The EPIC Professional Learning Model - US - ERIC · PDF filesuch as Michael Fullan, John Bransford, Thomas Guskey, and Richard Elmore. For the standards review, Rockman used the National

R e s e a R c h B R i e f - M a R c h 2 0 1 0

_______________________________________________________

Kay Sloan, MAMaura Pereira-Leon, MS, EdS

49 Geary Street, Suite 530San Francisco, CA 94108

The EPIC Professional Learning Model A Review of EPIC’s Alignment with Leadership Development Research and Professional Learning National Standards

The Effective Practice Incentive Community (EPIC)______________________________________________ ____________________________________________________________________________

2 • RESEARCh bRIEF

AcknowledgmentsNew Leaders for New schools would like to thank the following organizations:

• for their generous supportoftheEffectivePracticeIncentiveCommunityandforunderwritingthisresearchbrief:

- MetLifeFoundation

- UnitedStatesDepartmentofEducation

• for their partnershipintheEffectivePracticeIncentiveCommunityprogramandfortheparticipationoftheirprincipalsinthisresearch:

- DenverPublicSchools

- DistrictofColumbiaPublicSchools

- MemphisCitySchools

- NationalCharterSchoolsConsortium

©NewLeadersforNewSchools,Inc.Allrightsreserved.ThiscontentisthepropertyofNewLeadersforNewSchools,Inc.andisnottobecopiedordistributedwithoutwrittenpermission.

ThE EFFECTIvE PRACTICE INCENTIvE CoMMuNITy • 3

With the creation of the Effective Practice IncentiveCommunity(EPIC),NewLeadersforNewSchoolshopedto accomplish twobroad and ambitious goals.The firstwas to identify and reward leadership practices drivingsignificant achievement gains in high-poverty, urbanschools. The second was to learn from those practicesandmake themmore widely available, to educators inotherhigh-needschoolswithintheEPICandNewLeaderscommunities,andeventuallytothebroadercommunityofeducatorscommittedtoensuringsuccessforallstudents.

Since2008,EPIChasawarded$7.4milliondollarsto122schoolswhereeffectivepracticeshaveledtoachievementgains—signifying clear progress toward the first goal.Recipients include district schools inDenver,Memphis,andWashington,D.C.,andcharterschoolsacrosstwentystates. Funding comes from school partners, a U.S.Department of Education Teacher Incentive Fund (TIF)grant,andprivatephilanthropies.

Inexchangefortheirawards,principalsagreetoengageinarigorousinvestigationofpracticeslinkedtoimprovedachievement. Through structured protocols, interviews,and school visits, EPICguides each school through thecreation of a school case study or profile that includesvideos of practices in action, artifacts that documentthe leadership decisions and classroom activities thatsettheminmotion,andimplementationresources.Thepublicationofover100ofthesecasestudiesandprofilesontheEPICKnowledge System(http://epic.nlns.org)marksanimportantsteptowardEPIC’ssecondgoal.

The next step is integrating EPIC resources intoschools’ and districts’ ongong leadership developmentprograms.ThisreviewstudiesEPIC’sProfessionalLearningModel,whichisdesignedtohelpNewLeaderstaketheKnowledge System from a build-it-and-they-will-comeresource to a guided, field-based professional learningexperiencethroughwhichschoolleadersusetheexampleofotherstoexaminetheirownbeliefsandpracticesandleadtheirownfacultyandstaffinmeaningfulchange.

ThereviewoutlinesthekeyelementsofEPIC’semergingprofessional learningmodel and positions it within thecontextoftheresearch literatureoneffective leadership

development and the National Staff DevelopmentCouncil’sstandardsforprofessionallearning.ThegoalistoprovideasetofbenchmarksthatwillassisttheEPICteaminfurtherrefinementandimplementationofthemodel.

MethodologyNew Leaders contracted with Rockman et al, an

independent research and evaluation firm, to conductthereview.Overthelasttwodecades,Rockmanetalhasconducted a number of evaluations, literature reviews,and validation studies related to school reform andimprovementandeffectiveprofessionaldevelopment.TounderstandhowtheemergingEPICprofessionallearningmodelalignswiththeresearchoneffectiveleadershipandleadership development, and with national standards,Rockmanexaminedboth,usingthekeyelementsoftheEPICmodelasastartingpoint.Sourcesfortheliteraturereview includedpublicationsand journal articles aboutcurrentschoolleadershipefforts,includingNewLeaders’2009paperon“PrincipalEffectiveness:ANewPrincipalshiptoDriveStudentAchievement,TeacherEffectiveness,andSchool Turnarounds”; meta-analyses of studies relatedtoprofessional learningforeffective leadership,suchasthe“SchoolLeadershipStudyonDevelopingSuccessfulPrincipals,”commissionedbytheWallaceFoundation;andthefoundationalworkofwell-knownfiguresinthefield,suchasMichaelFullan,JohnBransford,ThomasGuskey,andRichardElmore.

Forthestandardsreview,RockmanusedtheNationalStaffDevelopmentCouncil’s(NSDC)processandcontextstandards for professional learning. NSDC also setscontentstandards,anditmaybepossibletoreviewthecasesontheEPICKnowledge Systeminlightofthese,butthatwasoutsidethescopeofthisstudy.

Organization of the Review Section1ofthereviewdescribesthekeycomponentsof

theEPICprofessionallearningmodel.Section2discussestheEPICmodel’salignmentwiththeresearchbase,andSection3,itsalignmentwiththeNSDCstandards.Basedonthisbenchmarkingprocess,Section4includes“Pointsfor Consideration” to inform the continuing refinementanddevelopmentofthelearningmodel.

Introduction


Part I:

The EPIC Professional Learning Model

The EPIC professional learning model is the natural evolution of a process that begins with the identification of schools making significant gains in student achievement. “Significant” is key here, and one factor that differentiates the EPIC incentive program and professional learning model from other efforts. EPIC looks for significant or breakthrough rather than incremental gains in student achievement. The goal is to identify leadership practices linked to marked achievement gains, then carefully analyze, document, and ultimately share them with other leaders in high-poverty urban schools who need not just tips or formulas but real world examples that serve as catalysts for sustained change.

What is published on the Knowledge System, which debuted in 2008 and now contains cases and profiles from over 100 awarded schools, is therefore not a set of quick-fix strategies, but the evidence and actions behind the featured practices. In an EPIC professional learning session, participants experience a model for how to:

learn on their own in collective, critical inquiry and self-examination in targeted 1. areas of personal leadership

use contextualized case study content with their own teachers and staff2.


ExposureParticipants gain exposure to case studies of…

• over100carefullyselected,rigorouslyinvestigatedeffectivepractices

• awiderangeofschoolsandreal-worldsituations

• practicesthatcoverthedomainsoflearningandteaching,assessmentanddata,culture,alignedstaff,personalleadership,andoperationsandsystems

EPIC’sprofessional learningmodelgivesparticipants avirtual, field-based learning experience based on videosthat show successful leadership and school practices inaction.AlthoughtheEPICprofessionallearningmodelisinitsearlystages,thecasesarefullydeveloped.

ThecasesontheKnowledge Systemfallintotheleadershipdomains identified in the Urban Excellence Framework,TMdeveloped by New Leaders for New Schools to identifyleadershipactionstakenbyhighlyeffectiveprincipals.Thecategories are based on evidence gathered duringmorethan60sitevisitstoschoolsin10cities,andacomparisonofurbanschoolsmakingsignificantgainstothosemakingincrementalgains.[1]

The power of the EPIC model lies in the opportunityforeducatorstolearnnotonlyfromoneanotherbutalsofromschoolsthatareexperiencingconsistentlyhighlevelsof student achievement, and from those on the road tobecominghigh-achievingschools.

ExaminationParticipants analyze school leadership practices with the aim of identifying…

• specific,concreteevidenceofwhatmakeseachpracticeeffective

• personalleadershipactionsanddecisionsthatinfluencetheireffectiveness

Although EPIC believes that the Knowledge Systemresourcescanhelpleadersinhigh-needschoolsmovemorerapidlythroughaschoolimprovementtrajectory,EPICdoesnot hold up practices for other schools to replicate. The

casesdescribetheevolutionortellthestoryoftheeffectivepractice.Astructurednarrativedescribeshowtheneedforthepracticewasinitiallyidentified;whatgroundworkhadtobelaid;howthetoolsandroutinesaroundthepracticewere developed and implemented; what obstacles weremet;whatwaslearnedintheprocess;andhowthepracticehasbeenadaptedandimproved.

This situated, highly descriptive instruction capturesexplicitandtacitknowledge,servingasacatalystforchangeratherthanofferingparticipantsaprescriptiveprocess.

ReflectionParticipants engage in critical inquiry about how cases apply to…

• theirpersonalleadershipapproaches

• theirownschools’practices

• analogoussystems,structures,andtoolsinplaceintheirschools

TheEPICcasestudiesarebuiltfromthesameblueprintorchangemodelastheEPICinvestigationandanalysisprocessitself—and it is really this changemodel that participantsexperience.Thecasestudiestakethemthroughstepssimilartotheschoolswhosepracticesarefeatured:analyze,reflect,plan,andeventuallyadaptandimprove.

Participants are encouraged to pause, think about theideas,andconnectthemtotheirownpractice.Duringthesessions,facilitatorsencourageparticipantstoconsiderthetoolsandstructuresinplaceintheirschools,andtheirownpersonalleadershipapproaches.

Planning for applicationParticipants develop plans for…

• changesintheirownpersonalleadershipapproach

• engagingtheirfacultyandstaff

Reflection and critical inquiry are coupled withplanning for application, which may prompt changes inpersonal approaches to leadership, and deeper changesin dispositions and beliefs. Planning for application alsoincludeswaystoengagefacultyandstaff.

The key components in the ePic model are:


Peer Learning Participants learn from peers by engaging in open conversation about…

• what’simportanttothem

• what’sworkingandnotworkingintheirschoolsandwhy

AlthoughschoolleaderscanaccesstheKnowledge Systemandtaketheirownself-directedtourthroughthecases,theprofessional learningmodelgives themachance to learnandexplorewiththeirpeers,andengageincriticalinquiryanddecision-makingasa sharedactivity. Ina communityof peers, participants share like experiences anddifferentpointsofview.

Inquiry-oriented, Socratic ApproachA facilitator helps participants…

• gainadeepunderstandingofwhatmakesapracticeeffectiveinoneschoolandtheleadershipapproachthatenablesthepractice’ssuccessfulimplementation

• comparetheirownpracticesandleadershipapproacheswiththosedocumentedinEPICcasesasawaytounderstandhowtostrengthentheirschool’spracticeandtheirownpersonalleadership

• developplansforimplementingsimilarpracticesintheirownschools

During interactive analyses of EPIC cases, facilitatorsguideparticipantsthroughthelearningprocess.ItisSocraticinnature,andfacilitatorsusequestioningasthemaintoolto drive meaningful analysis, reflection, discussion, andgoalsetting.Sessionfacilitatorsdonotinstructparticipantsinwhat todo.Rather, theyprovidea forum for leaders toexploretheirownleadershipapproachesandactions.

EachcomponentandsuccessivestepoftheEPICmodelasks participants to engage in what might be termedformativestudies.Participantsassesstheirownbeliefsandschool practices, consider how practices featured in theKnowledge Systemmightbeappliedtotheirownsituations,andputforthevidenceandre-examineeffortstoseewhatisandisn’tworking.

evaluationEPIC uses a collaborative evaluation process designed

toprovideusefulinformationtohelpschoolleadersassessandadvanceschoolchangeandimprovement.Thatprocessbeginsintheplanningstageswithaneeds assessment basedonthespecificcomponentsof theprogram(e.g.,content,delivery model, and duration of the program) and theoutcomestheprogramisdesignedtoachieve.Inpartnershipwith the sponsoring district or Charter ManagementOrganization(CMO),EPICdesignsacustomizedevaluationplan.EPICbelievesstronglyinamixedmethodsapproachthatprovidesmeaningfulinformationandresults.

Based on the specific program, EPIC offers two types of evaluation studies:

• impact study. Impactstudiesarethehighestlevelofproofofaprofessionaldevelopmentprogram’ssuccess.These studiesaredesigned toprovide informationonwhatknowledgeandskillsparticipantsgain;howthatlearningaffects their leadershipbeliefs,behaviorsanddecisions;andinturnhowthosechangesinleadershipaffect school culture and other organizationalstructures.

• effectiveness study. Effectiveness studies aredesigned toprovide informationonparticipants’ levelof engagement in and reactions to the program, andchangesintheirattitudes,beliefs,andknowledge.Thedatatheygeneratecanprovideawiderangeoffeedbackon implementation, from whether participants areengagedintheprogramandableorlikelytoputlessonsintoplayintheirownschools,towhetherthesupportandinvolvementmechanismsareinplacewithinthoseschoolstomaketransferpossibleandeffective.


Part II:

how EPIC Aligns with Current Research on

Effective Leadership and Leadership Development

Program content

PDc #1:

Professional development should focus above all on student learning.

Mostlistsoftheessentialcharacteristicsofeffectivelead-ers call for a clear, steady focus on student learning. TheemphasisisreflectedintheNSDCstandardsdiscussedlaterinthisreview,allofwhichbegin,“Staff development that im-proves the learning of all students….”

Theliteraturealsomakesacaseforfocusingonbiggoalsand transformative change. In their eightprinciples of pro-fessionallearning,HirschandKillioncallfor“ambitiousgoals”thatleadto“powerfulactions“and“remarkableresults.”[2]Theimperativeisespeciallyclearforurbanschoolleadership.

ePic alignment:ThevisionfortheEPICprogramconsistsofthreeinterconnectedideas:identifyingandrewardingeduca-torsdrivingsignificantlearninggains; linkingthosegainstoleadershipactions;andsharingthosepracticesontheKnowl-edge System.AsnotedinthepreviousdescriptionoftheEPICPD model, the Knowledge System shares practices driving

This review of selected research looks at what effective school leaders do and what their

professional learning experiences should provide. In response to new ways of thinking about

school leadership, researchers and educators have put forth various lists of the “essential

characteristics” of effective leaders, which include implicit and explicit guidance for leadership

development. The review of the literature begins with a summary of what the research says

about professional development characteristics (PDC) for school leaders, then summarizes

the research on learning environments and delivery methods. The section concludes with a

review of the research on the role of evaluation in professional learning models.


significant gains, or gains that have led to breakthroughsin student achievement. The Urban Excellence Framework,whichdefinesthedomainsintowhichpracticesaredivided,wasalsotheresultofNewLeaders’effortstoidentifytheprac-ticestakenby“highlyeffectiveprincipalstodriveteacheref-fectivenessandstudentlearningoutcomes.”[3]

TheEPICprofessionallearningmodelisameansformak-ing thesepractices available tootherurban schoolprinci-pals.TheKnowledge System contentgives themauthentic,contextualized, rigorously investigatedexamplesoftheef-fectiveactions thatschool leadershavesingledoutas thekey drivers of change. Based on a collaborative needs as-sessment,theEPICteamselectscasestudiesthatmatchthesponsoring district’s or CMO’s learning goals, and focusesonthoseduringtheprofessionallearningsessions—tohelpparticipatingprincipalscreateaninstitutionalfocusonstu-dentlearningintheirschools.

PDc #2:

Professional development should help school leaders develop shared values and accountability among faculty and staff.

KevinMcGuire, Director of theUniversity of the State ofNewYork’sCenter forSchoolLeadership, sees leadershipas“theactof identifyingimportantgoalsandthenmotivatingandenablingotherstodevotethemselvesandallnecessaryresourcestoachievement.”“Ifvisionarticulatestheend,”stateDuFourandBerkey,“sharedvaluesrepresentthemeansthatarenecessarytomovetheschooltowardthattarget.”[4]

Mosteducatorsstudyingeffectiveleadershipagreeontheneedforsharedpurpose.ManyalsoagreewithFullanandcolleaguesthata“collectivemoralpurpose”mustbeaccom-paniedbyashared“responsibilityforchange,”orwhatHirschandKillioncall“accountabilityforachievingbiggoals.”[5]

ePic alignment: ImplicitinEPIC’sawards,andthedissemi-nation of leadership practices contributing to significantgainsthroughtheKnowledge Systemandprofessionallearn-ingmodel,istheassumptionthatthegainsaretheresultofcollective effort and shared accountability. Similarly,whileNewLeaders’definitionofeffectiveschoolleadershipunder-scores thecritical importanceofprincipalactions in steer-ing failing schools toward success, it also says that“wholeschools”shouldbe“high-functioning.”[6]

During the reflection and planning for application, andduring peer conversations and facilitator-led Socratic dia-logue, EPIC professional learning sessions move partici-pants’ attention from the practices featured in the Knowl-edge System to thepractices inplace in theirownschools.This process asks them to consider the changes in beliefsandapproachesthatmayneedtooccurtodevelopasenseofsharedaccountabilityamongtheirownfacultyandstaff.

PDc #3:

Professional development should help school leaders use data to set and measure goals.

Theresearchoftenpairscallsforvisionaryleadershipwiththe need to ground goals in data-driven practice. Fullan,Quinn, and Bertani, for example, state that effective lead-ership requiresbuildingpowerful“assessment for learningcapacities that involve the use of student data for schooland district improvement.” McGuire concludes that effec-tiveleaders“usedatatodeterminethepresentstateoftheorganization, identify root-cause problems, propose solu-tions,andvalidateaccomplishments.”Arecentreviewofthequalitiesandimpactofdevelopmentprogramsalsofound,amongexemplaryprograms,bothan intensefocusonde-velopinginstructionalleadershipandarelianceondataandevidence.[7]

Acallforschool-anddistrict-wideuseofdatatosetandconfirmdirectionreflectsthesystemsthinkingurgedbyThe Fifth Discipline author Peter Senge and others. It also ad-dressesaneedtointroducethispracticeinprincipalprepara-tionandprofessionaldevelopmentprograms,which,intheir2003review,HaleandMoormanfoundtobetootheoreticalandlackinginopportunitiesforleaderstodeveloppracticalskillsandreal-worldcompetence.[8]

ePic alignment: TheEPICmodel strengthens the linkbe-tweendataandbiggoals intwoimportantways.First,theKnowledge Systemcasesarechronicledwithdata,concreteevidence, and key artifacts that highlight the centrality ofdata and evidence in achieving goals. The investigationsbehindtheKnowledge Systemaredesignedtodefinetheseleadershipactions,portrayingnotsymbolic leadershipbutleadership inaction. In thevideos, featuredprincipalsalsotalkabouttheirdata-driven,results-orientedpractice.


Second, theEPICprofessional learningmodel reinforcesthelinkbetweengoalsanddatabyspecificallyaskingpartic-ipantstoexamineleadershippractices—thosefeaturedontheKnowledge Systemandtheirown—withtheaimofiden-tifyingconcreteevidenceofwhatmakesthosepracticesef-fectiveandindentifyingwhat’sworkingandnotworkingintheirschoolsandwhy.

PDc #4:

Professional development should align with school needs as well as goals, and help school leaders identify takeaways and potential applications.

Fullan observes that administrators often apply lessonsfrom professional development but that sometimes the“wrongthingisbeingreplicated.”Bryketalreferto“Christ-mas tree schools” that, in undertakingmultiple initiatives,donvarious,evenunrelatedelementsofprofessionaldevel-opment.[9]Thechallengemaylielessinthetakeawaysfromtheprofessionaldevelopment than in the identificationoftheneed theyarepresumedtoaddress. Ina study for theNationalGovernors’Association, Richard Elmoremaintainsthat,“knowingtherightthingtodoisthecentralproblemofschoolimprovement.”[10]

ePic alignment:TheEPICprofessionaldevelopmentmodelincludesanevaluationcomponentdesignedtotrackapro-gram’ssuccesstowardsmeetingstatedgoalsandobjectives.This step can help ensure that professional developmentparticipantsgetwhattheyneed.

Perhapsmoreimportant,thereflectionandplanningel-ements of the EPICmodel require participants to think interms of their own schools and practices. The experiencemirrorstheinvestigationbehindtheKnowledge Systemcas-es,whichpayscloseattentiontothefitbetweentheidenti-fiedneed, the toolsand routinesaround thepractice,andthe results.Withselectedcasesasa startingpoint,partici-pantslookfirstattheirownpersonalbeliefsorapproachesneededtoreachlearninggoals,thenatwaystoengagestaff.TheycanusetheKnowledge Systemcasesasaspringboardforstaffconversations,andtheirownEPIC-basedprofession-aldevelopmentexperienceasamodel.Theprocesshasthepotential tobring coherence toprofessionaldevelopmentanditsapplication.

PDc #5:

A close consideration of local context and the structures and tools in place should be part of the professional development content.

Evenasitemphasizestheimportanceofapplyingprofes-sional learning, the research also cautions that it may notapplyinallconditions.AsHirshandKillionstressintheirre-viewoftheapplicationofprofessionaldevelopment,“contextmatters”when school leaders transfer professional learningto theirownschools. Inhisdiscussionof lessonsaboutdis-trict-widereform,Fullansaysthateffectiveleadersneed“thestructures,roles,androlerelationshipsthatrepresentthebestarrangementforimprovingallschoolsinthedistrict.”[11]

ePic alignment: The reflection component of the EPICmodel specifically includes looking at the“analogous sys-tems,structures,andtoolsinplace.” Indoingsothemodelcan help participants think about their schools’ readiness.EPICalsoinvitesparticipantstothinkabouttheirownper-sonalleadershiproles,makingtheirpersonalbeliefspartofthecontext inmuchthesamewaythatactionsarepartofthedata.

EPICsessionfacilitatorsmakeitclearthatit isnotapre-scriptivelearningmodel,andthatparticipantsshouldn’tex-pecttoleavewithasimplesetofstrategiestheycanapplyintheirownschools.TheKnowledge Systemcasesdon’tof-ferreadymadesolutions,butserveasastartingorreferencepointforparticipantstoexaminetheirownschools.

PDc #6:

Professional development should give participants the tools to share leadership and build capacity among faculty and staff.

Whiletheresearchoftenidentifiesleadershipasthesinglemost important factor in creatingeffective schools, it alsoacknowledgesthatleadershiprarelyresideswithasinglein-dividual.[12] Therearenumerouswaysof lookingatsharedleadership:Elmorecallsit“de-romanticizingleadership,”andBrykcallsitthe“de-privatizationofpractice”.

Most lists of the qualities or requirements for effectiveleadershipincludethevalueofbuildingcapacitytoimple-ment andachieve change. In aRAND Change Agent Study, BermanandMcLaughlincitestrongleadershipandthe in-


volvement of teachers as not just valuable but necessaryforinstitutionalizingimplementation.[13]Intheirtenlessonsaboutdistrict-widereform,Fullanetallista“commitmenttocapacity-buildingstrategies,”noting that the“mainmarkofsuccessfulleadersisnottheirimpactonstudentlearningattheendoftheirtenure,butratherthenumberofgoodlead-ersthey leavebehindwhocangoevenfurther.” [14] The lit-eraturealsostressestheimportanceofongoingprofessionalgrowthwithinschools,andtheneedtosolveproblemswith“internalexpertise.”AsHirschandKillionnote,both“context”and“capacity”matter.[15]

ePic alignment:Theideaofdistributedleadershipisimplic-itinmanyoftheKnowledge Systemcasesandprofiles,whereprincipalsdescribetheireffortstoengageschoolleadershipteams,departmentalchairs,orthelargerschoolcommunityinshareddiscussionsandpractice.Theimportanceofbuild-ingcapacityisalsocloselytiedtoNewLeaders’emphasisonalignedstaffandtheirmodelofeffectiveleadershipas“hu-mancapitalmanagement.”[16]

Whilethevideocasesmaygiveprincipalsanideaorstrat-egyforinvolvingteachersorconstitutingaleadershipteam,themorebroadlytransferableskillfromthe“planningforap-plication”componentoftheEPICmodelisawayofengagingteachersincriticalinquiryabouttheirpractice.Askinghardquestionsofthemselvesandteachersaboutpracticesorbe-liefs,andthedialoguethatensues,arecriticalcomponentsofsharedleadership.

PDc #7:

Developing capacity and sharing leadership means functioning as a professional learning community.

Theliteratureoncapacitybuildinganddistributedleader-shipoftendovetailswiththegrowingbodyof literatureonprofessionallearningcommunities,whichhashelpeddefinehowprofessionaldevelopment is conceived,provided,andappliedinschools.Theideaitselfisnotnew:theterm“profes-sionallearningcommunities”datesbacktothe1960s,butitwasinthe1990sthatresearcherslikeMcLaughlin,NewmannandWehlagereportedthatschoolsshouldoperatelikepro-fessional communities,with sharednorms andbeliefs, col-laborativecultures,andcollectiveresponsibilityforthelearn-ingofall students.Other leaders in thefield includeFullanand Richard DuFour and Robert Eaker, whose Professional

Learning Communities at Work has become a standard textforschoolleadersandteachers.[17]

ePic alignment: An EPIC sessionmodels the process thatleaderswilltakebacktotheirschoolsandengageinwiththeirfaculties,whichcanhelpleadersbuildtheskillsnecessaryforacollaborativeculture.TheEPICmodelalsoencouragespeerlearning,sothatthesessioncreatesalearningcommunityinwhichparticipantsengageininquiryandreflectionandfrankdiscussionsofgoalsandchallenges.Thiscommunityhasval-uenotonlyasamodelbutalsoasadistrict-orCMO-widecommunitythatcangiveschoolleadersabroaderperspec-tive,peer support, and locally specific ideas for addressingsharedgoalsandchallenges.

PDc #8:

Professional learning experiences should give school leaders opportunities to develop habits of critical inquiry and reflection, and consider how to engage their own faculties in reflective inquiry.

Currentresearchonandprescriptionsforeffectiveleader-shipdevelopmentstressthevalueofimparting“habitsofre-flectionandcriticalanalysis.”[18]DuFourandBerkeycontendthatthisnotonlybuildscommunitybutalsomodelsacom-mitmenttoprofessionalgrowth.”[19]

ePic alignment: Critical inquiryandreflectionareembed-dedthroughout theEPICmodel.By takingpart inwhatef-fectivelyservesasalearningcommunity,andinconsideringtheirownschoolcommunities,participantsareencouragedtoexaminewhat isn’tworkingandwhat isworking,alwayswithaneyetothepivotalroleleadershipdoesorcouldplay,beliefs and attitudes thatmay impede or support success,andwaystolearnfrompractice.

PDc #9:

Critical inquiry should explore differences as well as points of agreement.

Theliteratureisclear:inspiringandimplementingchangeisnotalwayseasy.McGuirenotesthatevenastheyembraceinformed,plannedchange,leadersmustrecognizethatnoteveryonemaysupportit.AMcRELstudyonbalancedleader-shiplookedatthemagnitudeofchange,anddefines“change


ofthesecondorder”aschangethatrequireleadersto“workmoredeeplywithstaffandthecommunity,”whichmaymeanconflict,disruptions,andchangingworkingrelationships.[20]

Fullanet alwrite that thoughconflict is inevitablewhendifficultchangeisattempted,theopportunitytoexploredif-ferencescanalsobeproductive.Inthissamevein,Hirschlik-enstheprocesstowhatDorisKearnsGoodwincallsLincoln’s“teamofrivals.”Indiscussingthevalueoflookingatpersonalbeliefs,HirschandKillionsaythat“Fordeepchangetooccurandfortransformationallearning,thesystemmusthaveopencommunicationthatallowsallmemberstodrawattentiontoinconsistenciesinespousedbeliefsandbeliefs-in-actions.”[21]

ePic alignment: Access to the Knowledge System allowsEPICparticipantstoseehowotherleadersandschoolsformand function as communities of practice, which includesdealingwithdisagreement.AsparticipantsinanEPICprofes-sionallearningsessionengageinconversationswithpeers,theycanusethatexperiencetoexamine,clarify,defend,andeven begin to change their beliefs and approaches—andgaininsightsonhowtoestablishnormsofcollegialitythatembraceproductiveconflict.Thisexerciseofcriticalinquiry,followedbyinteractionswithpeers,previewsconversationswithfacultiesandhasthepotentialtoprepareparticipantsforandsupportthesecondorderofchange.

adult Learning Theory

PDc #10:

The learning strategies employed in professional learning experiences should accommodate the needs of adult learners.

Researchonhowadultslearnhasinfluencedhowleader-shipdevelopmentisdesignedanddelivered.Again,theideashavebeenaroundforsometime—theoft-invokedSocraticmethodgoesbacktotheGreeks—butthecurrent interestdates to 1973,withMalcolmKnowles’The Adult Learner: A Neglected Species.Morerecently,JohnBransford’sHow Peo-ple Learn: Brain, Mind, Experience, and School renewedinter-estinhowadultsprocessinformationandhowtheyshouldbeschooled.[22]

Typicallylistedamongthekeyfactorsthatsupportadultlearning are flexibility, active involvement, and intellec-

tualchallenge—stemmingfromthefact,asKnowlesmain-tained,thatadultsareself-directedandwanttoknowwhytheyneedtolearnsomething.Moresothanyoungerlearn-ers, theycometo learningenvironmentswithpre-existinglearninghistories,priorexperiences,andachievements,allofwhichshouldbeacknowledgedandaccommodated.[23]

ePic alignment:TheKnowledge Systemallowsforflexible,self-directedlearning.WhattheEPICsessionsprovideistheactiveinvolvementandtheintellectualchallengethatcomefrominquiryanddialogueandthein-depth,iterativecom-parisonofpersonal leadershipbeliefsandapproachesandthoseportrayedintheKnowledge Systemcases.Knowledgetaughtinavarietyofcontexts,saysBransford,ismorelikelyto support flexible transfer, and allow learners to extractrelevantconcepts.[24] Thevideosused inEPICprofessionallearningsessionslocatepracticesinthemultiple,authenticcontextsthatBransfordsupports;andthepriorexperiencesthatschoolleadersbringtothediscussionsaroundthevid-eocasessituatepracticesinadditionalcontexts.

PDc #11:

Adult learners need scaffolding, regular feedback mechanisms, opportunities for collaboration and teamwork, and an opportunity to apply new knowledge in real-world situations.

Research suggests that although adults value self-direct-edness in learning opportunities, they also place high valueon communication and collaborative learning environmentswheretheycanarticulate,reflecton,andshareexperiences.[25]

Amore recent incorporationof adult learning theory isin Richard Elmore’s notion of“instructional rounds,”whichis based on doctors’ rounds and the success of problem-centeredlearningandsustainedongoingsupportforadults.Thisandotherresearchsuggeststhatadultsneedtoapplywhat they’ve learned“toward the resolutionof“real-worldproblemsanddilemmas.”[26]Bransford,too,saysthatexperi-encesshouldbecommunity-centeredaswellaslearner-andknowledge-centered.

Theresearchsuggests thatblendedmodelscanaccom-modate adult learning needs and schedules. Bransfordnotesthatoneofthewaystechnologycanbeusedtohelpestablisheffectivelearningenvironmentsisin“bringingreal-worldproblems”intotheclassroomthroughvideoandsimu-


lations.[27]Ina2004studyoflearningenvironments,Ausburnfound that those most valued by adult learners combineface-to-facecontactwithweb-basedlearning.[28]

ePic alignment: The EPIC model is a blended model. Inface-to-facesessions,facilitatorscanprovidescaffoldingandmediatea forumwhereparticipants canexplore theirownleadershipapproachesandactions.Theconversationswithpeersaddsharing,feedback,andcollaborationtothevirtualproblem-basedlearning.SchoolleaderscanalsoaccesstheKnowledge Systemontheirowntoexplorenewcases,orre-visitacaseafterasessionwiththeirownfacultyandstaff.

PDc #12:

Group affiliation or cohort identity can strengthen professional learning.

Some research also suggests that interaction, collabora-tion,andsharingshouldtakeplaceamongacohortgroup.Adultsneed, for example,“groupaffiliation”when theyen-gage inprofessionaldevelopmentactivities,andonestudyfound that teachers gave higher ratings to the leadershippracticesofprincipalswhoparticipatedincohorttraining.[29]TheStanfordSchoolLeadershipstudy,whichidentifiedeightexemplaryprofessionaldevelopmentprograms, alsonotedthepositiveimpactofanintegratedexperienceforprogramparticipants. The findings indicated that cohorts were notsimplyawaytogroupcandidates,butalsoservedasaped-agogical tool to“teachteamwork,developasenseofcom-munityaslearners,facilitatedeepanddurablepeersupportnetworks,andmodeldistributedleadership.”[30]

ePic alignment: EPICdoesnotspecifycohortgrouping inits professional learning model, though district-wide par-ticipation and immersion in themodel through successivesessionscanbuildasimilarsenseofaffiliation.Intheneedsassessment,EPICcouldalsostressthe importanceofasus-tained,integratedexperienceforschoolleaders,anddefineothersourcesofaffinity—gradelevel,schoolneed,stageofimprovement—thatcould supportcollegialityandadddif-ferentdimensionstotheanalysisofcases.

evaluationThegrowingneedforandinvestmentsinleadershipdevel-

opment,alongwithexpandingoptions,haveledtoagreaterneedforevaluation.Participants,providers,andstakeholders

needtoknow,“doesitwork?”Includingevaluationcanalsohelpensurethattheprofessionaldevelopmentoccursasde-signed and intended. AsNSDC president StephanieHirschnotes,“Whatgetsmeasuredgetsdone.”[31]

PDc #13:

Evaluation should be incorporated into the planning of professional learning.

In2002,NSDC released“WhatWorks,” a seriesof reportsonassessingeffectiveprofessionaldevelopmentprograms,which found that effective programs are “research-based,havecurricularcoherence,”andexhibitthe“featuresofpro-fessionaldevelopmentprogramsmostfrequentlyidentifiedintheliteratureasbeingessentialtothedevelopmentofef-fectiveschoolleaders.”[32]Conductingevaluationfromthebe-ginningofaprofessionaldevelopmentcanmodelthekindsofdata-drivendecisionspromotedinthetrainingitself.Itcancaptureparticipants’reactionsbutalsotheirlearninganditcandeterminewhetherandhowthatlearningwasapplied,andwhatimpactithad.

ePic alignment: EPIC proposes a collaborative evaluationmodel with the potential to help school leaders both as-sessandbringabout schoolchange.Themodel includesaneeds assessment based on specific program componentsand desired outcomes, fromwhich emerges a customizedevaluationplan.Theplancouldfocus,forexample,ontheef-fectivenessoftheprofessionaldevelopment,providinginfor-mationaboutengagement,reactions,andchangesinbeliefsandknowledge;or,itcouldfocusmoreonimpact,lookingatchangesinbeliefsandknowledgewhileaddressingchangesinschoolcultureandorganizationalstructuresaswell.

PDc #14:

Evaluation can help districts and schools assess and monitor progress, and see not only what professional development best equips school leaders but also what support and structures best ensure appropriate and successful implementation.

DuFour and Berkeywrite, that“if the school has under-takenaninitiativeto‘altertheprofessionalpractice,beliefs,andunderstandings’ofthefaculty,theprincipalmustmoni-tor whether or not the desired change is taking place.” [33]


ThomasGuskey,whohaswrittenwidelyonprofessionalde-velopment,proposesafive-levelmodel forevaluation.Thefirst level looksatparticipants’ reactionsandassessesbasicneeds—did participants like the training, and what newknowledgeorskillsdidtheygain?Leveltwoexploreswheth-erparticipantsacquired“theintendedknowledgeandskills,”andlevelthreeincludescontextualfactors:whatistheleveloforganizationalsupport,whatresourcesweremadeavail-able,whatwastheimpactontheorganization,andhowdidthe professional development influence what participantsdidonthejob?Levelfourturnstothecriticalquestionofap-plication,asking,“Didparticipantseffectivelyapplythenewknowledge and skills?”The fifth and final level asks,“Whatwastheimpactonstudents?”[34]

In an article entitled“Building an EvaluationTool Kit forProfessionalDevelopment,”Buher-Kane,Peter, andKinnevyproposeaddingasixth level,whichtheycall“extension,” toencouragemore follow-through and a longer-term look attherippleeffectsofprofessionaldevelopment.[35]

ePic alignment: The evaluation studies suggested in theEPICmodel are designed to explore how the professionallearning experiences affect participants’ knowledge andskills;howtheyaffecttheirleadershipbeliefs,behaviorsanddecisions;andinturnhowthosechangesinleadershipaffectschoolcultureandotherorganizationalstructures.

NOTes[1] “Principal Effectiveness: A New Principalship to Drive Student Achievement,

TeacherEffectiveness,andSchoolTurnarounds.”NewYork:NewLeadersforNewSchools(2009).

[2] Stephanie Hirsh and Joellen Killion, “When Educators Learn, Students Learn:Eight Principles of Professional Development,” Kappan Magazine, http://www.pdkintl.org/kappan/k_v90/k0903hir.htm(accessedDecember2,2009).

[3] NewLeadersforNewSchools,“PrincipalEffectiveness,”5.[4] SeeKevinMcGuire,“DoYouHaveWhatItTakesToBeAnEffectiveSchoolLead-

er?”interviewwithKevinMcGuire,CurriculumReview,no.41(2001);andRichardDuFourandTimothyBerkey,“ThePrincipalasStaffDeveloper,” Journal of Staff Development 16, no. 4 (1995), <http://www.nsdc.org/news/jsd/jsddufour.cfm>(accessedDecember13,2009).

[5] Michael Fullan, Al Bertani, and JoanneQuinn,“New Lessons for District-wideReform,”Educational Leadership 61, no. 7 (2004), http://www.michaelfullan.ca/Articles_04/04_04.pdf (accessedNovember 17, 2009). Hirsch & Killion,“WhenEducatorsLearn.“

[6] NewLeadersforNewSchools,“PrincipalEffectiveness,”12.[7] Michelle LaPointe and Stephen H. Davis, “Effective Schools Require Effective

Principals” Leadership, 36 (2006). http://www.britannica.com/bps/additional-content/18/24093836/effective-schools-require-effective-principals (accessedNovember16,2009).SeealsoDennisSparksandStephanieHirsh(1997,A New Vision for Staff Development).

[8] SeePeterSenge,The Fifth Discipline(NewYork:Doubleday,1990);andElizabethL.HaleandHunterN.Moorman,“PreparingSchoolPrincipals:ANationalPerspectiveonPolicyandProgramInnovations,”InstituteforEducationLeadership,Washing-ton,DC&IllinoisEducationResearchCouncil,Edwardsville,IL(2003).http://www.iel.org/pubs/PreparingSchoolPrincipals.html.(accessedNovember16,2009).

[9] Fullan,p.64.[10] Richard Elmore, “Knowing the Right Things to Do: School Improvement and

Performance-Based Accountability.” National Governors’ Association (2003),http://www.ngaorg/cda/files/0803KNOWING.PDF(accessedNovember18,2009).

[11] Hirsch&Killion,“WhenEducators Learn”; Fullanet al,“NewLessons.” See also“StaffDevelopmentandChangeProcess:CutfromtheSameCloth”(1994),http://www,sedk,irg/change/issues/issues42.html(accessedNovember20,2009).

[12] R.J.Marzano,What Works in Schools(Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,2003).

[13] Fullanetal,“NewLessons.”[14] Paul Berman & Milbrey McLaughlin, Federal Programs Supporting Educational

Change.Vol. 8 : ImplementingandSustaining Innovations (SantaMonica,CA:RandCorporation.1977).SeealsoL.B.Easton(ed), Powerful Designs for Profes-sional Learning,(NSDC:OxfordOH,2004).

[15] Hirsch&Killion,“WhenEducatorsLearn.”[16] NewLeadersforNewSchools,“PrincipalEffectiveness,”17-22.[17] SeeMilbreyMcLaughlinandJoanTalbert,Newmann, Professional Learning Com-

munities and the Work of High School Teaching(Chicago,IL:UniversityofChicagoPress,2001).RichardDuFourandRobertEaker,ProfessionalLearningCommuni-tiesatWork(Alexandria,VA:AssociationforSupervisionandCurriculumDevel-opment,1998).

[18] StephenDavis,LindaDarling-Hammond,MichelleLaPointe,andDebraMeyer-son,“DevelopingSuccessful Principals,” Stanford Educational Leadership Insti-tute(2005).

[19] DuFour&Berkey,”ThePrincipalasStaffDeveloper.”[20] TimWaters,RobertJ.Marzano,andBrianMcNulty,“BalancedLeadership™:What

30YearsofResearchTellsusabouttheEffectofLeadershiponStudentAchieve-ment,”McREL(2003),<www.mcrel.org>.

[21] Hirsch&Killion,“WhenEducatorsLearn.”[22] SeeMalcolmKnowles,TheAdultLearner(Woburn,MA:Butterworth-Heinemann,

1973;5thedition,1998);JohnBransford,How People Learn(Washington,DC:TheNationalResearchCouncil,2000).

[23] Dorothy Billington, “Seven Characteristics of Highly Effective Adult LearningPrograms.”RetrievedNovember16,2009,fromNewHorizonsforLearningweb-site:http://www.newhorizons.org/lifelong/workplace/billington.htm.

[24] Bransford,How People Learn,236.[25] Billington,“SevenCharacteristics.”[26] RichardF.Elmore,“ProfessionalNetworksandSchoolImprovement:TheMedi-

calRoundsModel,AppliedtoK-12Education,ProvidesaCommunityofPracticeamong Superintendents Committed to Better Instruction,” Harvard Education Letter,25,no.3 (2007),<http://www.hepg.org/hel/article/157> (AccessedNo-vember25,2009);Bransford,HowPeopleLearn,27.

[27]Bransford,How People Learn,243.[28]L.J.Ausburn.(2004).Inastudyofthecoursedesignelementsmostvaluedby

adultlearnersinblendedonlineeducationenvironments:AnAmericanPerspec-tive.Educational Media International,41(4),327-337.

[29] K. Leithwood et al., The International Handbook of Research on EducationalLeadershipandAdministration(NewYork:KluwerPress,1996).

[30] MichelleLaPointe&StephenDavis (2006).“EffectiveSchoolsRequireEffectivePrincipals,” Leadership, 36, no.1, 16-19, 34, 36-38. http://www.britannica.com/bps/additionalcontent/18/24093836/effective-schools-require-effective-princi-pals(accessedNovember16,2009).

[31] Hirsch&Killion,“WhenEducatorsLearn.”[32]JoellenKillion,What Works: Results-Based Staff Development.Oxford,OH:Nation-

alStaffDevelopmentCouncil,2002.[33]DuFourandBerkey,“ThePrincipalasStaffDeveloper.”[34] ThomasR.Guskey,Evaluating Professional Development.ThousandOaks,CA:Cor-

winPress,2000.Citedin“AConversationwithThomasR.Guskey,”TheEvaluationExchange, XI no. 4 (2005-/2006). http://www.hfrp.org/evaluation/the-evalua-tion-exchange/issue-archive/professional-development/a-conversation-with-thomas-r.-guskey(accessedDecember2,2009).

[35] Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy, “Building an Evalua-tionToolKit for ProfessionalDevelopment,”The Evaluation Exchange, XI, no. 4(2005/2006). http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/professional-development/building-an-evaluation-tool-kit-for-profes-sional-development.(accessedDecember2,2009).


Part III:

how EPIC Aligns with the National Staff Development

Council’s Standards for Professional Development

R esearch suggests that as schools look for ways to evaluate professional development and

justify their investments, one criterion is whether programs align with national standards.

This section looks at the alignment of the emerging EPIC model with the standards

authored by the National Staff Development Council (NSDC), which has, for the last

decade, looked at schools and school systems producing significant gains for students.

NSDC’s purpose, and the premise implicit in the standards that have grown out of

their work with schools, is as simple as it is comprehensive: “Every educator engages in

effective professional learning every day so every student achieves.” The title of a recent

Kappan article by current president Stephanie Hirsch says it even more simply, but no less

emphatically: “When Educators Learn, Students Learn.”


context standardsThefirstofNSDC’sthreecontextstandardscallsforstaff

development to organize adults into learning communities whose goals are aligned with those of the school and district.The importanceof sharedgoals and“newwaysof profes-sionalsworkingtogether”wasclear in the literatureand isequally apparent in the EPIC model. EPIC sessions modelcommunitiesofpracticeandencourageparticipantstorec-reate themwithin theirown schools.Throughvideocasesandtheexamplesofothers,participantsconsidertheirownschoolgoalsandpracticesandwaystofostersharedvaluesandcollectiveresponsibility.

The second standard stresses the importance of leader-ship in staff development. Skillful school and district leaders who guide continuous instructional improvement mustbeableto articulate not only “the critical link between leadershipand instructionalgrowth”butalso thevaried linksbetween“improvedstudentlearningandtheprofessionallearningofteachers.”Evenasschoolleadersdistributeleadershiprespon-sibilitiestofacultywhoforgethoselinks,theyexamine,andre-examine,“theirownvaluesandbeliefs”andtheireffectonachieving“organizationalgoals.”Effectiveinstructionalleader-shipisatthecoreoftheEPICinitiativeandtheprofessionallearningmodel.Asthestandardproposes,participantsexam-inetheirbeliefs,theirleadershipapproaches,theirplans—andtheroletheyplayincreatingastrongschoolculturefocusedonimprovedinstructionandachievement.

Althoughthecollectiveresponsibilityforimprovedlearn-ing is internal, NSDCmakes a strong case for investing inresources to support adult learning and collaboration. Asone investmentoption,EPICoffersmultipleadult learningresources—virtualfieldexperiences,self-directedandfacili-tatedsessions,peer learningopportunities,andotherpro-fessionallearningpracticesthatschoolleaderscantakebacktotheirownschools.TheKnowledge System’srichrepositoryoffersawidevarietyofresourcesdesignedtoaccommodatethefullrangeofadultlearningneeds.

Process standardsThefirstprocessstandardrelatestotheuseofdisaggre-

gatedstudentdatainstaffdevelopment,notonlytomoni-tor progressbutalsotodetermine adult learning priorities and help sustain continuous improvement. The EPICmodel andKnowledge System make frequent reference to the critical

importanceofusingdatatochartthecourseofschoolim-provement.ThoughtheEPICmodeldoesnotmakeexplicitreferencetousingstudentdatatodetermineteachers’pro-fessionallearningneeds,individualKnowledge Systemcasesofferdetailedexamples.

Staffdevelopmentshouldalso,accordingtoNSDC,drawonmultiple sources of information to guide improvement and demonstrate its impact.EPIC’smodelof incorporatingeval-uation—even in theplanningstages—andgatheringdatathroughoutalignscloselytotheNSDCstandard.NSDCalsoemphasizes collectingmore than“participants’ immediatereactionstoworkshopsandcourses,”andextendingevalu-ation to participants’ “acquisition of new knowledge andskills.”TheevaluationcomponentoftheEPICmodelrepeat-edlyasksschoolleadershowlearningtransferstooraffectspractice, and how their experiences affect school cultureandorganizationalstructures.

The fourth standard proposes that staff developmentprepare educators to apply research to decision making. NSDCcautionsthatresearchcanmeandifferentthingstodifferentpeople. Schooldecisionmakers shouldbecome“informedconsumers,” clear about what they mean by “research-based,”whatresearchcantellthem,andwhentheyshouldconducttheirownpilotstudiestovalidateefforts.TheEPICmodellikewiseencourageseducatorstobasedecisionsonresearch. The Knowledge System contains a storehouse ofqualitative data on leadership and instructional practices,alongwitharchivalevidenceandquantitativeschooldata.Thisinternalresearchbasecanserveasabenchmarkforus-ersandprofessionaldevelopmentparticipantsastheyper-formtheirowndatacollectionandvalidationofpractice.

Two additional process standards urge educators to in-corporatelearning strategies appropriate to the intended goalintotheirstaffdevelopmentandapply knowledge about hu-man learning and change,notingthateffective—andoftenthemost powerful—programs combine different learningstrategiesanddeliverymethods.Whatisimportant,accord-ingtoNSDC,isthat“staffdevelopmentleadersandprovidersselectlearningstrategiesbasedontheintendedoutcomes.”The EPIC blended model gives participants virtual field-based learningexperiencesandmultipleopportunities forpeerlearning,inquiry,andreflection;italsoallowsschoolsordistrictstotailorsessionstolearningneeds.ParticipantscanalsovisittheKnowledge Systemontheirownandengagein


self-directedlearning.EPICalsomeetsNSDC’srequirementfor adult learning that promotes“deep understanding” ofatopic.

Comingfullcirclebacktotheemphasisonlearningcom-munities,NSDCcallsuponstaffdevelopmenttoprovide edu-cators with the knowledge and skills to collaborate.EPIC’sface-to-face sessions and those that participants convenewiththeir own faculties address this standard, and, in concertwiththeKnowledge System,canhelpparticipants“becomeeffectiveatperforming thegroup’swork inamanner thatsatisfiesboththetaskandinterpersonalexpectationsofpar-ticipants.”NSDCalsoofferstwocaveats:First,thatthiskindofgroupworkisaphasedprocessthatrequiresalong-termcommitment; second, that leaders shouldguard against a“pseudocommunity”or“contrivedcollegiality,”andengageparticipantsin“candidconversations…essentialinreachingconsensusonlong-termgoalsandstrategiesandinfindingsolutionstotheperennialproblemsofteachingandschool

leadership.”EPIC,too,emphasizescandidself-studyanddis-cussion,andprovides facilitatorswhohelpgroupsas theynavigatewhatNSDCcalls“unfamiliarwaters.”

Boththecontextandprocessstandardssignalthegrow-ing roleof technology instaffdevelopment.NSDCrecom-mends virtual networks, electronic formats, distance tech-nology,andvariousmediathatenablelearningthroughoutthedayandinvarioussettings.Whilepromotingnewtech-nologiesthatallowteachersandadministratorswithdiffer-entlearningpreferencestoshareideas,strategies,andtools,NSDCdoesnotshyawayfromthefactthatelectronicformsmay also present teachers and administrators with chal-lenges“whoseoutlinesareonlybecomingdimlyvisibleaslargernumbersofeducatorsbegin touse theseprocessestostrengthentheirteachingandleadershippractices.”Withitsblendedmodelandvideocases,EPICmeetsthecall forincorporatingnewtechnologies.


There are also features in the EPIC model that differentiate EPIC from other models and resources. The points below are intended to inform the further development of the model, and suggest features or capabilities the EPIC team might em-phasize in dissemination and implementation efforts.

EPICfocusesonsignificantgainsinachievement,effec-1.tivepractices,andtherealissuesprincipalsfaceduringall stagesof school improvement.Although these fea-turesdifferentiateEPICfromotherprofessionaldevelop-mentmodels,thedistinctionsaresubtleandmaybelostinimplementationplanning.Forschool,district,orCMOleadersandprofessionaldevelopmentplannerstofullyunderstandwhatEPICoffers,itmaybeimportant,forex-ample,toreferencetheresearchonthevalueoffocusingon fewerbutmorepressinggoals—on the“ambitiousgoals” linked to “powerful actions.” Similarly, pointingoutthedifferencesinamodelthatshowcases“effective”as opposed to“best” practices, or portrays leadershippracticesinstitutedintheearlyratherthanlaterstagesofschoolturnaround,mayhelppotentialusersseewhatEPICoffers, and,with theEPIC team, select cases from

theKnowledge Systemthatbestalignwithschoolgoals.

The researchand standards leavenodoubt thatgoals2.shouldbegroundedindataandevidence,buttheremaybeatendencyinprofessionaldevelopmentsessionstokeepthemseparate,withsomesessionsdevotedtoset-tinggoals andothers to analyzingdata. EPIC, and theKnowledge System,makethelinksmorevisibleandrein-forcetheinterconnectednessoflearninggoals,practice,andevidence,andtheneedforasystemsapproachtoimprovingachievement.Again, inplanning the imple-mentationoftheEPICprofessionallearningmodel,theEPICteamcouldemphasizetheimportance—andtheuniquenessoftheEPICmodel—ofexaminingevidence,leadershipactions,schoolstructures,and implementa-tionplansinasinglesession.

It may be valuable to engage schools, districts, and3.CMO’sinadiscussionofhowthetransferfromPDses-siontoschoolshouldwork,earlyonandthroughouttheprocess,revisitinggoals,experience,support,andadvo-cacy.Thisisapartofthemodel,butongoingconversa-tionsaboutwhatparticipantstakeawayandputtowork

Part IV:

Points for Consideration

The reviews indicate that, in its broad outlines, the EPIC professional learning model

aligns comfortably with both the research and the standards. The central argument of

both—that schools need skilled leaders who focus on helping all students learn, use data to

set and measure goals, create strong communities of practice among faculty and staff, and

model critical inquiry and ongoing learning—are reflected in the model’s design and chief

resource, the EPIC Knowledge System.


intheirownschoolscouldaddclarityandensureappli-cation,andatthesametimeallowforchangingneeds,new input, or unanticipated challenges. Although thegoalof theneedsassessment is to tailor theEPIC ses-sionstospecificneeds,atthefrontendoftheprocessitmaynotbepossibleforschoolsleadersandprofessionaldevelopment planners to anticipatewhat participantswillgainfromthesessions.Itmaybevaluabletorevis-it thefitbetweensessioncontentandschoolneeds inongoingorperiodicconversationswithstakeholdersaswellasparticipants.

Onethingthatcomesthroughrepeatedlyintheresearch4.and standards is that professional development mustbe continuous, just as forming learning communities,sharinggoals and leadership, andultimately improvingachievement is anongoingprocess.As EPICplanswithschools,districts,orCMO’stoemploythemodel,itmaybevaluabletooutlineandstronglyencourageaphasedpro-gram,wherebyschoolsordistrictssignontoalong-termcommitmentorongoingprocess throughwhicheffortsarerevisitedandsuccessivelyanalyzed.Successivephas-esneednotnecessarilyinvolveaddingonEPICsessions.ItinfactmaybemoreimportanttodefinephasesbythedegreetowhichEPICtransitionsprofessionallearningtoschoolsanddistricts,whichreplicatetheEPICmodelwiththeirownfacultiesandstaff.StressingtheimportanceofasustainedactivitycouldnotonlybuildlocalcapacitybutalsosecurefurtherdisseminationandsustainabilityoftheEPICmodel.

EPICdoesn’tincorporatethelateralcapacitymakingthat5.Fullan says strengthens connectionswithinandacrossdistricts.AstheEPICteamdisseminatesthemodel,onestrategymaybetorecommendthatschools,districts,orCMO’swith similar composition, challenges, andgoalslookatsharedsessionswhereintheybuildcapacitywith-inandacrossinstitutions.Thisstrategycouldgiveusers

adifferentwaytolookatinvestmentintheprofessionallearningprocessand leverage resourcesand results. ItcouldalsohelptheEPICteamdisseminatemorewidelyanddevelopnewmodelsofimplementation.

AstheEPICteamplanswithschools,districts,orCMO’s,6.theyshouldemphasizethevalueofevaluation.There-searchandthestandardsclearlysupportthis,asawaytojustifyinvestmentsandunderstandhowprofessionallearning is put intoplay andwhat changes emerge. Ifchangesdonotcomeabout, it isequally important tounderstand what stands in their way. Guskey’s modelmaybeausefulonethatdistrictsorparticipantscanuseforself-study,toframeandevaluatetheirinvestmentintheEPICmodel.

Itmaybe important to reference the research in shar-7.ing themodelwith educators and potential users, fortwo reasons. First, educators andpotential users needtounderstandthemodelandhowitcomparestootherresources:inamarketwherethereareanumberoffor-mulaicorprescriptiveprograms,potentialusersshouldsee the features that characterize EPIC or set it apart.Second,itisimportanttooffereducatorswhoareinvest-ingortakingpartinaprofessionallearningexperiencereassurancethatitisresearch-based.Someparticipantsmaybeespeciallyinterestedinconsultingtheresearchfurther.

Consider an online forum or sharing mechanisms for8.participants to continue conversations begun in EPICprofessional learning sessions. The research and stan-dardssupportusingtechnologyasacollaborativetool.Again,thiscouldbemoreofadistrictorCMOeffortthananEPICinitiative.Althoughthisisnotpartofthecurrentlearningmodel,EPICcouldincorporatethisfunctional-ityintotheKnowledge System,orintoitslearningmodel,extendingconversationsbetweenandbeyondtheses-sionsandreinforcinglearningcommunities.


MetLifeFoundationsupportseducation,health,civicandculturalorganizations.Itseekstoin-creaseopportunitiesforyoungpeopletosucceed,encourageleadershipdevelopmentforteachersandprincipals,andconnectschools,familiesandcommunities.ItsfundingforeducationisinformedbyfindingsfromtheannualMetLifeSurveyoftheAmericanTeacher.Formoreinformationvisitwww.metlife.org.

NewLeadersforNewSchoolsensureshighacademicachievementforeverystudentbyattractingandpreparingoutstandingleadersandsupportingtheperformanceoftheurbanpublicschoolstheyleadatscale.NewLeaderswasfoundedin2000andoperatestodayintencities:BayArea(CA),Balti-more,Charlotte,Chicago,Memphis,Milwaukee,GreaterNewOrleans,NewYorkCity,PrinceGeorgesCounty(MD),andWashington,DC.Morethanaprincipaltrainingprogram,NewLeadersforNewSchoolsisanationalmovementofleaderswithanunwaveringcommitmenttoensurethateverystudentachievesacademicexcellence.Formoreinformationvisitwww.nlns.org.

TheEffectivePracticeIncentiveCommunitydrivesstudentperformancebyrewardingeduca-torsinschoolsmakingstudentachievementgainsforsharingeffectivepracticeswithcolleaguesintheirowndistrictandwitheducatorsacrossthecountry.TheEPICprogramwasfoundedin2006byNewLeadersforNewSchoolsandoperatesinpartnershipwiththeDenverPublicSchools,DistrictofColumbiaPublicSchools,MemphisCitySchools,andaconsortiumofmorethan140charterschoolsacrossthenation.AsofMarch2010,morethan100casestudiesandprofilesofEPICawardedschoolsareavailableontheEPICKnowledge System.Formoreinformationvisitwww.nlns.org/epic.jsp.

Rockmanetalisanindependentresearch,evaluation,andconsultingfirmfocusingoneducation,technology,andmedia.Rockmanworkswithpreschool,K-12,postsecondary,andadulteducationalin-stitutionsonformaleducationalinitiatives,andwithmuseums,foundations,privateindustry,andothergroupsoninformaleducationinitiatives.RockmanhasoftenservedasexternalevaluatorforprojectsfundedbygrantsfromtheU.S.DepartmentofEducationandtheNationalScienceFoundation.

FormoreinformationabouttheEffectivePracticeIncentiveCommunity,[email protected]

orvisitusatwww.epic.nlns.org.

FormoreinformationaboutNewLeadersforNewSchools,[email protected].

Documents

The EPIC Professional Learning Model - US - ERIC · PDF filesuch as Michael Fullan, John Bransford, Thomas Guskey, and Richard Elmore. For the standards review, Rockman used the National