it is, who is responsible, and how to get it done well (Issue Brief). Washington, DC: National Comprehensive Center for Teacher Quality.

•  Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10-16.

•  Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: ASCD.

•  Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

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Documents

NASP 2016 Professional Learning Mini Skills.pptxfloridarti.usf.edu/resources/.../1PD_PowerPoint.pdf · (3) primarily occurs several times per week among established teams of teachers,